Pub Date : 2022-01-07DOI: 10.1177/02676583211066296
Becky Gonzalez
This study builds on prior research on second language (L2) Spanish psych verbs, which has centered on morphosyntactic properties, by examining their syntactic distribution, which relies on lexical semantic knowledge. The fact that certain forms are licensed for some verbs, but not others, is the result of an underlying lexical semantic difference across verb classes, represented here as a difference in formal feature strength. To fully acquire the relevant grammatical distribution, L2 learners must successfully acquire (i) licensing restrictions on argument structure and (ii) underlying lexical semantic representations of individual verbs. Three groups of L2 learners (n = 66) and a group of native Spanish speakers (n = 19) completed two judgment tasks (one with aural stimuli and one with written stimuli) which presented object experiencer psych verbs in multiple argument structures. Results show that advanced L2 learners are largely sensitive to the distribution tested here; however, while they have acquired relevant licensing restrictions, they may associate fixed feature settings with verbs that allow variable feature settings. These results are consistent with predictions made by the Feature Reassembly Hypothesis and highlight the role of lexical semantic features in second language acquisition.
{"title":"A lexical semantic approach to the L2 acquisition of Spanish psych verbs","authors":"Becky Gonzalez","doi":"10.1177/02676583211066296","DOIUrl":"https://doi.org/10.1177/02676583211066296","url":null,"abstract":"This study builds on prior research on second language (L2) Spanish psych verbs, which has centered on morphosyntactic properties, by examining their syntactic distribution, which relies on lexical semantic knowledge. The fact that certain forms are licensed for some verbs, but not others, is the result of an underlying lexical semantic difference across verb classes, represented here as a difference in formal feature strength. To fully acquire the relevant grammatical distribution, L2 learners must successfully acquire (i) licensing restrictions on argument structure and (ii) underlying lexical semantic representations of individual verbs. Three groups of L2 learners (n = 66) and a group of native Spanish speakers (n = 19) completed two judgment tasks (one with aural stimuli and one with written stimuli) which presented object experiencer psych verbs in multiple argument structures. Results show that advanced L2 learners are largely sensitive to the distribution tested here; however, while they have acquired relevant licensing restrictions, they may associate fixed feature settings with verbs that allow variable feature settings. These results are consistent with predictions made by the Feature Reassembly Hypothesis and highlight the role of lexical semantic features in second language acquisition.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"731 - 758"},"PeriodicalIF":2.4,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47912310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-29DOI: 10.1177/02676583211066413
J. Archibald
In this research note I want to address some misunderstandings about the construct of redeployment and suggest that we need to fit these behavioural data from Yang, Chen and Xiao (YCX) into a broader context. I will suggest that these authors’ work is not just about the failure of three models to predict equivalence classification. Equivalence classification is not the end of the story but only the beginning. We need to look at what cues are detected in the input, which subset of the input becomes intake, and how this intake is parsed onto phonological structures. The empirical results of YCX should not be viewed as some sort of non-result inasmuch as none of the proposed predictors of Mandarin equivalence classification foresaw that the Russian prevoiced stops and short-lag stops would be equated with the Mandarin short-lag stops. Rather, the empirical results need to be contextualized by considering such factors as cue reweighting as part of the learning theory which maps intake onto phonological representations. In this light, the results are not a repudiation of phonological redeployment, but help to shed light on the parsing of the acoustic signal, the importance of robust burst-release cues, and the non-local nature of L2 phonological learning (as opposed to noticing).
