Nuria Sagarra, Laura Fernández-Arroyo, Cristina Lozano-Argüelles, Joseph V. Casillas
{"title":"揭示第二语言词汇重音加工的复杂性:第一语言迁移、第二语言能力和接触的影响","authors":"Nuria Sagarra, Laura Fernández-Arroyo, Cristina Lozano-Argüelles, Joseph V. Casillas","doi":"10.1111/lang.12627","DOIUrl":null,"url":null,"abstract":"<p>We investigated the role of cue weighting, second language (L2) proficiency, and L2 daily exposure in L2 learning of suprasegmentals different from the first language (L1), using eye-tracking. Spanish monolinguals, English–Spanish learners, and Mandarin–Spanish learners saw a paroxytone and an oxytone verb (e.g., <i>FIRma–firMÓ</i> “s/he signs<i>–</i>signed”), listened to a sentence containing one of the verbs, and chose the one that they heard. The three languages have contrastive lexical stress, but suprasegmentals have a greater functional load in Mandarin than in English. Monolinguals predicted suffixes accurately with both stress conditions and favored oxytones, but learners predicted suffixes accurately only with oxytones, the condition activating fewer lexical competitors. Monolinguals predicted suffixes accurately sooner but at a slower rate than did learners. L2 proficiency, but not L1 or L2 exposure, facilitated L2 predictions. In conclusion, learners of a contrastive-stress L1 rely on L2 suprasegmentals to the same extent as monolinguals, regardless of their L1. Lower L2 proficiency and higher cognitive load (more lexical competitors) reduce learners’ reliance on suprasegmentals.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12627","citationCount":"0","resultStr":"{\"title\":\"Unraveling the Complexities of Second Language Lexical Stress Processing: The Impact of First Language Transfer, Second Language Proficiency, and Exposure\",\"authors\":\"Nuria Sagarra, Laura Fernández-Arroyo, Cristina Lozano-Argüelles, Joseph V. Casillas\",\"doi\":\"10.1111/lang.12627\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>We investigated the role of cue weighting, second language (L2) proficiency, and L2 daily exposure in L2 learning of suprasegmentals different from the first language (L1), using eye-tracking. Spanish monolinguals, English–Spanish learners, and Mandarin–Spanish learners saw a paroxytone and an oxytone verb (e.g., <i>FIRma–firMÓ</i> “s/he signs<i>–</i>signed”), listened to a sentence containing one of the verbs, and chose the one that they heard. The three languages have contrastive lexical stress, but suprasegmentals have a greater functional load in Mandarin than in English. Monolinguals predicted suffixes accurately with both stress conditions and favored oxytones, but learners predicted suffixes accurately only with oxytones, the condition activating fewer lexical competitors. Monolinguals predicted suffixes accurately sooner but at a slower rate than did learners. L2 proficiency, but not L1 or L2 exposure, facilitated L2 predictions. In conclusion, learners of a contrastive-stress L1 rely on L2 suprasegmentals to the same extent as monolinguals, regardless of their L1. Lower L2 proficiency and higher cognitive load (more lexical competitors) reduce learners’ reliance on suprasegmentals.</p>\",\"PeriodicalId\":51371,\"journal\":{\"name\":\"Language Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2024-01-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lang.12627\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Learning\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/lang.12627\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning","FirstCategoryId":"98","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/lang.12627","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Unraveling the Complexities of Second Language Lexical Stress Processing: The Impact of First Language Transfer, Second Language Proficiency, and Exposure
We investigated the role of cue weighting, second language (L2) proficiency, and L2 daily exposure in L2 learning of suprasegmentals different from the first language (L1), using eye-tracking. Spanish monolinguals, English–Spanish learners, and Mandarin–Spanish learners saw a paroxytone and an oxytone verb (e.g., FIRma–firMÓ “s/he signs–signed”), listened to a sentence containing one of the verbs, and chose the one that they heard. The three languages have contrastive lexical stress, but suprasegmentals have a greater functional load in Mandarin than in English. Monolinguals predicted suffixes accurately with both stress conditions and favored oxytones, but learners predicted suffixes accurately only with oxytones, the condition activating fewer lexical competitors. Monolinguals predicted suffixes accurately sooner but at a slower rate than did learners. L2 proficiency, but not L1 or L2 exposure, facilitated L2 predictions. In conclusion, learners of a contrastive-stress L1 rely on L2 suprasegmentals to the same extent as monolinguals, regardless of their L1. Lower L2 proficiency and higher cognitive load (more lexical competitors) reduce learners’ reliance on suprasegmentals.
期刊介绍:
Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.