The influence of the native language on phonological preparation in spoken word production in a second language

2018 ◽  
Vol 10 (1) ◽  
pp. 109-151
Author(s):  
Chuchu Li ◽  
Yakov Kronrod ◽  
Min Wang
Keyword(s):  
Second Language ◽  
Native Language ◽  
Spoken Word ◽  
Target Language ◽  
Effect Sizes ◽  
Initial Phoneme ◽  
Spoken Word Production ◽  
Similar Phoneme ◽  
Selection Of

Abstract Three experiments investigated the phonological preparation unit in planning English spoken words, comparing English monolinguals, native Chinese and Japanese-speakers who spoke English as their second language. All three groups named pictures in English, and the names could either share the same initial phoneme, mora, or syllable, or had no systematic commonality. A phoneme preparation effect was shown among English monolinguals but not among the two bilingual groups, suggesting that the phoneme is the phonological preparation unit for English monolinguals, but not for the two bilingual groups. All three groups showed mora and syllable preparation effects, but further analysis and a follow-up experiment suggested that Chinese-English bilinguals may treat morae as open syllables. English monolinguals showed similar phoneme and mora preparation effect sizes, possibly as a result of flexibility. Together, the selection of phonological preparation could be flexible, influenced by both the nature of the target language and speakers’ language experiences.

scholarly journals The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students

2016 ◽  
Vol 9 (5) ◽  
pp. 134 ◽  
Author(s):  
Muhammad Saleem Khan
Keyword(s):  
Community College ◽  
Second Language ◽  
Foreign Language ◽  
Secondary Students ◽  
English Language ◽  
Language Use ◽  
Native Language ◽  
Vocabulary Learning ◽  
Target Language ◽  
The Impact

<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>

The Effects of Corpus Use on Second Language Vocabulary Learning: A Multilevel Meta-analysis

2018 ◽  
Vol 40 (5) ◽  
pp. 721-753 ◽  
Author(s):  
Hansol Lee ◽  
Mark Warschauer ◽  
Jang Ho Lee
Keyword(s):  
Second Language ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
Vocabulary Knowledge ◽  
Effect Sizes ◽  
Short Term ◽  
Different Dimensions ◽  
L2 Vocabulary

Abstract This study investigates the effects of corpus use on second language (L2) vocabulary learning as well as the influence of moderators on effectiveness. Based on 29 studies representing 38 unique samples, all of which met several criteria for inclusion (e.g. with control groups), we found an overall positive medium-sized effect of corpus use on L2 vocabulary learning for both short-term (77 posttest effect sizes; Hedges’ g = 0.74, SE = 0.09, p < .001) and long-term periods (34 follow-up effect sizes; Hedges’ g = 0.64, SE = 0.17, p < .001). Furthermore, large variation in adjusted mean effect sizes across moderators was revealed. Above all, for the different dimensions of L2 vocabulary knowledge, in-depth knowledge (i.e. referential meanings as well as syntactic features of vocabulary) was associated with a large effect size. Moreover, the results revealed that learners’ L2 proficiency and several features of corpus use (i.e. interaction types, corpus types, training, and duration) influence the magnitude of the effectiveness of corpus use in improving L2 vocabulary learning.

THE EMERGENCE OF THE UNMARKED IN SECOND LANGUAGE PHONOLOGY

1998 ◽  
Vol 20 (2) ◽  
pp. 261-280 ◽  
Author(s):  
Ellen Broselow ◽  
Su-I Chen ◽  
Chilin Wang
Keyword(s):  
Second Language ◽  
Optimality Theory ◽  
Native Speakers ◽  
Native Language ◽  
Target Language ◽  
Second Language Phonology

This paper discusses the simplification of forms ending in obstruents by native speakers of Mandarin, in particular two effects that are not obviously motivated by either the native- or the target-language grammars: a tendency to devoice final voiced obstruents and a tendency to maximize the number of bisyllabic forms in the output. These patterns are accounted for within Optimality Theory, which describes a grammar as a set of universal, ranked constraints. It is argued that the devoicing and bisyllabicity effects result from universal markedness constraints that are present in all grammars but that are masked in the learner's native-language grammar by the effects of higher ranking constraints.

