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Naïve English-speaking learners’ use of indirect positive evidence 天真的英语学习者对间接积极证据的使用
IF 1.1 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2022-07-29 DOI: 10.1075/lab.21024.li
Ying Li, H. Goad
When second language learners are faced with acquiring a grammar that is a subset of their native language grammar, direct positive evidence is unavailable. We question whether learners can instead use indirect positive evidence: evidence drawn from errors in the learner’s L1 made by native speakers of the learner’s L2. We examine if naïve English-speaking learners of Mandarin can determine from plural omission errors in Mandarin speakers’ English productions that Mandarin marks plural in a subset of conditions under which English does. Participants were exposed to indirect positive evidence via an English-medium dialogue where a native Mandarin-speaking interlocutor produced all contextually plural nouns as singulars. Subsequently, participants learnt 12 Mandarin-like nouns in singular contexts, after which their word learning was tested using both singular and plural pictures as prompts. Forty percent of participants correctly deduced that strings to which they had assigned singular interpretations were also appropriate in plural contexts. Follow-up questions revealed that they noticed the errors in the dialogue and used these to inform their understanding of plural marking in Mandarin. This result suggests that indirect positive evidence may be an effective tool for real language learners to acquire a grammar that is a subset of their native grammar.
当第二语言学习者面临习得母语语法子集的语法时,没有直接的积极证据。我们质疑学习者是否可以使用间接的积极证据:来自母语为学习者第二语言的人在学习者第一语言中犯下的错误的证据。我们研究了天真的英语普通话学习者是否能够从讲普通话的人的英语作品中的复数省略错误中确定,普通话在英语的一个子集条件下标记复数。参与者通过英语对话接触到间接的积极证据,在对话中,母语为普通话的对话者将所有上下文中的复数名词都作为单数。随后,参与者在单数语境中学习了12个类似普通话的名词,之后使用单数和复数图片作为提示对他们的单词学习进行了测试。40%的参与者正确地推断出,他们赋予单数解释的字符串在复数上下文中也是合适的。后续问题显示,他们注意到了对话中的错误,并用这些错误来帮助他们理解普通话中的复数标记。这一结果表明,间接积极证据可能是真实语言学习者学习母语语法子集语法的有效工具。
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引用次数: 0
The effects of using two varieties of one language on cognition 使用同一种语言的两种变体对认知的影响
IF 1.1 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2022-07-07 DOI: 10.1075/lab.21044.alr
Najla Alrwaita, C. Houston-Price, C. Pliatsikas
Although the question of whether and how bilingualism affects executive functions has been extensively debated, less attention has been paid to the cognitive abilities of speakers of different varieties of the same language, in linguistic situations such as bidialectalism and diglossia. Similarly to the bilingual situation, in bidialectalism and diglossia speakers have two language varieties that are active at the same time. However, these situations have been argued to potentially provide varied, and possibly fewer, opportunities for mixing or switching between the varieties, which may in turn lead to different cognitive outcomes than those reported in bilingualism. Here we review the available evidence on the effects of bidialectalism and diglossia on cognition, and evaluate it in relation to theories of the effects of bilingualism on cognition. We conclude that investigations of bilingualism, bidialectalism and diglossia must take into account the conversational context and, in particular, the opportunities for language switching that this affords.