{"title":"Phonological redeployment and the mapping problem: Cross-linguistic E-similarity is the beginning of the story, not the end","authors":"J. Archibald","doi":"10.1177/02676583211066413","DOIUrl":"https://doi.org/10.1177/02676583211066413","url":null,"abstract":"In this research note I want to address some misunderstandings about the construct of redeployment and suggest that we need to fit these behavioural data from Yang, Chen and Xiao (YCX) into a broader context. I will suggest that these authors’ work is not just about the failure of three models to predict equivalence classification. Equivalence classification is not the end of the story but only the beginning. We need to look at what cues are detected in the input, which subset of the input becomes intake, and how this intake is parsed onto phonological structures. The empirical results of YCX should not be viewed as some sort of non-result inasmuch as none of the proposed predictors of Mandarin equivalence classification foresaw that the Russian prevoiced stops and short-lag stops would be equated with the Mandarin short-lag stops. Rather, the empirical results need to be contextualized by considering such factors as cue reweighting as part of the learning theory which maps intake onto phonological representations. In this light, the results are not a repudiation of phonological redeployment, but help to shed light on the parsing of the acoustic signal, the importance of robust burst-release cues, and the non-local nature of L2 phonological learning (as opposed to noticing).","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"287 - 297"},"PeriodicalIF":2.4,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44047350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-29DOI: 10.1177/02676583211066290
Joanne Jingwen Li, Maria I. Grigos
This study aims to understand if Mandarin late learners of English can successfully manipulate acoustic and kinematic cues to deliver English stress contrast in production. Mandarin (N = 8) and English (N = 8) speakers were recorded producing English trochaic (initial stress) and iambic (final stress) items during a nonword repetition task. Speakers’ jaw movement for the utterances was tracked and analysed. Acoustic and kinematic cues were measured for each syllable, including acoustic duration, fundamental frequency (F0), and intensity, as well as jaw movement duration, displacement, peak velocity, and stiffness. Stress ratios (syllable 1 / syllable 2) were calculated for each cue and compared between groups. Results showed that English and Mandarin speakers had generally comparable performance in differentiating trochaic from iambic patterns, as well as in the degree of between-syllable contrast within each pattern. Between-group differences were only observed in acoustic duration and jaw movement velocity/stiffness. These results suggest that the experience with Mandarin stress contributes to Mandarin speakers’ overall successful production of English stress but also results in nonnative use of some acoustic/kinematic cues.
{"title":"Production of English lexical stress by Mandarin speakers: Acoustics and kinematics","authors":"Joanne Jingwen Li, Maria I. Grigos","doi":"10.1177/02676583211066290","DOIUrl":"https://doi.org/10.1177/02676583211066290","url":null,"abstract":"This study aims to understand if Mandarin late learners of English can successfully manipulate acoustic and kinematic cues to deliver English stress contrast in production. Mandarin (N = 8) and English (N = 8) speakers were recorded producing English trochaic (initial stress) and iambic (final stress) items during a nonword repetition task. Speakers’ jaw movement for the utterances was tracked and analysed. Acoustic and kinematic cues were measured for each syllable, including acoustic duration, fundamental frequency (F0), and intensity, as well as jaw movement duration, displacement, peak velocity, and stiffness. Stress ratios (syllable 1 / syllable 2) were calculated for each cue and compared between groups. Results showed that English and Mandarin speakers had generally comparable performance in differentiating trochaic from iambic patterns, as well as in the degree of between-syllable contrast within each pattern. Between-group differences were only observed in acoustic duration and jaw movement velocity/stiffness. These results suggest that the experience with Mandarin stress contributes to Mandarin speakers’ overall successful production of English stress but also results in nonnative use of some acoustic/kinematic cues.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"667 - 695"},"PeriodicalIF":2.4,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47221676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-29DOI: 10.1177/02676583211066291
Ala Simonchyk, Isabelle Darcy
The study investigates the relationship between lexical encoding and production in order to establish whether learners are able to produce a difficult contrast in words that they merged in their mental lexicon. Forty American English learners of Russian were tested on their production and lexical encoding of familiar and highly-frequent words with the plain/palatalized contrast in second language (L2) Russian. Results suggest that the relationship between phonolexical encoding and production is less straightforward than a simple mirror image and is strongly affected by the prosodic position of the target consonants. In word-final position, learners did not lexically encode the difference between plain and palatalized consonants but they strived to produce it, although not very successfully. In intervocalic position, learners’ ability to encode and produce words with the plain/palatalized contrast was more accurate than in word-final position, which was attributed to the ‘spelling trap’ effect. Since Russian orthography employs vowel graphemes to mark the plain/palatalized status of preceding consonants, it appears that learners relied on these assumed vowel differences to articulate complex palatalization gestures. Thus, the findings of this study suggest that L2 learners can produce a contrast that they have not yet lexically encoded.
