The understanding of how individuals learn a second language (L2) may be informative to the understanding of how persons with aphasia (PWA) re-learn or rehabilitate impaired language processes. The purpose of this review is to draw connections between knowledge in second language acquisition (SLA) with aphasiology. We first provide a brief overview of SLA and compare the populations of L2 learners and persons with aphasia. We then provide a specific example application of SLA theory to aphasiology in the context of morphology. Finally, we discuss three additional considerations that must be accounted for when bridging SLA and aphasiology research: bi/multilingualism, individual differences in cognition, and language of study.
{"title":"Bringing together second language acquisition and aphasiology to understand language (re-)learning","authors":"Andrew Collins, Nichol Castro","doi":"10.1558/jmbs.23543","DOIUrl":"https://doi.org/10.1558/jmbs.23543","url":null,"abstract":"The understanding of how individuals learn a second language (L2) may be informative to the understanding of how persons with aphasia (PWA) re-learn or rehabilitate impaired language processes. The purpose of this review is to draw connections between knowledge in second language acquisition (SLA) with aphasiology. We first provide a brief overview of SLA and compare the populations of L2 learners and persons with aphasia. We then provide a specific example application of SLA theory to aphasiology in the context of morphology. Finally, we discuss three additional considerations that must be accounted for when bridging SLA and aphasiology research: bi/multilingualism, individual differences in cognition, and language of study.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"200 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Javad Alipour, Amir Mohammad Safavizade, Mahmood Hashemian
It is not clear whether bilingualism leads to task switching benefits in single-language nonimmigration contexts, as in dual-language and code-switching immigration contexts. Ninety young Persian-speaking monolingual and bilingual adults reported their language proficiency and use, with the early bilinguals indicating a balanced rating for their L1 and L2, and late bilinguals reporting slightly higher ratings for L1, relative to L2. Concerning the onset age of bilingualism, the bilinguals were classified as early and late bilinguals according to whether they initiated active regular use of the two languages before or after the age of eight. A nonverbal alternating-runs task switching paradigm was used to measure global switch cost (GSC) and local switch cost (LSC). The findings revealed a slight nonsignificant GSC but a significantly lower LSC for early bilinguals, compared to monolinguals, suggesting that bilingualism effects on task switching do not transpire uniformly across different contexts.
{"title":"impact of age of onset on bilinguals’ task switching performance in a nonimmigration context","authors":"Javad Alipour, Amir Mohammad Safavizade, Mahmood Hashemian","doi":"10.1558/jmbs.23808","DOIUrl":"https://doi.org/10.1558/jmbs.23808","url":null,"abstract":"It is not clear whether bilingualism leads to task switching benefits in single-language nonimmigration contexts, as in dual-language and code-switching immigration contexts. Ninety young Persian-speaking monolingual and bilingual adults reported their language proficiency and use, with the early bilinguals indicating a balanced rating for their L1 and L2, and late bilinguals reporting slightly higher ratings for L1, relative to L2. Concerning the onset age of bilingualism, the bilinguals were classified as early and late bilinguals according to whether they initiated active regular use of the two languages before or after the age of eight. A nonverbal alternating-runs task switching paradigm was used to measure global switch cost (GSC) and local switch cost (LSC). The findings revealed a slight nonsignificant GSC but a significantly lower LSC for early bilinguals, compared to monolinguals, suggesting that bilingualism effects on task switching do not transpire uniformly across different contexts.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86141149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sirada Rochanavibhata, Jessica Yung-Chieh Chuang, Viorica Marian
Children from bilingual families are typically exposed to more diverse communication practices compared to those from monolingual households. Characterizing bilinguals’ gesture use can provide insight into children’s developmental trajectory in their two languages and the cross-linguistic effects of scaffolding from adults. Gestural patterns of Thai-English bilingual mothers and their preschool-age children were examined in three communicative tasks (prompted reminiscing, book sharing, and toy play) during two sessions (one in Thai and one in English). Gestures were categorized into representational, deictic, conventional, beat, and all. The results revealed that, as early as preschool, bilinguals gesticulate differently in their two languages. The findings highlight the importance of evaluating bilinguals’ nonverbal communication in both languages for a comprehensive picture of their linguistic profiles, especially among speakers of understudied languages. Our understanding of how gestures and speech function as an integrated communicative system would be incomplete without the inclusion of linguistic populations that are underrepresented in research.