尽管双语是否以及如何影响执行功能的问题已经引起了广泛的争论,但人们很少关注同一语言不同变体的说话者在双语和双语等语言情况下的认知能力。与双语情况类似,在双语言主义和双语言主义中,说话者有两种同时活跃的语言变体。然而,有人认为,这些情况可能会提供各种各样的机会,甚至可能更少的机会在不同的变体之间混合或切换,这反过来可能会导致与双语者不同的认知结果。在这里,我们回顾了关于双语和双语对认知影响的现有证据,并将其与双语对认知的影响理论进行了比较。我们的结论是,对双语、双语和双语的调查必须考虑到对话的背景,特别是这提供的语言转换的机会。
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引用次数: 3
L2 tolerance of pragmatic violations of informativeness 第二语言对违反信息性的语用行为的容忍
IF 1.1 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2022-06-09 DOI: 10.1075/lab.21064.fen
Shuo Feng
This study sets out to investigate second language (L2) speakers’ derivation of pragmatic inferences and tolerance of violations of informativeness in two types of inferences, i.e., ad hoc implicatures and contrastive inference. The results of a graded judgment task revealed that pragmatic tolerance is inference-specific: L2 speakers were overly tolerant of underinformative statements in ad hoc implicatures than in contrastive inference. In addition, L2 speakers were found to be more relaxed with overinformativeness than underinformativeness in contrastive inference. The fact that L2 speakers tend to be redundant (overinformative) than ambiguous (underinformative) is further discussed with the Pragmatic Principles Violation Hypothesis (Lozano, 2016). This study hopes to contribute to a more find-grained understanding of L2 speakers’ abilities of deriving pragmatic inferences.
本研究旨在探讨第二语言(L2)使用者在两种类型的推理中,即特别暗示和对比推理,对语用推断的推导和违反信息性的容忍度。分级判断任务的结果显示,语用容忍度是推理特异性的:二语说者对特定含义下的信息不足陈述的容忍度高于对比推理。此外,在对比推理中,二语说话者在信息过剩时比在信息不足时更容易放松。第二语言说话者往往是多余的(信息过多)而不是模棱两可的(信息不足),这一事实与语用原则违反假设(Lozano, 2016)进一步讨论。本研究希望对二语使用者的语用推理能力有更深入的了解。
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引用次数: 2
The impact of language dominance on Russian-Hebrew bilingual children’s narrative production 语言优势对俄语-希伯来语双语儿童叙事生产的影响
IF 1.1 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2022-05-31 DOI: 10.1075/lab.20036.sve
S. Fichman, J. Walters, Sharon Armon-Lotem, Carmit Altman
The study explores the effect of language dominance on microstructure, macrostructure, and Internal State Terms (ISTs) in narratives of Russian-Hebrew bilingual children and examines within-language and cross-language associations between narrative elements in two dominance groups. Narratives were collected from 38 Russian-Hebrew bilingual children aged 5;5–6;7 using the LITMUS-MAIN retelling procedures. The children were divided into L1-dominant (N = 19) and L2-dominant (N = 19) bilinguals based on performance on proficiency tests in L1/Russian and L2/Hebrew. The narratives were coded for microstructure measures: number of different words (NDW), total number of tokens (TNT), number of C-units (CUs), and Mean Length of C-unit (MLCU); and for macrostructure measures: Story Structure and Story Complexity. Ratios of IST tokens and types were calculated per C-unit. Children produced significantly higher NDW, TNT, and MLCU in L2/Hebrew than in L1/Russian. Scores on macrostructure measures and ratios of total ISTs were similar across languages. L1-dominant bilinguals demonstrated similarity between L1 and L2 for microstructure and IST types, whereas L2-dominant bilinguals produced more IST types in L2/Hebrew and had relatively few significant cross-language correlations. Findings for language dominance and cross-language differences are discussed for those narrative features which emerged as sensitive to these effects.