{"title":"Development of production skills in the absence of precise phonolexical representations","authors":"Ala Simonchyk, Isabelle Darcy","doi":"10.1177/02676583211066291","DOIUrl":"https://doi.org/10.1177/02676583211066291","url":null,"abstract":"The study investigates the relationship between lexical encoding and production in order to establish whether learners are able to produce a difficult contrast in words that they merged in their mental lexicon. Forty American English learners of Russian were tested on their production and lexical encoding of familiar and highly-frequent words with the plain/palatalized contrast in second language (L2) Russian. Results suggest that the relationship between phonolexical encoding and production is less straightforward than a simple mirror image and is strongly affected by the prosodic position of the target consonants. In word-final position, learners did not lexically encode the difference between plain and palatalized consonants but they strived to produce it, although not very successfully. In intervocalic position, learners’ ability to encode and produce words with the plain/palatalized contrast was more accurate than in word-final position, which was attributed to the ‘spelling trap’ effect. Since Russian orthography employs vowel graphemes to mark the plain/palatalized status of preceding consonants, it appears that learners relied on these assumed vowel differences to articulate complex palatalization gestures. Thus, the findings of this study suggest that L2 learners can produce a contrast that they have not yet lexically encoded.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"623 - 648"},"PeriodicalIF":2.4,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43788321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-29DOI: 10.1177/02676583211066293
Lulu Zhang
The current study investigates second language acquisition of Chinese object ellipsis to probe the development of features transferred from learners’ native language without robust confirming or disconfirming evidence in the second language (L2) input. It is argued that Chinese allows object ellipsis licensed by a verb with a [VCase] feature but not by a verb with a [Vnon-Case] feature. In contrast, Korean allows object ellipsis to be licensed by both types of verbs, whilst English prohibits both. An acceptability judgement task was conducted among first language (L1) English and L1 Korean L2 Chinese learners from elementary to advanced levels, with the results showing that the [Vnon-Case] feature was assembled in the Chinese grammars of English and Korean elementary L2 learners; however, it gradually lost its vigour and licensing power for object ellipsis in intermediate L2 grammars and was successfully removed from licensing object ellipsis in advanced L2 grammars. These findings support predictions by Yuan regarding a feature’s dormant status and modify Yuan’s predictions regarding a dormant feature’s consequences.
{"title":"Existence and consequences of dormant features: Evidence from L2 acquisition of Chinese object ellipsis","authors":"Lulu Zhang","doi":"10.1177/02676583211066293","DOIUrl":"https://doi.org/10.1177/02676583211066293","url":null,"abstract":"The current study investigates second language acquisition of Chinese object ellipsis to probe the development of features transferred from learners’ native language without robust confirming or disconfirming evidence in the second language (L2) input. It is argued that Chinese allows object ellipsis licensed by a verb with a [VCase] feature but not by a verb with a [Vnon-Case] feature. In contrast, Korean allows object ellipsis to be licensed by both types of verbs, whilst English prohibits both. An acceptability judgement task was conducted among first language (L1) English and L1 Korean L2 Chinese learners from elementary to advanced levels, with the results showing that the [Vnon-Case] feature was assembled in the Chinese grammars of English and Korean elementary L2 learners; however, it gradually lost its vigour and licensing power for object ellipsis in intermediate L2 grammars and was successfully removed from licensing object ellipsis in advanced L2 grammars. These findings support predictions by Yuan regarding a feature’s dormant status and modify Yuan’s predictions regarding a dormant feature’s consequences.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"649 - 666"},"PeriodicalIF":2.4,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48980668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-16DOI: 10.1177/02676583211063534
Ian Cunnings, Hiroki Fujita
Relative clauses have long been examined in research on first (L1) and second (L2) language acquisition and processing, and a large body of research has shown that object relative clauses (e.g. ‘The boy that the girl saw’) are more difficult to process than subject relative clauses (e.g. ‘The boy that saw the girl’). Although there are different accounts of this finding, memory-based factors have been argued to play a role in explaining the object relative disadvantage. Evidence of memory-based factors in relative clause processing comes from studies indicating that representational similarity influences the difficulty associated with object relatives as a result of a phenomenon known as similarity-based interference. Although similarity-based interference has been well studied in L1 processing, less is known about how it influences L2 processing. We report two studies – an eye-tracking experiment and a comprehension task – investigating interference in the comprehension of relative clauses in L1 and L2 readers. Our results indicated similarity-based interference in the processing of object relative clauses in both L1 and L2 readers, with no significant differences in the size of interference effects between the two groups. These results highlight the importance of considering memory-based factors when examining L2 processing.