scholarly journals Cognitive Theory of Markedness and Native Language Transfer

2016 ◽  
Vol 4 (1) ◽  
pp. 86
Author(s):  
Liang Deng
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Theory ◽  
Native Language ◽  
Target Language ◽  
Language Transfer ◽  
Linguistic Knowledge

<p>In the process of second language acquisition (SLA), such phenomena as some linguistic knowledge in the target language is much easier to acquire than others in SLA and some linguistic knowledge in native language is apt to be transferred are prevailing. To account for these phenomena, markedness theory is introduced and attempts to provide a plausible explanation. In particular, cognitive theory of markedness, or rather, prototypicality has proven to be effective and powerful in predicting the transferability of native language. This paper tries to offer a brief introduction of markedness theory and its recent development, prototypicality and conduct a review on related achievements gained in the studies of native language transfer in SLA. At the same time, shortcomings of current researches as well as prospect of future researches in this field will be pointed out.</p>

The phonological preparation unit in spoken word production in a second language

2015 ◽  
Vol 20 (2) ◽  
pp. 351-366 ◽  
Author(s):  
CHUCHU LI ◽  
MIN WANG ◽  
JOSHUA A. DAVIS
Keyword(s):  
Second Language ◽  
Interference Effect ◽  
Native Speakers ◽  
Native English Speakers ◽  
Spoken Word ◽  
English Speakers ◽  
Lexical Competition ◽  
Chinese Speakers ◽  
Spoken Word Production ◽  
Native Chinese Speakers

This study investigated the phonological preparation unit when planning spoken words with native Chinese speakers who speak English as a Second Language (ESLs). In Experiment 1, native Chinese speakers named pictures in Chinese, and the names shared the same onset, same rhyme, or had nothing systematically in common. No onset effect was shown, suggesting that native Chinese speakers did not use onset as their preparation unit. There was a rhyme interference effect, probably due to lexical competition. In Experiment 2, the same task was conducted in English among Chinese ESLs and native English speakers. Native speakers showed onset facilitation whereas ESLs did not show such an effect until Block 3. ESLs’ phonological preparation unit is likely to be influenced by their native language but with repetition they are able to attend to sub-syllabic units. Both groups showed rhyme interference, possibly as a result of joint lexical and phonological competition.

Parameter setting in second language phonology and syntax

1991 ◽  
Vol 7 (1) ◽  
pp. 35-59 ◽  
Author(s):  
Ellen Broselow ◽  
Daniel Finer
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Native Language ◽  
Target Language ◽  
Parameter Setting ◽  
Natural Languages ◽  
Syllable Onset ◽  
Range Of Variation

This paper reports on studies of second language acquisition in two domains, phonology and syntax. The phenomena investigated were the acquisition by native speakers of Hindi, Japanese, and Korean of two areas of English: in phonology, the mastery of particular syllable onset clusters, and in syntax, the acquisition of the binding patterns of reflexive anaphors. Both these areas are ones for which multi-valued parameters have been posited to account for the range of variation across natural languages. The paper presents evidence that acquisition in these two areas is quite similar: at a certain stage of acquisition learners seem to arrive at a parameter setting that is midway between the native and the target language settings. This effect occurs both when the target language employs a less marked setting than the native language and when the target language setting is more marked than that of the native language.

Second language experience influences salience of phonological units in spoken word production in the first language

2021 ◽  
pp. 136700692110310
Author(s):  
Jie Wang ◽  
Andus Wing-Kuen Wong ◽  
Hsuan-Chih Chen
Keyword(s):  
Second Language ◽  
Phonological Processing ◽  
Research Question ◽  
First Language ◽  
Spoken Word ◽  
Word Production ◽  
Related Condition ◽  
Spoken Word Production ◽  
Bilingual Speakers ◽  
Phonological Units

