The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals

2016 ◽  
pp. 145-170
Author(s):  
Elena Zaretsky
Keyword(s):  
L2 Reading ◽  
Linguistic Transfer ◽  
L1 And L2

The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals

2014 ◽  
Vol 17 (1) ◽  
pp. 139-164 ◽  
Author(s):  
Elena Zaretsky
Keyword(s):  
Oral Language ◽  
Inflectional Morphology ◽  
Theoretical Frameworks ◽  
L2 Reading ◽  
Story Retelling ◽  
Orthographic Depth ◽  
Grammatical Errors ◽  
Linguistic Transfer ◽  
L1 And L2 ◽  
Interdependence Hypothesis

Previous research shows strong evidence of positive cross-linguistic transfer as a factor of L1 literacy. Moreover, research shows that L1 literacy supports the preservation of L1 language skills while learning L2, as oral and written languages are highly interdependent. Two theoretical frameworks can be instrumental in accounting for cross-linguistic transfer: The constructive analysis hypothesis suggests that the closer L1 and L2 are typologically, the more cross-linguistic transfer should be observed. The interdependence hypothesis postulates that bilingual transfer is also supported by L1 proficiency. These hypotheses were tested in oral language experiment, comparing typologically different languages (L1 Russian and L2 English) with different orthographic depth and language-specific characteristics. The study examines the use of morphosyntactic and lexical structures through story retelling in L1 and L2 by 13 Russian-English bilingual children (Mage = 8;2) who were readers in their L1 as well as in their L2. The results indicate a strong effect of L1 reading skills on children’s ability to use appropriate lexical and syntactic processes in their L1 and L2 narratives as well as on the reduction of L1 grammatical errors, one of the most sensitive aspects of Russian inflectional morphology. These results support the interdependence hypothesis of cross-linguistic transfer. Keywords: bilingual transfer; literacy; morphosyntax; lexicon; language-specific structures

scholarly journals USING PROSODY TO PREDICT UPCOMING REFERENTS IN THE L1 AND THE L2

2020 ◽  
pp. 1-28
Author(s):  
Anouschka Foltz
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Exposure Period ◽  
Predictive Processing ◽  
Bilingual Speakers ◽  
Prosodic Cues ◽  
Resource Deficit ◽  
L1 And L2 ◽  
Pitch Accents

Abstract While monolingual speakers can use contrastive pitch accents to predict upcoming referents, bilingual speakers do not always use this cue predictively in their L2. The current study examines the role of recent exposure for predictive processing in native German (L1) second language learners of English (L2). In Experiment 1, participants followed instructions to click on two successive objects, for example, Click on the red carrot/duck. Click on the green/GREEN carrot (where CAPS indicate a contrastive L + H* accent). Participants predicted a repeated noun following a L + H* accent in the L1, but not in the L2, where processing was delayed. Experiment 2 shows that after an exposure period with highly consistent prosodic cues, bilinguals engaged in predictive processing in both their L1 and L2. However, inconsistent prosodic cues showed different effects on bilinguals’ L1 and L2 predictive processing. The results are discussed in terms of exposure-based and resource-deficit models of processing.

scholarly journals The Unusual Role of Pro in Cu(II) Binding by His2-Cyclopentapeptide

2021 ◽  
Vol 22 (12) ◽  
pp. 6628
Author(s):  
Aleksandra Pieniężna ◽  
Aleksandra Kotynia ◽  
Justyna Brasuń
Keyword(s):  
Amino Acid ◽  
Potentiometric Titration ◽  
Amino Acid Residue ◽  
Strong Impact ◽  
Mononuclear Complexes ◽  
Study Results ◽  
Metal Ratio ◽  
Ph Range ◽  
L1 And L2

In this paper, we present findings from studying the interaction of copper(II) ions with the His2-cyclopentapeptide and the role of proline used for the purpose of potentiometric titration and UV-Vis, CD and EPR spectroscopic measurements. Experiments of two homodetic peptides differing by one amino acid residue were conducted for a ligand to metal ratio of 1:1 in the pH range 2.5–11.0. The presented studies reveal that peptides form only mononuclear complexes, and the CuH2L complex appears in the system first (for both L1 and L2). Study results show that the presence of Pro influences the structure of formed complexes and their stabilities and has a strong impact on the efficiency of copper(II) coordination.