{"title":"Similarity-based interference and relative clauses in second language processing","authors":"Ian Cunnings, Hiroki Fujita","doi":"10.1177/02676583211063534","DOIUrl":"https://doi.org/10.1177/02676583211063534","url":null,"abstract":"Relative clauses have long been examined in research on first (L1) and second (L2) language acquisition and processing, and a large body of research has shown that object relative clauses (e.g. ‘The boy that the girl saw’) are more difficult to process than subject relative clauses (e.g. ‘The boy that saw the girl’). Although there are different accounts of this finding, memory-based factors have been argued to play a role in explaining the object relative disadvantage. Evidence of memory-based factors in relative clause processing comes from studies indicating that representational similarity influences the difficulty associated with object relatives as a result of a phenomenon known as similarity-based interference. Although similarity-based interference has been well studied in L1 processing, less is known about how it influences L2 processing. We report two studies – an eye-tracking experiment and a comprehension task – investigating interference in the comprehension of relative clauses in L1 and L2 readers. Our results indicated similarity-based interference in the processing of object relative clauses in both L1 and L2 readers, with no significant differences in the size of interference effects between the two groups. These results highlight the importance of considering memory-based factors when examining L2 processing.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"539 - 563"},"PeriodicalIF":2.4,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46467203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-11DOI: 10.1177/02676583211058831
T. Greer, Johannes Wagner
Study abroad homestays are generally assumed to provide visitors with opportunities to learn language ‘in the wild’ by participating in the host family’s everyday life. Ultimately such participation is accomplished via individual episodes of interaction as the visitor is socialized into the family’s mundane routines and rituals. Building on research into second language interaction in the lifeworlds of learners beyond the classroom, this study considers (1) how interactants in one homestay context draw on a range of ecologically available resources to co-accomplish participation and membership, and (2) how such participation affords the guest with an expanding repertoire of resources, including linguistic elements and new participatory practices. The study uses multimodal conversation analysis (CA) to discuss two extended extracts from naturally occurring interaction collected between a novice L2 English speaker and his homestay family. The analysis suggests that language learning is more complex than the mere provision of linguistic input: new lexical items and practices emerge within the interactants’ respective lifeworlds in relation to locally situated contingencies, and can be occasioned and explained via recourse to a range of material and embodied affordances beyond just language. Input, therefore, is sequentially and ecologically located in the broader business of an ongoing collective sociality and primarily serves the two key interactional imperatives of progressivity and intersubjectivity.
{"title":"The interactional ecology of homestay experiences: Locating input within participation and membership","authors":"T. Greer, Johannes Wagner","doi":"10.1177/02676583211058831","DOIUrl":"https://doi.org/10.1177/02676583211058831","url":null,"abstract":"Study abroad homestays are generally assumed to provide visitors with opportunities to learn language ‘in the wild’ by participating in the host family’s everyday life. Ultimately such participation is accomplished via individual episodes of interaction as the visitor is socialized into the family’s mundane routines and rituals. Building on research into second language interaction in the lifeworlds of learners beyond the classroom, this study considers (1) how interactants in one homestay context draw on a range of ecologically available resources to co-accomplish participation and membership, and (2) how such participation affords the guest with an expanding repertoire of resources, including linguistic elements and new participatory practices. The study uses multimodal conversation analysis (CA) to discuss two extended extracts from naturally occurring interaction collected between a novice L2 English speaker and his homestay family. The analysis suggests that language learning is more complex than the mere provision of linguistic input: new lexical items and practices emerge within the interactants’ respective lifeworlds in relation to locally situated contingencies, and can be occasioned and explained via recourse to a range of material and embodied affordances beyond just language. Input, therefore, is sequentially and ecologically located in the broader business of an ongoing collective sociality and primarily serves the two key interactional imperatives of progressivity and intersubjectivity.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"85 - 113"},"PeriodicalIF":2.4,"publicationDate":"2021-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49052613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-27DOI: 10.1177/02676583211059291
Serkan Uygun, Lara Schwarz, H. Clahsen
Heritage speakers (HS) have been shown to experience difficulties with inflectional morphology (particularly with irregular morphology) and to frequently overapply regular morphology. The present study seeks to get further insight into the inflectional processes of HS by investigating how these are generalized to nonce words in language production, the first study of this kind for heritage Turkish. We specifically examined morphological generalization processes in the Turkish aorist which – unusual for this language – includes both regular and irregular forms. A written elicited-production experiment containing nonce verbs with varying degrees of similarity to existing verbs was administered to Turkish HS and native monolingually-raised Turkish speakers (MS). We also explored how well a formal model that was trained on a large lexical corpus of Turkish matches the human speakers’ performance. Our main finding is that HS employ both similarity-based and rule-based mechanisms for morphological generalization of the Turkish aorist, with subtle differences to the way these mechanisms are applied by Turkish MS.