本研究探讨了语言优势对俄-希伯来语双语儿童叙事中微观结构、宏观结构和内部状态术语的影响,并考察了两个优势群体中叙事元素之间的语言内和跨语言关联。从38名5岁的俄语-希伯来语双语儿童中收集叙述;5-6;7使用LITMUS-MAIN复述程序。儿童被分为L1显性组(N = 19) 和L2显性(N = 19) 基于母语/俄语和母语/希伯来语能力测试的双语者。叙述是根据微观结构测量进行编码的:不同单词的数量(NDW)、标记的总数(TNT)、C单元的数量(CU)和C单元的平均长度(MLCU);宏观结构测量:故事结构和故事复杂性。IST代币和类型的比率是按C单位计算的。儿童在二语/希伯来语中产生的NDW、TNT和MLCU明显高于一语/俄语。不同语言在宏观结构测量和总IST比率方面的得分相似。L1显性双语者在微观结构和IST类型方面表现出L1和L2之间的相似性,而L2显性双语者则在L2/希伯来语中产生了更多的IST类型,并且具有相对较少的显著跨语言相关性。针对那些对这些影响敏感的叙事特征,讨论了语言优势和跨语言差异的发现。
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引用次数: 2
Variation versus deviation 变化与偏差
IF 1.1 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2022-05-12 DOI: 10.1075/lab.21001.req
Pablo E. Requena
Naturalistic production research has reported that, unlike monolingual peers, children acquiring Spanish as a heritage language omit Differential Object Marking (DOM) with animate objects since the earliest stages of language development. However, the previous studies investigating longitudinal monolingual and bilingual corpora cannot be compared to each other given their different treatment of language-internal variation in DOM use along the animacy scale. Whereas monolingual results excluded contexts predicted to be variable, bilingual results combined them with categorical contexts increasing the rate of “errors” in the bilingual group. This study reexamines naturalistic production by monolingual and early bilingual children as well as by their caregivers using a common methodology that distinguishes categorical from variable DOM contexts. The results indicate that longitudinal corpora covering child heritage speakers’ development up to age three do not show evidence of greater omission of DOM compared to monolingual children once variability along the animacy scale is accounted for. By contrast, young monolingual and bilingual children’s use of Spanish DOM seems target-like based on their input.
自然主义生产研究报告称,与单语同龄人不同,从语言发展的早期阶段起,学习西班牙语作为传统语言的儿童就省略了带有动画对象的差异对象标记(DOM)。然而,先前研究纵向单语和双语语料库的研究无法相互比较,因为它们对DOM使用中的语言内部变化的处理方式不同。单语结果排除了预测为可变的上下文,而双语结果将其与分类上下文相结合,增加了双语组的“错误”率。本研究使用一种区分分类和可变DOM上下文的通用方法,重新审视了单语儿童和早期双语儿童以及他们的照顾者的自然主义生产。研究结果表明,一旦考虑到动物性尺度上的可变性,涵盖儿童遗产说话者三岁以下发展的纵向语料库并没有显示出与单语儿童相比DOM遗漏更大的证据。相比之下,年轻的单语和双语儿童对西班牙语DOM的使用似乎是基于他们的输入。
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引用次数: 2
Relative clauses in child heritage speakers of Turkish in the United States 美国土耳其语儿童遗产中的关系从句
IF 1.1 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2022-03-07 DOI: 10.1075/lab.21027.cos
Aylin Coşkun Kunduz, S. Montrul
How does complex syntax develop in heritage language children? This study investigates child Turkish heritage speakers’ comprehension and production of relative clauses (RCs) in Turkish and in English. RCs vary on their syntactic functions (subject, object) and show asymmetric patterns of acquisition and processing, which have been explained by linear distance, structural distance and input factors. Thirty-two child Turkish HS (ages 6–15) and 48 monolingual Turkish children (ages 3–15) completed a picture-sentence matching (comprehension) task and a sentence repetition (production) task in Turkish. The Turkish HS were tested on the RC comprehension and production tasks in English as well. The results indicated that the child HS showed (i) better performance in English than in Turkish with increasing age, (ii) better comprehension than production of Turkish RCs, (iii) replacement of complex RCs with simple juxtaposition in Turkish, and (iv) a subject advantage in comprehension. We take these findings to suggest that Turkish RCs do not fully develop in child HS of Turkish in the U.S., although the strength of this explanation must be corroborated by a study of child and adult HS. Overall, the findings are most compatible with the structural distance account and other factors that may affect production.