{"title":"Bilingual mothers and children gesture differently across native and second languages","authors":"Sirada Rochanavibhata, Jessica Yung-Chieh Chuang, Viorica Marian","doi":"10.1558/jmbs.23492","DOIUrl":"https://doi.org/10.1558/jmbs.23492","url":null,"abstract":"Children from bilingual families are typically exposed to more diverse communication practices compared to those from monolingual households. Characterizing bilinguals’ gesture use can provide insight into children’s developmental trajectory in their two languages and the cross-linguistic effects of scaffolding from adults. Gestural patterns of Thai-English bilingual mothers and their preschool-age children were examined in three communicative tasks (prompted reminiscing, book sharing, and toy play) during two sessions (one in Thai and one in English). Gestures were categorized into representational, deictic, conventional, beat, and all. The results revealed that, as early as preschool, bilinguals gesticulate differently in their two languages. The findings highlight the importance of evaluating bilinguals’ nonverbal communication in both languages for a comprehensive picture of their linguistic profiles, especially among speakers of understudied languages. Our understanding of how gestures and speech function as an integrated communicative system would be incomplete without the inclusion of linguistic populations that are underrepresented in research.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79377938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Analyzing the extent to which grammatical gender corresponds between languages contributes to an understanding of language processing in the multilingual mind and guides teaching and learning methods. The present study provides a perspective on this by examining the bilingual and trilingual grammatical gender correspondence between nouns of two Romance languages, French and Spanish, and Greek. Here, correspondence refers to any combination of genders for nouns of the same meaning in translation. The samples considered comprise frequently spoken nouns, nouns of similar ending, and loan nouns of similar pronunciation. Computations involve Greek nouns in singular nominative with and without neuter, the latter to eliminate the handicap of two grammatical genders in French and Spanish compared to three genders in Greek. The results reveal that bilingual and trilingual feminine similarity is considerably greater than masculine similarity, and more so for loan nouns than for frequently spoken nouns. This is because Greek neuter corresponds primarily to French and Spanish masculine, owing mainly to neuter becoming masculine in modern Romance languages. A consideration of semantics with respect to abstractness and concreteness show that noun endings as well as semantics play a significant role in interlanguage gender correspondence between French, Greek, and Spanish.
{"title":"Grammatical gender correspondence between French, Greek, and Spanish nouns","authors":"Maria-Sofia Sotiropoulou, Stuart Cornwell","doi":"10.1558/jmbs.26510","DOIUrl":"https://doi.org/10.1558/jmbs.26510","url":null,"abstract":"Analyzing the extent to which grammatical gender corresponds between languages contributes to an understanding of language processing in the multilingual mind and guides teaching and learning methods. The present study provides a perspective on this by examining the bilingual and trilingual grammatical gender correspondence between nouns of two Romance languages, French and Spanish, and Greek. Here, correspondence refers to any combination of genders for nouns of the same meaning in translation. The samples considered comprise frequently spoken nouns, nouns of similar ending, and loan nouns of similar pronunciation. Computations involve Greek nouns in singular nominative with and without neuter, the latter to eliminate the handicap of two grammatical genders in French and Spanish compared to three genders in Greek. The results reveal that bilingual and trilingual feminine similarity is considerably greater than masculine similarity, and more so for loan nouns than for frequently spoken nouns. This is because Greek neuter corresponds primarily to French and Spanish masculine, owing mainly to neuter becoming masculine in modern Romance languages. A consideration of semantics with respect to abstractness and concreteness show that noun endings as well as semantics play a significant role in interlanguage gender correspondence between French, Greek, and Spanish.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89472371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The mastery of accurate timing control depends on physiological factors and cognitive skills, which take many years for children to develop. The acquisition of consonant length has been investigated mainly in infants’ early production, and in children’s perception in light of their phonological awareness. The present study aims to gather empirical evidence about geminate production in the later stage of language development, to gain a better understanding of the acquisition of phonological contrasts. The acoustic correlates of length distinction were analysed in Hungarian-speaking 7-year-old children’s and adults’ spontaneous speech. Results confirmed that length categories were better distinguished by closure duration in adults than in children. VOT was unaffected by gemination and produced in an adult-like way at the age of seven. Secondary acoustic cues of the length contrast associated with the relational timing of vowels and consonants showed adult-child differences, which provide information about refining timing skills and emerging phonetic/phonological abilities.
