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Phonetic reduction in native and non-native English speech: Assessing the intelligibility for L2 listeners
IF 3.6 1区 文学 Q1 LINGUISTICS Pub Date : 2025-02-10 DOI: 10.1017/s1366728925000021
Gil Verbeke, Holger Mitterer, Ellen Simon
This study examines to what extent phonetic reduction in different accents affects intelligibility for non-native (L2) listeners, and whether similar reduction processes in listeners’ first language (L1) facilitate the recognition and processing of reduced word forms in the target language. In two experiments, 80 Dutch-speaking and 80 Spanish-speaking learners of English were presented with unreduced and reduced pronunciation variants in native and non-native English speech. Results showed that unreduced words are recognized more accurately and more quickly than reduced words, regardless of whether these variants occur in non-regionally, regionally or non-native accented speech. No differential effect of phonetic reduction on intelligibility and spoken word recognition was observed between Dutch-speaking and Spanish-speaking participants, despite the absence of strong vowel reduction in Spanish. These findings suggest that similar speech processes in listeners’ L1 and L2 do not invariably lead to an intelligibility benefit or a cross-linguistic facilitation effect in lexical access.
本研究探讨了不同口音的语音缩减在多大程度上影响了非母语(L2)听者的可懂度,以及听者第一语言(L1)中类似的缩减过程是否有助于识别和处理目标语言中的缩减词形。在两项实验中,80 名荷兰语和 80 名西班牙语英语学习者分别接受了母语和非母语英语语音中的未还原和还原发音变体。结果表明,未减弱发音的单词比减弱发音的单词识别得更准确、更迅速,无论这些变体出现在非区域性、区域性或非母语重音语音中。尽管西班牙语中没有强烈的元音还原,但在讲荷兰语和西班牙语的受试者之间,没有观察到语音还原对可懂度和口语单词识别的不同影响。这些研究结果表明,听者的母语和第二语言中相似的语音过程并不必然导致可懂度的提高或词汇访问的跨语言促进效应。
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引用次数: 0
Semantic processing of iconic signs is not automatic: Neural evidence from hearing non-signers
IF 3.6 1区 文学 Q1 LINGUISTICS Pub Date : 2025-02-10 DOI: 10.1017/s1366728924001093
Emily M. Akers, Katherine J. Midgley, Phillip J. Holcomb, Karen Emmorey
Iconicity facilitates learning signs, but it is unknown whether recognition of meaning from the sign form occurs automatically. We recorded ERPs to highly iconic (transparent) and non-iconic ASL signs presented to one group who knew they would be taught signs (learners) and another group with no such expectations (non-learners). Participants watched sign videos and detected an occasional grooming gesture (no semantic processing required). Before sign onset, learners showed a greater frontal negativity compared to non-learners for both sign types, possibly due to greater motivation to attend to signs. During the N400 window, learners showed greater negativity to iconic than non-iconic signs, indicating more semantic processing for iconic signs. The non-learners showed a later and much weaker iconicity effect. The groups did not differ in task performance or in P3 amplitude. We conclude that comprehending the form-meaning mapping of highly iconic signs is not automatic and requires motivation and attention.
标志性有助于学习手语,但从手语形式中识别意义是否会自动发生,目前尚不清楚。我们记录了一组知道会有人教他们学习手语(学习者)和另一组不知道会有人教他们学习手语(非学习者)的人在看到高图标性(透明)和非图标性 ASL 手势时的 ERPs。参与者观看手势视频,并检测偶尔出现的梳理手势(无需进行语义处理)。在手势开始之前,学习者与非学习者相比,对两种手势类型都表现出更大的额叶负性,这可能是由于学习者有更大的动力去注意手势。在 N400 窗口期间,学习者对标志性手势的负性大于非标志性手势,这表明他们对标志性手势进行了更多的语义加工。而非学习者的图标性效应出现得更晚,也更弱。两组在任务表现或 P3 振幅方面没有差异。我们的结论是,理解高度标志性符号的形式-意义映射不是自动的,需要动机和注意力。
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引用次数: 0
Assessing bilingual language proficiency with a yes/no vocabulary test: the role of form-meaning vocabulary knowledge
IF 3.6 1区 文学 Q1 LINGUISTICS Pub Date : 2025-02-10 DOI: 10.1017/s1366728924001007
Soon Tat Lee, Walter J. B. van Heuven, Jessica M. Price, Christine X. R. Leong
Validated yes/no vocabulary tests that measure bilinguals’ language proficiency based on vocabulary knowledge have been widely used in psycholinguistic research. However, it is unclear what aspects of test takers’ vocabulary knowledge are employed in these tests, which makes the interpretation of their scores problematic. The present study investigated the contribution of bilinguals’ form-meaning knowledge to their item accuracy on a Malay yes/no vocabulary test. Word knowledge of Malay first- (N = 80) and second-language (N = 80) speakers were assessed using yes/no, meaning recognition, form recognition, meaning recall and form recall tests. The findings revealed that 59% of the variance in the yes/no vocabulary test score was explained by the accuracy of the meaning recognition, form recognition and meaning recall tests. Importantly, the item analysis indicated that yes/no vocabulary tests assess primarily knowledge of form recognition, supporting its use as a lexical proficiency measure to estimate bilinguals’ receptive language proficiency.
以词汇知识为基础测量二语者语言能力的 "是/否 "词汇测试已被广泛应用于心理语言学研究。然而,目前还不清楚在这些测试中运用了应试者哪些方面的词汇知识,这使得对应试者分数的解释很成问题。本研究调查了在马来语 "是"/"否 "词汇测试中,二语者的形式意义知识对其项目准确性的贡献。本研究使用是/否、意义识别、形式识别、意义回忆和形式回忆测试来评估马来语第一语言使用者(80 人)和第二语言使用者(80 人)的词汇知识。研究结果显示,59%的 "是/否 "词汇测试得分差异是由 "意义识别"、"形式识别 "和 "意义回忆 "测试的准确性所解释的。重要的是,项目分析表明,"是/否 "词汇测试主要评估的是形式识别方面的知识,从而支持将其作为一种词汇能力测量方法来估测二语者的接受语言能力。
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引用次数: 0
Greater sensitivity to communication partners’ perspectives in children learning a second language at school
IF 3.6 1区 文学 Q1 LINGUISTICS Pub Date : 2025-02-10 DOI: 10.1017/s1366728925000069
Valeria Agostini, Ian A. Apperly, Andrea Krott