The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew

2016 ◽  
Vol 59 (4) ◽  
pp. 797-809 ◽  
Author(s):  
Mila Schwartz ◽  
Haitham Taha ◽  
Hanan Assad ◽  
Ferdos Khamaisi ◽  
Zohar Eviatar
Keyword(s):  
Morphological Awareness ◽  
Home Language ◽  
Linguistic Features ◽  
Initial Exposure ◽  
Word Structure ◽  
Arabic Speakers ◽  
Semitic Language ◽  
Target Languages ◽  
Linguistic Transfer

Purpose The purpose of the present study was to investigate the role of dual language development and cross-linguistic influence on morphological awareness in young bilinguals' first language (L1) and second language (L2). We examined whether (a) the bilingual children (L1/L2 Arabic and L1/L2 Hebrew) precede their monolingual Hebrew- or Arabic-speaking peers in L1 and L2 morphological awareness, and (b) 1 Semitic language (Arabic) has cross-linguistic influence on another Semitic language (Hebrew) in morphological awareness. Method The study sample comprised 93 six-year-old children. The bilinguals had attended bilingual Hebrew−Arabic kindergartens for 1 academic year and were divided into 2 groups: home language Hebrew (L1) and home language Arabic (L1). These groups were compared to age-matched monolingual Hebrew speakers and monolingual Arabic speakers. We used nonwords similar in structure to familiar words in both target languages, representing 6 inflectional morphological categories. Results L1 Arabic and L1 Hebrew bilinguals performed significantly better than Arabic- and Hebrew-speaking monolinguals in the respective languages. Differences were not found between the bilingual groups. We found evidence of cross-linguistic transfer of morphological awareness from Arabic to Hebrew in 2 categories−bound possessives and dual number−probably because these categories are more salient in Palestinian Spoken Arabic than in Hebrew. Conclusions We conclude that children with even an initial exposure to L2 reveal acceleration of sensitivity to word structure in both of their languages. We suggest that this is due to the fact that two Semitic languages, Arabic and Hebrew, share a common core of linguistic features, together with favorable contextual factors and instructional factors.

scholarly journals Reading Accuracy in EFL Students with a Transparent L1 Background – a Case Study from Poland

2015 ◽  
Vol 1 (2) ◽  
pp. 35-40
Author(s):  
Monika Łodej
Keyword(s):  
Foreign Language ◽  
Reading Ability ◽  
Mother Tongue ◽  
Regular Instruction ◽  
Language Competence ◽  
L2 Reading ◽  
Reading Accuracy ◽  
Efl Students ◽  
L1 And L2

Research indicates that L2 reading competence is influenced by L1 reading ability, L2 proficiency, and L2 decoding competence. The present study investigates the significance of two variables, regularity and frequency, in relation to English as a Foreign Language (EFL) reading accuracy in students with a transparent L1. Fifteen 6th grade students in their sixth year of regular instruction in English took part in this study. Their mother tongue is Polish whereas English is their foreign language; thus, their language competence in L1 and L2 differs substantially. The research design followed Glusko (1979), Plaut (1996), and Wang and Koda (2007). There are four sets of real words. Two features of real words are manipulated for regularity and frequency. The study reveals that both conditions of script, regularity and transparency, affect reading accuracy in EFL students. However, the dimension of regularity is a stronger predicator of accuracy than the frequency with which the students encounter a word. From the pedagogical perspective, the collected data supports the use of structured reading instructions in the EFL classroom in order to restrain negative transfer of L1 to L2 reading strategies.

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