{"title":"Temporal patterns of geminate stops in Hungarian 7-year-old children and young adults","authors":"Tilda Neuberger","doi":"10.1558/jmbs.23504","DOIUrl":"https://doi.org/10.1558/jmbs.23504","url":null,"abstract":"The mastery of accurate timing control depends on physiological factors and cognitive skills, which take many years for children to develop. The acquisition of consonant length has been investigated mainly in infants’ early production, and in children’s perception in light of their phonological awareness. The present study aims to gather empirical evidence about geminate production in the later stage of language development, to gain a better understanding of the acquisition of phonological contrasts. The acoustic correlates of length distinction were analysed in Hungarian-speaking 7-year-old children’s and adults’ spontaneous speech. Results confirmed that length categories were better distinguished by closure duration in adults than in children. VOT was unaffected by gemination and produced in an adult-like way at the age of seven. Secondary acoustic cues of the length contrast associated with the relational timing of vowels and consonants showed adult-child differences, which provide information about refining timing skills and emerging phonetic/phonological abilities.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81777596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Heritage language maintenance and development depend on the family language policy, language dominance, frequency of use, linguistic distance and similarities between the minority and the majority languages or (dia)lects of the society, as well as on the multi-directionality of cross-linguistic influence and accommodation. The present study investigates the narrative skills of Russian heritage children in Cyprus, with a focus on macro-structure (story structure, structural complexity and internal states terms) and grammaticality; that is, the extent to which utterances follow the grammatical rules of a language. The participants in the study were 40 Russian-Cypriot Greek (CG) simultaneous bilingual children; their ages ranged from 4;0 to 6;0 (mean 5;2 [years;months]), and they attended kindergartens and primary CG schools where the language of instruction was Greek. The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN; Gagarina et al., 2012; 2015) was used for the data collection. The participants’ language proficiency in Russian was measured using the Russian Proficiency Test for Multilingual Children (RPTMC), while background information was obtained via parental questionnaires and interviews. The narratives were recorded, transcribed and analysed in terms of macro-structure and grammaticality. The analysis of the data showed that heritage children had errors in aspect, case, gender, morphological agreement, subject and object pronoun non-target production, as well as in innovative forms of words (nouns and verbs). There was non-standard production in terms of words order, prepositions and conjunctions. Overall, it was found that grammaticality was affected by proficiency in the heritage language, but there was no correlation with macro-structure measures. Narrative production and comprehension, macro-structure, were affected by the mode of narration.
传统语言的维持和发展取决于家庭语言政策、语言主导地位、使用频率、少数语言和多数语言(或社会语言)之间的语言距离和相似性，以及跨语言影响和适应的多向性。本研究调查了塞浦路斯俄罗斯遗产儿童的叙事技巧，重点关注宏观结构(故事结构，结构复杂性和内部状态术语)和语法性;也就是说，话语遵循语言语法规则的程度。该研究的参与者是40名俄语-塞浦路斯希腊语(CG)同步双语儿童;他们的年龄从4岁到6岁不等(平均5岁2个月)，他们就读于以希腊语为教学语言的幼儿园和小学CG学校。叙事多语言评估工具(LITMUS-MAIN);Gagarina et al.， 2012;2015)用于数据收集。采用俄语多语儿童俄语水平测试(RPTMC)测量被试的俄语语言能力，并通过父母问卷和访谈获取背景信息。对这些叙事进行记录、转录，并从宏观结构和语法性方面进行分析。数据分析表明，遗产儿童在方面、格、性别、形态一致、主宾代词非目标生产以及词汇(名词和动词)的创新形式等方面存在错误。在词序、介词和连词方面都有不标准的产出。总体而言，我们发现语法性受到传统语言熟练程度的影响，但与宏观结构措施没有相关性。叙事的生产和理解，宏观结构，受到叙事方式的影响。
{"title":"Narrative abilities and grammaticality of Russian heritage children","authors":"Sviatlana Karpava","doi":"10.1558/jmbs.23489","DOIUrl":"https://doi.org/10.1558/jmbs.23489","url":null,"abstract":"Heritage language maintenance and development depend on the family language policy, language dominance, frequency of use, linguistic distance and similarities between the minority and the majority languages or (dia)lects of the society, as well as on the multi-directionality of cross-linguistic influence and accommodation. The present study investigates the narrative skills of Russian heritage children in Cyprus, with a focus on macro-structure (story structure, structural complexity and internal states terms) and grammaticality; that is, the extent to which utterances follow the grammatical rules of a language. The participants in the study were 40 Russian-Cypriot Greek (CG) simultaneous bilingual children; their ages ranged from 4;0 to 6;0 (mean 5;2 [years;months]), and they attended kindergartens and primary CG schools where the language of instruction was Greek. The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN; Gagarina et al., 2012; 2015) was used for the data collection. The participants’ language proficiency in Russian was measured using the Russian Proficiency Test for Multilingual Children (RPTMC), while background information was obtained via parental questionnaires and interviews. The narratives were recorded, transcribed and analysed in terms of macro-structure and grammaticality. The analysis of the data showed that heritage children had errors in aspect, case, gender, morphological agreement, subject and object pronoun non-target production, as well as in innovative forms of words (nouns and verbs). There was non-standard production in terms of words order, prepositions and conjunctions. Overall, it was found that grammaticality was affected by proficiency in the heritage language, but there was no correlation with macro-structure measures. Narrative production and comprehension, macro-structure, were affected by the mode of narration.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89829041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ioannis Papakyritsis, Panagiota Adamopoulou, Ioanna Kerouli, M. Sifaki