Early learning of a second language at home has been found to be beneficial for children’s cognitive development, including their ability to ascribe mental states to others. We investigated whether second language learning in an educational setting can accelerate children’s sensitivity to a communication partner’s perspective and whether the amount of exposure to second language education makes a difference. We tested three groups of English monolingual four-five year old children with varying language exposure at the beginning of their first year at primary school and 24 weeks later. Children attending bilingual schools and children with weekly second language lessons exhibited similar accelerated development of communicative perspective-taking skills compared to children without second language provision. Such advances were not related to other cognitive advances. Thus, limited foreign language teaching might boost young children’s development in communicative perspective-taking skills, providing an enhanced basis for their social competence development.

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引用次数: 0
Community language exposure affects voice onset time patterns in Spanish-English bilingual children and functional English monolingual children
IF 3.6 1区 文学 Q1 LINGUISTICS Pub Date : 2025-02-10 DOI: 10.1017/s1366728925000045
Robert Mayr, Simona Montanari, Jeremy Steffman, Manifa Baghom

This study examined English VOT productions by 37 Spanish-English bilingual children and 37 matched functional monolinguals, all aged 3–6 years, from the same Latinx community. It also assessed the bilinguals’ Spanish stop productions and investigated the effects of age and language exposure on their VOT productions. The results revealed credible between-group differences on English voiced, but not voiceless, stops, with shorter VOTs for bilinguals. However, both groups exhibited similar pre-voicing levels, which may suggest an effect of the community language, Spanish, not only on the bilinguals’ English VOT patterns but also the monolinguals’. The study also found cross-linguistic differentiation of voiceless stops, but not voiced ones, in the bilinguals’ productions and revealed effects of age and exposure not only on VOT in Spanish but also in the majority language, English. These findings have important implications for the conceptualization of monolingual-bilingual comparisons in settings where the community and majority language coexist.