传统语言儿童的复杂句法是如何发展的?本研究调查了土耳其裔儿童对土耳其语和英语关系从句的理解和产生。RCs具有不同的句法功能(主语、宾语),并表现出不对称的习得和加工模式,这可以用线性距离、结构距离和输入因素来解释。32名土耳其儿童(6-15岁)和48名单语土耳其儿童(3-15岁)用土耳其语完成了图句匹配(理解)任务和句子重复(制作)任务。同时,对土耳其高智商儿童进行了英语RC理解和生产任务测试。结果表明,随着年龄的增长,儿童HS表现出(i)英语比土耳其语更好的表现,(ii)比土耳其语的RCs更好的理解,(iii)用简单的土耳其语并置取代复杂的RCs,以及(iv)在理解方面具有主语优势。我们认为这些发现表明在美国的土耳其裔儿童HS中土耳其裔RCs并没有完全发展,尽管这一解释的强度必须通过对儿童和成人HS的研究来证实。总的来说,这些发现与结构距离解释和其他可能影响产量的因素最一致。
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引用次数: 5
L2 processing of filled gaps 填充间隙的L2处理
IF 1.1 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2022-03-02 DOI: 10.1075/lab.20058.don
Z. Dong, Chao Han, A. Hestvik, G. Hermon
This paper investigates how late L2 learners resolve filler-gap dependencies (FGD) in real-time and how proficiency and working memory (WM) modulate their brain responses in an event-related potential (ERP) experiment. A group of intermediate to highly proficient Mandarin Chinese learners of English listened to sentences such as “The zebra that the hippo kissed *the camel on the nose ran far away,” in which the extra noun phrase “the camel” created a ‘filled-gap’ effect. The results show that although L2 behavioral responses are comparable to native speakers and are positively correlated with proficiency and WM span, the brain responses to the filled gap are qualitatively different. Importantly, L2 processing patterns did not become more nativelike with higher proficiency levels or greater WM capacity. Specifically, while the native speakers exhibited a P600 typically observed for syntactic violations and repair, the L2 group produced a prefrontal-central positivity. Similar ERPs have previously been reported to reflect domain-general attentional and non-structural-based processes, suggesting that the L2 group has a reduced sensitivity to structural requirements for gap positing in the online resolution of FGDs. Our findings are discussed in light of various proposals accounting for L1-L2 processing differences, including the Shallow Structure Hypothesis.
本文研究了在事件相关电位(ERP)实验中,晚期二语学习者如何实时解决填充间隙依赖性(FGD),以及熟练程度和工作记忆(WM)如何调节他们的大脑反应。一群中级到高度熟练的汉语英语学习者听了诸如“河马亲吻的斑马*骆驼鼻子跑得很远”之类的句子,其中名词外短语“骆驼”产生了“填补空白”的效果。结果表明,尽管第二语言的行为反应与母语者相当,并且与熟练程度和WM跨度呈正相关,但大脑对填补的空白的反应在性质上是不同的。重要的是,随着熟练程度的提高或WM能力的提高,L2处理模式并没有变得更像原生语言。具体来说,虽然母语为母语的人表现出典型的句法违规和修复的P600,但L2组产生了前额叶中枢阳性。以前有报道称,类似的ERP反映了基于领域的一般注意和非结构的过程,这表明L2组对FGD在线解决中的间隙定位的结构要求的敏感性降低。我们的发现是根据解释L1-L2处理差异的各种建议进行讨论的,包括浅层结构假说。
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引用次数: 1
Codeswitching and the Egyptian Arabic construct state 代码转换与埃及-阿拉伯建构状态
IF 1.1 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2022-02-21 DOI: 10.1075/lab.19015.sed
Yourdanis Sedarous
In this paper, I assume a grammatical approach to codeswitching (MacSwan, 2012), which predicts a ban on codeswitching below the head level. Previous literature has analyzed this ban largely at the word-level, terming it a ban on word-internal codeswitching. In this paper I argue that the said ban can also be extended from the lexical domain to certain syntactic domains that act as one word. I test MacSwan’s theory in the context of codeswitching within construct state nominals, a genitive construction prevalent in Semitic languages. The construct state is particularly relevant for discussions on the syntax-phonology interface within codeswitching because it is a complex and productive syntactic structure that is mapped onto one word. The results of an acceptability judgment experiment show lowered acceptability for sentences where a codeswitch occurred within a construct state nominal vs. sentences where the codeswitch occurred outside of a construct state nominal. The lowered acceptability for such codeswitched judgments suggests that the ban on word-internal codeswitching is not in fact limited to words but can be extended to complex syntactic units that prosodically function as one word.
