Partial phonological overlap causes cross-language activation in native-English learners of Arabic

2010 ◽  
Author(s):  
Alia K. Biller ◽  
William H. Levine ◽  
William R. Battinich
Keyword(s):  
English Learners ◽  
Language Activation ◽  
Cross Language

Modulating Cross-Language Activation in Spoken Production: Evidence From Primed Picture Naming

2004 ◽  
Author(s):  
Zofia Wodniecka ◽  
Susan Bobb ◽  
Judith F. Kroll ◽  
David W. Green
Keyword(s):  
Picture Naming ◽  
Language Activation ◽  
Cross Language

The processing of derivational morphology in Korean–English bilingual readers

2011 ◽  
Vol 14 (4) ◽  
pp. 473-488 ◽  
Author(s):  
SAY YOUNG KIM ◽  
MIN WANG ◽  
IN YEONG KO
Keyword(s):  
Lexical Decision ◽  
Priming Effect ◽  
Response Times ◽  
Unrelated Word ◽  
Derivational Morphology ◽  
English Bilingual ◽  
Language Activation ◽  
Complex Words ◽  
Bilingual Readers ◽  
Cross Language

Three experiments using a priming lexical decision paradigm were conducted to examine whether cross-language activation occurs via decomposition during the processing of derived words in Korean–English bilingual readers. In Experiment 1, when participants were given a real derived word and an interpretable derived pseudoword (i.e., illegal combination of a stem and a suffix) in Korean as a prime, response times for the corresponding English-translated stem were significantly faster than when they had received an unrelated word. In Experiment 2, non-morphological ending pseudowords (i.e., illegal combination of a stem and an orthographic ending) were included, and this did not show a priming effect. In Experiment 3, non-interpretable derived pseudowords also yielded a significant priming effect just as the interpretable ones. These results together suggest that cross-language activation of morphologically complex words occurs independently of lexicality and interpretability.

Prosody transfer failure despite cross-language similarities

2020 ◽  
pp. 1-24
Author(s):  
Di Liu
Keyword(s):  
English Learners ◽  
Mixed Effects ◽  
Mixed Effects Models ◽  
Prosodic Features ◽  
Dynamic Nature ◽  
Linear Mixed Effects Models ◽  
Linear Mixed Effects ◽  
Mandarin Speakers ◽  
Cross Language ◽  
L1 And L2

Abstract This study investigates how English and Mandarin speakers (1) use pitch resets and pauses to signal discourse boundaries, and (2) use pitch, duration, and intensity to indicate contrastive stress in their L1s. This study also explores how Mandarin-speaking English learners use prosodic features in L1 Mandarin and L2 English. Linear mixed-effects models showed that Mandarin and English share similarities in the forms and functions of prosody. However, Mandarin-speaking English learners did not transfer prosody usage to L2 English despite these similarities. These findings suggest that L2 prosody learning is not a typological transfer between two static language systems. Rather, it involves the interaction between two complex and dynamic prosody systems, each with its own mapping between prosodic forms and functions. Prosody teaching, therefore, should take into account the dynamic nature of prosody and compare L1 and L2 prosody in forms, meanings, and functions.

Language bias and proficiency effects on cross-language activation

2018 ◽  
Vol 10 (6) ◽  
pp. 873-901
Author(s):  
María Teresa Martínez García
Keyword(s):  
Language Bias ◽  
Reverse Pattern ◽  
English Second Language ◽  
Linguistic Interference ◽  
Bunk Bed ◽  
Language Activation ◽  
Final Syllable ◽  
Cross Language ◽  
Syllable Stress ◽  
Bias Condition

Abstract Recent research proposes that language bias and proficiency modulate cross-language activation in comprehension and production, but it is unclear how they operate and whether they interact. This study investigates whether stress differences between Spanish-English cognates (material, final-syllable stress in Spanish) affect how native-English second-language-Spanish bilinguals recognize Spanish words (materia “subject/matter,” second-syllable stress in Spanish). In a Spanish-English eye-tracking experiment (and parallel production task), participants heard/produced trisyllabic Spanish targets with second-syllable stress (materia) and saw four orthographic words, including the target and a Spanish-English cognate competitor. Cross-language activation was examined by manipulating the stress of the cognate in English. In comprehension, English cognates with the same stress as the Spanish target (materia vs material) were predicted to cause more cross-language interference than English cognates with a different stress (litera “bunk bed,” vs literal), but the reverse pattern was expected in production. Participants were assigned to a Spanish-bias condition (20% of English (filler) items), or an English-bias condition (65% of English (filler) items). Results indicate that English cognates with the same stress as the Spanish target interfered with the recognition of the Spanish target only in the English-bias condition (but facilitated its production), while increasing Spanish proficiency helped reduce this cross-linguistic interference.