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引用次数: 0
How language proficiency and age of acquisition affect executive control in bilinguals: continuous versus dichotomous analysis approaches
IF 3.6 1区 文学 Q1 LINGUISTICS Pub Date : 2025-02-10 DOI: 10.1017/s1366728924001019
Lihua Xia, Antonella Sorace, Mariana Vega-Mendoza, Thomas Bak

Researchers have argued that grouping heterogeneous linguistic profiles under a dichotomous condition might mask the cognitive effects of bilingualism. The current study used two different analysis approaches (i.e., continuous versus dichotomous) to examine inhibitory control in a sample of 239 young adult bilinguals. Dividing the sample into dichotomous groups based on L2 proficiency (i.e., high-proficient versus low-proficient) and L2 AoA (i.e., early versus late) did not lead to reliable group differences in any of the measurements used. However, the use of a continuous measure revealed that higher L2 proficiency predicted better visual inhibition and earlier L2 AoA was associated with better auditory inhibition. Furthermore, the observed differences were limited to tasks involving stimulus–stimulus competition, but not stimulus–response competition. These findings shed new light on the importance of conceptualising bilingualism as a continuous measure rather than a dichotomous measure and previous research on bilingual performance in different cognitive tasks.

研究人员认为,在二分法条件下将异质的语言特征分组可能会掩盖二语的认知效果。本研究采用了两种不同的分析方法(即连续分析法和二分分析法),对239名年轻成年双语者的抑制控制能力进行了研究。根据第二语言熟练程度(即高熟练程度和低熟练程度)和第二语言认知能力(即早期认知能力和晚期认知能力)将样本分为二分法组,并没有在任何测量中产生可靠的组间差异。然而,连续测量法的使用表明,较高的 L2 熟练程度预示着较好的视觉抑制能力,而较早的 L2 AoA 则与较好的听觉抑制能力相关。此外,观察到的差异仅限于涉及刺激-刺激竞争的任务,而不是刺激-反应竞争的任务。这些发现揭示了将二语能力概念化为连续测量而非二分测量的重要性,以及以往关于二语在不同认知任务中表现的研究。
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引用次数: 0
Learning L2 grammar from prediction errors? Verb biases in structural priming in comprehension and production
IF 3.6 1区 文学 Q1 LINGUISTICS Pub Date : 2025-02-06 DOI: 10.1017/s1366728925000033
Duygu F. Şafak, Holger Hopp

This study tests whether prediction error underlies structural priming in a later-learnt L2 across two visual world eye-tracking priming experiments. Experiment 1 investigates priming when learners encounter verbs biased to double-object-datives (DO, “pay”) or prepositional-object-datives (PO, “send”) in the other structure in prime sentences. L1-German–L2-English learners read prime sentences crossing verb bias and structure (DO/PO). Subsequently, they heard target sentences – with unbiased verbs (“show”) – while viewing visual scenes. In line with implicit learning models, gaze data revealed priming and prediction-error effects, namely, more predictive looks consistent with PO following PO primes with DO-bias verbs. Priming in comprehension persisted into (unprimed) production, indicating that priming by prediction error leads to longer-term learning. Experiment 2 investigates the effects of target verb bias on error-based priming. Priming and prediction-error effects were reduced for targets with non-alternating verbs (“donate”) that only allow PO structures, suggesting learners’ knowledge of the L2 grammar modulates prediction-error-based priming.