{"title":"Morphological generalization in heritage speakers: The Turkish aorist","authors":"Serkan Uygun, Lara Schwarz, H. Clahsen","doi":"10.1177/02676583211059291","DOIUrl":"https://doi.org/10.1177/02676583211059291","url":null,"abstract":"Heritage speakers (HS) have been shown to experience difficulties with inflectional morphology (particularly with irregular morphology) and to frequently overapply regular morphology. The present study seeks to get further insight into the inflectional processes of HS by investigating how these are generalized to nonce words in language production, the first study of this kind for heritage Turkish. We specifically examined morphological generalization processes in the Turkish aorist which – unusual for this language – includes both regular and irregular forms. A written elicited-production experiment containing nonce verbs with varying degrees of similarity to existing verbs was administered to Turkish HS and native monolingually-raised Turkish speakers (MS). We also explored how well a formal model that was trained on a large lexical corpus of Turkish matches the human speakers’ performance. Our main finding is that HS employ both similarity-based and rule-based mechanisms for morphological generalization of the Turkish aorist, with subtle differences to the way these mechanisms are applied by Turkish MS.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"519 - 538"},"PeriodicalIF":2.4,"publicationDate":"2021-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44040852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-29DOI: 10.1177/02676583211054448
S. Mulík, Haydée Carrasco-Ortíz
This study investigated the influence of phonological word representations from both first language (L1) and second language (L2) on third language (L3) lexical learning in L1-dominant Spanish–English bilinguals. More specifically, we used event-related potentials (ERPs) to determine whether L1 Spanish and L2 English phonology modulates bilinguals’ brain response to newly learned L3 Slovak words, some of which had substantial phonological overlap with either L1 or L2 words (interlingual homophones) in comparison to matched control words with little or no phonological overlap. ERPs were recorded from a group of 20 Spanish–English bilinguals in response to 120 auditory Slovak words, both before and after a three-day-long learning period during which they associated the L3 Slovak novel words with their L1 Spanish translations. Behaviorally, both L1 Spanish and L2 English homophony facilitated the learning of L3 Slovak words in a similar manner. In contrast, the electrophysiological results of the post-training ERPs, but not the pre-training ERPs, showed an N100 effect for L2 English interlingual homophones and opposite N400 effects for L1 Spanish and L2 English interlingual homophones in comparison to control words. These findings suggest different neurocognitive mechanisms in the use of L1 and L2 phonological information when learning novel words in an L3.
{"title":"Different effects of L1 and L2 phonology on L3 lexical learning: An ERP study","authors":"S. Mulík, Haydée Carrasco-Ortíz","doi":"10.1177/02676583211054448","DOIUrl":"https://doi.org/10.1177/02676583211054448","url":null,"abstract":"This study investigated the influence of phonological word representations from both first language (L1) and second language (L2) on third language (L3) lexical learning in L1-dominant Spanish–English bilinguals. More specifically, we used event-related potentials (ERPs) to determine whether L1 Spanish and L2 English phonology modulates bilinguals’ brain response to newly learned L3 Slovak words, some of which had substantial phonological overlap with either L1 or L2 words (interlingual homophones) in comparison to matched control words with little or no phonological overlap. ERPs were recorded from a group of 20 Spanish–English bilinguals in response to 120 auditory Slovak words, both before and after a three-day-long learning period during which they associated the L3 Slovak novel words with their L1 Spanish translations. Behaviorally, both L1 Spanish and L2 English homophony facilitated the learning of L3 Slovak words in a similar manner. In contrast, the electrophysiological results of the post-training ERPs, but not the pre-training ERPs, showed an N100 effect for L2 English interlingual homophones and opposite N400 effects for L1 Spanish and L2 English interlingual homophones in comparison to control words. These findings suggest different neurocognitive mechanisms in the use of L1 and L2 phonological information when learning novel words in an L3.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"39 1","pages":"493 - 518"},"PeriodicalIF":2.4,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43230593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-16DOI: 10.1177/02676583211050522
Cristóbal Lozano
This article presents and reviews a new methodological resource for research in second language acquisition (SLA), CEDEL2 (Corpus Escrito del Español L2 ‘L2 Spanish Written Corpus’), and its free online search-engine interface (cedel2.learnercorpora.com). CEDEL2 is a multi-first-language corpus (Spanish, English, German, Dutch, Portuguese, Italian, French, Greek, Russian, Japanese, Chinese, and Arabic) of L2 Spanish learners at all proficiency levels. It additionally contains several native control subcorpora (English, Portuguese, Greek, Japanese, and Arabic). Its latest release (version 2) holds material from around 4,400 speakers, which amounts to over 1,100,000 words. CEDEL2 follows strict corpus-design criteria (Sinclair, 2005) and L2 corpus-design recommendations (Tracy-Ventura and Paquot, 2021), and all subcorpora are equally designed to be fully contrastable, as recommended by Contrastive Interlanguage Analysis (Granger, 2015). Thanks to its design and web interface, CEDEL2 allows for complex searches which can be further narrowed down according to its SLA-motivated variables, e.g. first language (L1), proficiency level, self-reported proficiency level, age of onset to the L2, length of exposure to the L2, length of residence in a Spanish-speaking country, knowledge of other foreign languages, type of task, etc. These CEDEL2 features allow L2 researchers to address SLA questions and hypotheses.