Lexical stress carries significant functional load in Greek; there are several pairs and even triplets of words that are differentiated only by stress position. Greek stressed vowels are longer and have a greater amplitude compared to their unstressed counterparts. Lexical stress is also indirectly signalled by pitch movement (Arvaniti, 2007). The trajectory of lexical stress development has received little attention, both in Greek and in the international literature, especially regarding the acoustic analysis of prominence. Therefore, the aim of this study was to investigate the acoustic realisation of stress during Greek acquisition. To that end, 24 typically developing children aged 4;7 to 6;4 (years;months), and 24 adults aged 20 to 25, carried out a word repetition task involving 20 minimal stress pairs (15 real words and five non-words). Duration, intensity and F0 variation, indices of the relative prominence of stressed to unstressed vowels, were calculated. Overall, although the use of the intensity cue for lexical stress did not differ significantly between the two groups, children tended to use the vowel duration cue to a lesser extent than adults to signal lexical stress position. On the other hand, F0 variation indices were significantly higher in the children’s data. Additionally, the acoustic analysis indicated that children utilized the pattern of devoicing unstressed vowels, a specific type of vowel reduction optionally applied in Greek, much more extensively than adults. Finally, although for the most part the word productions carried unequivocal and correct lexical stress, in a few cases children, contrary to adults, had difficulties signalling lexical stress position in a perceptually transparent manner. This study is one of the few attempts to describe the acoustic characteristics of lexical stress in Greek typical development.
{"title":"Acoustic analysis of lexical stress in Greek preschool children","authors":"Ioannis Papakyritsis, Panagiota Adamopoulou, Ioanna Kerouli, M. Sifaki","doi":"10.1558/jmbs.23559","DOIUrl":"https://doi.org/10.1558/jmbs.23559","url":null,"abstract":"Lexical stress carries significant functional load in Greek; there are several pairs and even triplets of words that are differentiated only by stress position. Greek stressed vowels are longer and have a greater amplitude compared to their unstressed counterparts. Lexical stress is also indirectly signalled by pitch movement (Arvaniti, 2007). The trajectory of lexical stress development has received little attention, both in Greek and in the international literature, especially regarding the acoustic analysis of prominence. Therefore, the aim of this study was to investigate the acoustic realisation of stress during Greek acquisition. To that end, 24 typically developing children aged 4;7 to 6;4 (years;months), and 24 adults aged 20 to 25, carried out a word repetition task involving 20 minimal stress pairs (15 real words and five non-words). Duration, intensity and F0 variation, indices of the relative prominence of stressed to unstressed vowels, were calculated. Overall, although the use of the intensity cue for lexical stress did not differ significantly between the two groups, children tended to use the vowel duration cue to a lesser extent than adults to signal lexical stress position. On the other hand, F0 variation indices were significantly higher in the children’s data. Additionally, the acoustic analysis indicated that children utilized the pattern of devoicing unstressed vowels, a specific type of vowel reduction optionally applied in Greek, much more extensively than adults. Finally, although for the most part the word productions carried unequivocal and correct lexical stress, in a few cases children, contrary to adults, had difficulties signalling lexical stress position in a perceptually transparent manner. This study is one of the few attempts to describe the acoustic characteristics of lexical stress in Greek typical development.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80170949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I. Potapova, J. Gallagher, Alicia G. Escobedo, S. Pruitt-Lord
All children produce non-adult-like grammatical forms (e.g., omissions, substitutions) in the process of acquiring the language(s) in their environment. Often, use of these forms is part of typical language development; in other cases, non-adult-like forms are indicative of developmental language disorder (DLD). For children acquiring multiple languages, additional variability in language use is expected, as their experiences with each language vary. For accurate assessment in speech-language pathology, measures must differentiate typical and atypical development within the variability of dual language learning. Recent research indicates that measuring productivity – or the diversity and flexibility of children’s morphosyntactic skills – may be helpful in meeting this need: across speaker populations, typical language development is characterised by relatively greater productivity. However, available work has largely prioritised productivity within accurate productions. Presently, we ask: what are patterns of productivity in the context