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引用次数: 0
Reversal rewards drive language switching during observational learning: Evidence from a dual-brain EEG study
IF 3.6 1区 文学 Q1 LINGUISTICS Pub Date : 2025-02-04 DOI: 10.1017/s1366728925000070
Junjun Huang, Mengjie Lv, Yingyi Xiang, Shuang Liu, Yujing Shen, John W. Schwieter, Huanhuan Liu

Research on the cognitive neural mechanisms of language control often overlooks the role of rewards. To investigate how reversal rewards affect bilingual language switching during observational learning, we conducted a dual-brain electroencephalography (EEG) study. Participants, classified as direct learners or observers, performed a voluntary language-switching task under dynamic reward conditions. Our results demonstrated that both direct learners and observers exhibited high correct acquisition rates for the switch and non-switch behaviors in both pre- and post-reversal phases. Notably, direct learners and observers showed reduced switch costs in the post-reversal phase, highlighting enhanced language control efficiency. EEG analyses revealed that direct learners exhibited late positive component (LPC) switch costs in both pre- and post-reversal phases, while observers showed LPC switch costs only in the post-reversal phase. These findings support the Adaptive Control Hypothesis by highlighting the adaptability of language control mechanisms in response to dynamic reward environments during direct and observational learning.

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引用次数: 0
Tuning in to the prosody of a novel language is easier without orthography
IF 3.6 1区 文学 Q1 LINGUISTICS Pub Date : 2025-02-04 DOI: 10.1017/s1366728925000082
Kateřina Chládková, Václav Jonáš Podlipský, Lucie Jarůšková, Šárka Šimáčková

Mastering prosody is a different task for adults learning a second language and infants acquiring their first. While prosody crucially aids the process of L1 acquisition, for adult L2 learners it is often considerably challenging. Is it because of an age-related decline in the language-learning ability or because of unfavorable learning conditions? We investigated whether adults can auditorily sensitize to the prosody of a novel language, and whether such sensitization is affected by orthographic input. After 5 minutes of exposure to Māori, Czech listeners could reliably recognize this language in a post-test using low-pass filtered clips of Māori and Malay. Recognition accuracy was lower for participants exposed to the novel-language speech along with deep-orthography transcriptions or orthography with unfamiliar characters. Adults can thus attune to novel-language prosody, but orthography hampers this ability. Language-learning theories and applications may need to reconsider the consequences of providing orthographic input to beginning second-language learners.

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引用次数: 0
The performance of L2 French children on the LITMUS-QU Nonword repetition task during their first year of exposure: impact of age, vocabulary size, verbal-short term memory and phonological awareness
IF 3.6 1区 文学 Q1 LINGUISTICS Pub Date : 2025-01-27 DOI: 10.1017/s136672892400083x
Letícia Almeida, Christophe Coupé

In this study, we describe the performance of 62 newly immigrated children to France at a nonword repetition task (LITMUS-QU-NWR-FR) designed to evaluate bilingual children’s syllable structure. Children were between 6;0 and 9;1 and had diverse language backgrounds. They participated in our study during their first year of exposure to French. The majority of our children exhibited a good performance on the task. The variation observed is related to: (i) the properties of the nonwords: items with complex syllables are more difficult, as are items with three syllables in length; (ii) phonological awareness: children with a more developed L2 phonological awareness perform better at the task; and (iii) receptive vocabulary size: children with a larger L2 vocabulary size perform better at the task. Overall, our findings provide support for the argument that the LITMUS-QU-NWR-FR task can be used shortly after the onset of exposure to the L2.

{"title":"The performance of L2 French children on the LITMUS-QU Nonword repetition task during their first year of exposure: impact of age, vocabulary size, verbal-short term memory and phonological awareness","authors":"Letícia Almeida, Christophe Coupé","doi":"10.1017/s136672892400083x","DOIUrl":"https://doi.org/10.1017/s136672892400083x","url":null,"abstract":"<p>In this study, we describe the performance of 62 newly immigrated children to France at a nonword repetition task (LITMUS-QU-NWR-FR) designed to evaluate bilingual children’s syllable structure. Children were between 6;0 and 9;1 and had diverse language backgrounds. They participated in our study during their first year of exposure to French. The majority of our children exhibited a good performance on the task. The variation observed is related to: (i) the properties of the nonwords: items with complex syllables are more difficult, as are items with three syllables in length; (ii) phonological awareness: children with a more developed L2 phonological awareness perform better at the task; and (iii) receptive vocabulary size: children with a larger L2 vocabulary size perform better at the task. Overall, our findings provide support for the argument that the LITMUS-QU-NWR-FR task can be used shortly after the onset of exposure to the L2.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"29 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143044269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
Bilingualism: Language and Cognition
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