Research question: Previous research suggests that the grain size of primary phonological units (PUs) in spoken word production is language-specific (e.g., phonemic segments in Germanic languages, and atonal syllables in Chinese). When the two languages of bilingual speakers have different primary PUs in their native speakers, will first language (L1) phonological processing be influenced by second language (L2) experience? Methodology: In a picture–word interference task, native Chinese speakers who spoke English as L2 were required to say aloud the predesignated L1 name of a picture while ignoring a written L1 character superimposed on the picture. The picture name shared a certain phonological component (i.e., rhyme or atonal syllable) with the distractor in the related condition but not in the unrelated condition. Data and analysis: Data of 186 participants from eight originally independent experiments were pooled. Multiple regression analyses were conducted on subject means to investigate whether the effects of rhyme relatedness and syllable relatedness on L1 naming latency were influenced by L2 self-rated proficiency, age of acquisition (AoA), and/or years of use. Trial-by-trial data were then analyzed with linear mixed-effects modeling. Findings: Both the rhyme effect and the syllable effect increased with years of L2 use, indicating that the salience of PUs in L1 spoken word production can be influenced by L2 experience. Originality: The current study adopted a chronometric approach to investigate the influence of L2 experience on phonological processing during L1 spoken word production. Importantly, multiple aspects of L2 experience (i.e., self-rated proficiency, AoA, and years of use) were examined at the same time in a relatively large sample. Implications: The current findings provide evidence for backward transfer of primary PUs in spoken word production, which demonstrates the plasticity of the phonological encoding process in bilingual speakers. These findings are discussed and compared with cross-language transfer of phonological awareness in the discussion.

Performing Pasifika English in New Zealand

2010 ◽  
Vol 31 (3) ◽  
pp. 231-251 ◽  
Author(s):  
Andy Gibson ◽  
Allan Bell
Keyword(s):  
Second Language ◽  
New Zealand ◽  
Youth Culture ◽  
Second Generation ◽  
Native Language ◽  
Growing Up ◽  
Linguistic Variables ◽  
Immigrant Status ◽  
Youth Identity ◽  
Selection Of

bro’Town is a popular animated comedy whose language is that of stylized performance. It deals with the adventures of a group of five teenage Pasifika boys growing up in Auckland, New Zealand, and showcases performances of the Englishes spoken by Polynesian immigrants and their descendants. A range of varieties are performed on the show by a handful of actors. We analyzed several linguistic variables in the speech of three of the main characters — the 14-year-old twins Vale and Valea, and their father Pepelo. Pepelo produces high levels of the vernacular features of DH-stopping and TH-fronting, consistent with his biography as a second-language speaker whose pronunciation is influenced by his native language, Samoan. His sons, as second-generation speakers, have these features too but at lower frequencies. The twins also differ from each other, with the streetwise Valea, who is more aligned with Pasifika youth culture, producing higher levels of the variables than the studious Vale. Pepelo produces unaspirated initial /p/s, again a Pasifika language feature, while his sons do not. Linking-/r/, however, appears to index a youth identity but not adult immigrant status. We conclude that performed varieties can reflect the linguistic production of a community in their selection of specific features. The quantitative patterns can be quite variable, but here succeed in indexing salient identities for their audiences.

Phonological Preparation in Korean: Phoneme, or Syllable or Another Unit?

2021 ◽  
pp. 002383092110200
Author(s):  
Chuchu Li ◽  
Min Wang ◽  
Say Young Kim ◽  
Donald J. Bolger ◽  
Kelly Wright
Keyword(s):  
Early Literacy ◽  
Spoken Word ◽  
The Body ◽  
Naming Speed ◽  
Initial Phoneme ◽  
Spoken Word Production ◽  
Initial Syllable ◽  
Korean Speakers ◽  
Native Korean Speakers ◽  
Joint Contribution

With three experiments, the present study investigated the primary phonological preparation (PP) unit in spoken word production in Korean. Adopting the form preparation paradigm, 23 native Korean speakers named pictures in homogenous or heterogenous lists. In homogenous lists, the names of the pictures shared the same initial phoneme (Experiment 1), initial consonant + vowel (i.e., CV) body (Experiment 2), or initial consonant + vowel + consonant (CVC) syllable (Experiment 3); and in heterogenous lists, the names did not share any phonological components systematically. Compared to naming pictures in heterogenous lists, participants’ naming speed was significantly faster when the initial body or the initial syllable of target names was shared. However, this form preparation effect was not shown in Experiment 1, when only the initial phoneme was shared. These results suggested that the body serves as the primary PP unit in Korean, that is, native Korean speakers tend to plan spoken words in a body–coda fashion, probably due to a joint contribution from the strong prevalence of the CV structure and early literacy instructional approach.

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