of non-adult-like forms in the spontaneous language samples of preschool-aged Spanish-English bilinguals? Analyses were conducted in both languages, and, as predicted, typically developing bilinguals (n = 15; age range = 3;11-4;11 [years;months]) produced non-adult-like forms that demonstrated productivity, or the (over)use of grammatical markers (e.g., substitutions, overregularisations) in both Spanish and English. Conversely, non-adult-like forms produced by three bilingual peers with DLD (ages 3;10, 4;1 and 4;3) were primarily characterised by limited productivity (i.e., omissions). Patterns observed here align with previous research and with the profile of DLD, in which children demonstrate difficulty learning and using grammatical markers. Additionally, present findings revealed cross-linguistic differences in productivity across English and Spanish, likely stemming from differences in grammatical structures between languages and, relatedly, differences in grammatical forms prioritised in assessment for each language. Present findings motivate further work in descriptive analyses of language use (i.e., identifying productive vs. non-productive forms) to improve our understanding of bilingual language development and to support clinical decision-making.
{"title":"Rethinking ‘errors’","authors":"I. Potapova, J. Gallagher, Alicia G. Escobedo, S. Pruitt-Lord","doi":"10.1558/jmbs.23496","DOIUrl":"https://doi.org/10.1558/jmbs.23496","url":null,"abstract":"All children produce non-adult-like grammatical forms (e.g., omissions, substitutions) in the process of acquiring the language(s) in their environment. Often, use of these forms is part of typical language development; in other cases, non-adult-like forms are indicative of developmental language disorder (DLD). For children acquiring multiple languages, additional variability in language use is expected, as their experiences with each language vary. For accurate assessment in speech-language pathology, measures must differentiate typical and atypical development within the variability of dual language learning. Recent research indicates that measuring productivity – or the diversity and flexibility of children’s morphosyntactic skills – may be helpful in meeting this need: across speaker populations, typical language development is characterised by relatively greater productivity. However, available work has largely prioritised productivity within accurate productions. Presently, we ask: what are patterns of productivity in the context of non-adult-like forms in the spontaneous language samples of preschool-aged Spanish-English bilinguals? Analyses were conducted in both languages, and, as predicted, typically developing bilinguals (n = 15; age range = 3;11-4;11 [years;months]) produced non-adult-like forms that demonstrated productivity, or the (over)use of grammatical markers (e.g., substitutions, overregularisations) in both Spanish and English. Conversely, non-adult-like forms produced by three bilingual peers with DLD (ages 3;10, 4;1 and 4;3) were primarily characterised by limited productivity (i.e., omissions). Patterns observed here align with previous research and with the profile of DLD, in which children demonstrate difficulty learning and using grammatical markers. Additionally, present findings revealed cross-linguistic differences in productivity across English and Spanish, likely stemming from differences in grammatical structures between languages and, relatedly, differences in grammatical forms prioritised in assessment for each language. Present findings motivate further work in descriptive analyses of language use (i.e., identifying productive vs. non-productive forms) to improve our understanding of bilingual language development and to support clinical decision-making.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"2012 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73601003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Second language (L2) speech perception can be a challenging process, as listeners have to cope with imperfect auditory signals and imperfect L2 knowledge. However, the aim of L2 speech perception is to extract linguistic meaning and enable communication between interlocutors in the language of input. Normal-hearing listeners can effortlessly perceive and understand the auditory message(s) conveyed, regardless of distortions and background noise, as they can endure a dramatic decrease in the amount of spectral and temporal information present in the auditory signal. In their attempt to recognise speech, listeners can be substantially assisted by looking at the face of the speaker. Visual perception is important even in the case of intelligible speech sounds, indicating that auditory and visual information should be combined. The present study examines how audio-visual integration affects Cypriot-Greek (CG) listeners’ recognition performance of plosive consonants on word-level in L2 English. The participants were 14 first language (L1) CG users, who were non-native speakers of English. They completed a perceptual minimal-set task requiring the extraction of speech information from unimodal auditory stimuli, unimodal visual stimuli, bimodal audio-visual congruent stimuli, and incongruent stimuli. The findings indicated that overall performance was better in the bimodal congruent task. The results point to the multisensory speech-specific mode of perception, which plays an important role in alleviating the majority of moderate to severe L2 comprehension difficulties. CG listeners’ success seems to depend upon the ability to relate what they see to what they hear.