在这篇论文中,我假设了一种语法方法来处理代码转换(MacSwan,2012),它预测了禁止低于头部水平的代码转换。先前的文献主要从单词层面分析了这一禁令,称其为单词内部代码转换禁令。在本文中,我认为上述禁令也可以从词汇领域扩展到作为一个词的某些句法领域。我把麦克斯旺的理论放在构形-状态-主格内的代码转换的背景下进行测试,这是一种在闪米特语言中普遍存在的属格结构。构造状态与代码转换中的语法-音韵学接口的讨论特别相关,因为它是一个映射到一个单词上的复杂而富有成效的句法结构。可接受性判断实验的结果显示,与代码切换发生在结构状态标称之外的句子相比,代码切换发生于结构状态标称之内的句子的可接受性降低。这种代码转换判断的可接受性降低表明,禁止单词内部代码转换实际上并不局限于单词,而是可以扩展到韵律上作为一个单词发挥作用的复杂句法单元。
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引用次数: 0
Phonological parsing via an integrated I-language 基于集成i语言的语音分析
IF 1.1 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2022-02-03 DOI: 10.1075/lab.21017.arc
J. Archibald
Schwartz and Sprouse (2021) argue against property-by-property Transfer (Westergaard, 2021a, b) and for wholesale transfer (Rothman, 2015) into a third language grammar by questioning the cognitive plausibility of “extracting a proper subpart from the … grammar and using that proper sub-system as the basis for a new cognitive state.” I will argue that the insights from the approaches of López (2020); Lightfoot (2020); Dresher (2018), and Westergaard (2021a) when applied to empirical data from L3 English data from L1 Arabic/L2 French speakers, give us reason to question Schwartz and Sprouse’s defence of wholesale transfer, and its typological underpinnings. We can set the study of L3A in a larger context which can unify domains such as the acquisition of phonology and syntax via a unified approach to parsing. By invoking an underspecified, minimal UG, primary linguistic data, and domain-general third factors which act in concert to parse the E-language to select structures, we can capture the underlying similarity of first, second, and third language acquisition. Parsing proceeds in an error-driven fashion, structure by structure, drawing on the Integrated I-language and UG options found in a Repository. In essence, this approach renders the wholesale/property-by-property distinction a false dichotomy.
Schwartz和Sprouse(2021)反对逐个财产转移(Westergaard, 2021a, b)和大规模转移(Rothman, 2015)到第三种语言语法,他们质疑“从……语法中提取适当的子部分,并使用适当的子系统作为新认知状态的基础”的认知合理性。我认为,从López(2020)的方法中获得的见解;莱特福特(2020);当Dresher(2018)和Westergaard (2021a)应用于来自母语阿拉伯语/母语法语者的L3英语数据的经验数据时,我们有理由质疑Schwartz和Sprouse对批发转移的辩护及其类型基础。我们可以把L3A的研究放在一个更大的语境中,通过统一的解析方法来统一音系和句法的习得等领域。通过调用未指定的、最小的UG、主要语言数据和领域通用第三因素(它们协同作用以解析电子语言以选择结构),我们可以捕获第一、第二和第三语言习得的潜在相似性。解析以错误驱动的方式进行,一个结构接一个结构,利用存储库中找到的集成i语言和UG选项。从本质上讲,这种方法使批发/逐个财产的区分成为一种错误的二分法。
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引用次数: 5
Epistemological issue 认识论问题
IF 1.1 2区 文学 0 LANGUAGE & LINGUISTICS Pub Date : 2022-01-21 DOI: 10.1075/lab.11.1
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引用次数: 1
期刊
Linguistic Approaches To Bilingualism
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