scholarly journals The time course of cross-language activation in deaf ASL–English bilinguals

2015 ◽  
Vol 20 (2) ◽  
pp. 337-350 ◽  
Author(s):  
JILL P. MORFORD ◽  
CORRINE OCCHINO-KEHOE ◽  
PILAR PIÑAR ◽  
ERIN WILKINSON ◽  
JUDITH F. KROLL
Keyword(s):  
Second Language ◽  
Semantic Similarity ◽  
Time Course ◽  
Lexical Processing ◽  
Language Activation ◽  
Cross Language ◽  
Rule Out

What is the time course of cross-language activation in deaf sign–print bilinguals? Prior studies demonstrating cross-language activation in deaf bilinguals used paradigms that would allow strategic or conscious translation. This study investigates whether cross-language activation can be eliminated by reducing the time available for lexical processing. Deaf ASL–English bilinguals and hearing English monolinguals viewed pairs of English words and judged their semantic similarity. Half of the stimuli had phonologically related translations in ASL, but participants saw only English words. We replicated prior findings of cross-language activation despite the introduction of a much faster rate of presentation. Further, the deaf bilinguals were as fast or faster than hearing monolinguals despite the fact that the task was in their second language. The results allow us to rule out the possibility that deaf ASL–English bilinguals only activate ASL phonological forms when given ample time for strategic or conscious translation across their two languages.

scholarly journals Cross-Language Activation Begins During Speech Planning and Extends Into Second Language Speech

2015 ◽  
Vol 66 (2) ◽  
pp. 324-353 ◽  
Author(s):  
April Jacobs ◽  
Melinda Fricke ◽  
Judith F. Kroll
Keyword(s):  
Second Language ◽  
Speech Planning ◽  
Language Activation ◽  
Cross Language

Lexical entrenchment and cross-language activation: Two sides of the same coin for bilingual reading across the adult lifespan

2017 ◽  
Vol 22 (1) ◽  
pp. 58-77 ◽  
Author(s):  
VERONICA WHITFORD ◽  
DEBRA TITONE
Keyword(s):  
Word Frequency ◽  
Word Processing ◽  
Age Groups ◽  
Neighborhood Density ◽  
Target Language ◽  
Frequency Effects ◽  
Adult Lifespan ◽  
Age Related ◽  
Language Activation ◽  
Cross Language

We used eye movement measures of paragraph reading to examine whether two consequences of bilingualism, namely, reduced lexical entrenchment (i.e., reduced lexical quality and accessibility arising from less absolute language experience) and cross-language activation (i.e., simultaneous co-activation of target- and non-target-language lexical representations) interact during word processing in bilingual younger and older adults. Specifically, we focused on the interaction between word frequency (a predictor of lexical entrenchment) and cross-language neighborhood density (a predictor of cross-language activation) during first- and second-language reading. Across both languages and both age groups, greater cross-language (and within-language) neighborhood density facilitated word processing, indexed by smaller word frequency effects. Moreover, word frequency effects and, to a lesser extent, cross-language neighborhood density effects were larger in older versus younger adults, potentially reflecting age-related changes in lexical accessibility and cognitive control. Thus, lexical entrenchment and cross-language activation multiplicatively influence bilingual word processing across the adult lifespan.

Cross-Language Connections for English Learners’ Literacy Development

2018 ◽  
Vol 54 (1) ◽  
pp. 14-21 ◽  
Author(s):  
Elsa Cárdenas-Hagan
Keyword(s):  
Learning Disabilities ◽  
English Learners ◽  
The United States ◽  
Language Instruction ◽  
Language Learner ◽  
Language And Literacy ◽  
Highly Qualified ◽  
Second Language Learner ◽  
Explicit And Systematic Instruction ◽  
Cross Language

The number of English learners continues to increase in the United States. Additionally, many English learners will experience language and learning disabilities. These students require specialized instruction by highly qualified educators. This article addresses the various cross-language strategies that can benefit English learners with disabilities. Examples of explicit and systematic instruction are provided. In addition, resources to support language instruction in the forms of tables and figures are provided for the reader. Most educators will at some point in their career face the challenge of teaching a second language learner with a learning disability. This article provides guidance regarding the special considerations that are necessary for language and literacy instruction among English learners with learning disabilities.

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