{"title":"Audio-visual speech perception of plosive consonants by CG learners of English","authors":"Elena Kkese, Dimitra Dimitriou","doi":"10.1558/jmbs.23017","DOIUrl":"https://doi.org/10.1558/jmbs.23017","url":null,"abstract":"Second language (L2) speech perception can be a challenging process, as listeners have to cope with imperfect auditory signals and imperfect L2 knowledge. However, the aim of L2 speech perception is to extract linguistic meaning and enable communication between interlocutors in the language of input. Normal-hearing listeners can effortlessly perceive and understand the auditory message(s) conveyed, regardless of distortions and background noise, as they can endure a dramatic decrease in the amount of spectral and temporal information present in the auditory signal. In their attempt to recognise speech, listeners can be substantially assisted by looking at the face of the speaker. Visual perception is important even in the case of intelligible speech sounds, indicating that auditory and visual information should be combined. The present study examines how audio-visual integration affects Cypriot-Greek (CG) listeners’ recognition performance of plosive consonants on word-level in L2 English. The participants were 14 first language (L1) CG users, who were non-native speakers of English. They completed a perceptual minimal-set task requiring the extraction of speech information from unimodal auditory stimuli, unimodal visual stimuli, bimodal audio-visual congruent stimuli, and incongruent stimuli. The findings indicated that overall performance was better in the bimodal congruent task. The results point to the multisensory speech-specific mode of perception, which plays an important role in alleviating the majority of moderate to severe L2 comprehension difficulties. CG listeners’ success seems to depend upon the ability to relate what they see to what they hear.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85647027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Puerto Rican Spanish-English bilingual adults can occasionally switch between their languages within a counting sequence; i.e., if they start counting in one language, they may choose to switch into the other language while counting the same set of objects. The present study explores the contexts in which a language switch within a counting sequence occurs. The participants read sentences and counted images in monolingual and bilingual conditions. The overall results display a preference to count in Spanish and maintain its use throughout the counting process when allowed to use their languages as desired. Five participants performed voluntary language switching within a counting sequence in bilingual conditions. Many participants also alternated their use of Spanish and English for counting across stimuli sets in these conditions. The participants’ performance is described and analysed with respect to variables such as the initial language of use for counting, language proficiency and language history.
{"title":"Voluntary use of two languages when counting in bilingual contexts","authors":"Ana Romañach Alvarez, Rosa E. Guzzardo Tamargo","doi":"10.1558/jmbs.23540","DOIUrl":"https://doi.org/10.1558/jmbs.23540","url":null,"abstract":"Puerto Rican Spanish-English bilingual adults can occasionally switch between their languages within a counting sequence; i.e., if they start counting in one language, they may choose to switch into the other language while counting the same set of objects. The present study explores the contexts in which a language switch within a counting sequence occurs. The participants read sentences and counted images in monolingual and bilingual conditions. The overall results display a preference to count in Spanish and maintain its use throughout the counting process when allowed to use their languages as desired. Five participants performed voluntary language switching within a counting sequence in bilingual conditions. Many participants also alternated their use of Spanish and English for counting across stimuli sets in these conditions. The participants’ performance is described and analysed with respect to variables such as the initial language of use for counting, language proficiency and language history.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89345680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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