本文介绍并评述了一种新的研究第二语言习得的方法论资源CEDEL2（Corpus Escrito del Español L2‘L2西班牙语书面语料库’），cedel2是一个多母语语料库（西班牙语、英语、德语、荷兰语、葡萄牙语、意大利语、法语、希腊语、俄语、日语、汉语和阿拉伯语），面向所有熟练程度的二语西班牙语学习者。它还包含几个本地控制子公司（英语、葡萄牙语、希腊语、日语和阿拉伯语）。它的最新版本（第二版）收录了大约4400位演讲者的材料，总计超过1100000字。CEDEL2遵循严格的语料库设计标准（Sinclair，2005）和二语语料库设计建议（Tracy Ventura和Paquot，2021），并且所有子语料库都被同等地设计为完全可对比，正如对比中介语分析（Granger，2015）所建议的那样。由于其设计和网络界面，CEDEL2允许进行复杂的搜索，这些搜索可以根据其SLA驱动的变量进一步缩小范围，例如第一语言（L1）、熟练程度、自我报告的熟练程度、开始使用第二语言的年龄、接触第二语的时间、在西班牙语国家的居住时间、其他外语的知识、任务类型等。这些CEDEL2功能使L2研究人员能够解决SLA问题和假设。
{"title":"CEDEL2: Design, compilation and web interface of an online corpus for L2 Spanish acquisition research","authors":"Cristóbal Lozano","doi":"10.1177/02676583211050522","DOIUrl":"https://doi.org/10.1177/02676583211050522","url":null,"abstract":"This article presents and reviews a new methodological resource for research in second language acquisition (SLA), CEDEL2 (Corpus Escrito del Español L2 ‘L2 Spanish Written Corpus’), and its free online search-engine interface (cedel2.learnercorpora.com). CEDEL2 is a multi-first-language corpus (Spanish, English, German, Dutch, Portuguese, Italian, French, Greek, Russian, Japanese, Chinese, and Arabic) of L2 Spanish learners at all proficiency levels. It additionally contains several native control subcorpora (English, Portuguese, Greek, Japanese, and Arabic). Its latest release (version 2) holds material from around 4,400 speakers, which amounts to over 1,100,000 words. CEDEL2 follows strict corpus-design criteria (Sinclair, 2005) and L2 corpus-design recommendations (Tracy-Ventura and Paquot, 2021), and all subcorpora are equally designed to be fully contrastable, as recommended by Contrastive Interlanguage Analysis (Granger, 2015). Thanks to its design and web interface, CEDEL2 allows for complex searches which can be further narrowed down according to its SLA-motivated variables, e.g. first language (L1), proficiency level, self-reported proficiency level, age of onset to the L2, length of exposure to the L2, length of residence in a Spanish-speaking country, knowledge of other foreign languages, type of task, etc. These CEDEL2 features allow L2 researchers to address SLA questions and hypotheses.","PeriodicalId":47414,"journal":{"name":"Second Language Research","volume":"38 1","pages":"965 - 983"},"PeriodicalIF":2.4,"publicationDate":"2021-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43918260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：