scholarly journals Topics, assertions, and additive words: how L2 learners get from information structure to target-language syntax

Linguistics ◽  
2002 ◽  
Vol 40 (4) ◽  
Author(s):  
Christine Dimroth
Keyword(s):  
Information Structure ◽  
Target Language ◽  
L2 Learners

Perspective discursive et influence translinguistique

2012 ◽  
Vol 3 (2) ◽  
pp. 173-201 ◽  
Author(s):  
Sandra Benazzo ◽  
Cecilia Andorno ◽  
Grazia Interlandi ◽  
Cédric Patin
Keyword(s):  
Information Structure ◽  
Native Speakers ◽  
Target Language ◽  
Romance Languages ◽  
Information Unit ◽  
L2 Learners ◽  
Discourse Organization ◽  
Grammatical Structures ◽  
Selection Of

This paper aims to study perspective-taking in L2 discourse at the level of utterance information structure. Many studies have shown how principles of discourse organization partly reflect lexico-grammatical structures available in a given language, and how difficult it is to reorganize L1 discursive habits when acquiring an L2 in adulthood. In this study we compare how L2 learners of Romance languages (French, Italian), with either a Romance or a Germanic language as an L1, organize the information structure of utterances relating contrasting events. Native speakers of Germanic and Romance languages show systematic differences in the selection of the information unit — referential entities or predicate polarity — on which the contrast is highlighted (Dimroth et al. 2010) ; moreover, they differ in the lexical, prosodic and morpho-syntactic means used to achieve this goal. Our data show that L2 learners can adopt the target language perspective in the selection of the information unit to contrast, when the input offers clear evidence for it. However, their choice of linguistic means reveals both the influence of the L1 and the role of more general acquisitional principles, which are still active at the advanced level.

Sentence Prosody in a Second Language

2020 ◽  
pp. 604-618
Author(s):  
Jürgen Trouvain ◽  
Bettina Braun
Keyword(s):  
Second Language ◽  
Information Structure ◽  
Target Language ◽  
Online Processing ◽  
Speech Timing ◽  
Word Level ◽  
Level Ii ◽  
L2 Learners ◽  
Target Languages ◽  
L1 And L2

This chapter provides an overview of (i) the intonational properties of second language (L2) speech above the word level, (ii) timing aspects, and (iii) the perception and processing of the target languages’ prosody by L2 learners. Intonationally, the chapter summarizes prosodic differences between different learner groups regarding prosodic marking of information structure (highlighting of new or contrastive information), illocution (questions or assertions), and prosodic phrasing. Apart from phonological differences, the chapter also reports phonetic differences between native language (L1) and L2 intonation, observed in particular in the alignment and scaling of the tonal targets in pitch accents. Finally, the chapter summarizes findings on the prosodic marking of expressive prosody in L2 speech. Timing-wise, it focuses on the phenomena of rhythm, tempo, and fluency in L2 speech. The chapter next moves on to an overview of work on the perception and interpretation of intonation of the target language by L2 learners (information structure, illocution, accent location, phrasing, attitudes), and also provides examples of the present knowledge of the online processing of prosody by L2 learners. The chapter then flips the perspective and presents data on how native speakers of the target language perceive foreign-accented L2 speech, regarding foreign-accentedness, intelligibility, and comprehension.

scholarly journals Embedding additive particles in the sentence information structure: How L2 learners find their way through positional and prosodic patterns

2015 ◽  
Vol 71 (2) ◽  
Author(s):  
Cecilia Maria Andorno ◽  
Giuseppina Turco
Keyword(s):  
Information Structure ◽  
Semantic Content ◽  
Target Language ◽  
Specific Information ◽  
Sentence Structure ◽  
L2 Acquisition ◽  
Story Retelling ◽  
Additive Particles ◽  
Intermediate Learners ◽  
L2 Learners

Since 1986, Klein pinpointed the 'embedding problem' among the main tasks L2 learners have to cope with in L2 speaking, the term referring to the need of linking the semantic content of a sentence to the information already available in the ongoing discourse. Research in L2 acquisition has shown that, even when the lexical and morphosyntactic structures needed to express specific information configurations are in place, learners can still lack the ability to use them in the ongoing discourse according to target language preferences, thus sticking to their source language preferences (Carroll and Lambert 2003; Dimroth and Lambert 2008; Lambert, Carroll and von Stutterheim 2008). Use of additive particles can pose similar 'embedding' problems, as they typically occur in a peculiar, non-canonical information configuration, in which a given predicate – available in the ongoing discourse – is claimed to hold for a new referent, which is added to other – given, available – referents. Dimroth et al. (2010), comparing native speakers productions on the basis of the same narrative task (the Finite Story retelling), show that speakers of Germanic (Dutch, German) and Romance (French, Italian) languages differ in the way they embed additive particles in the sentence information structure. Our study focuses on the use of additive particles by intermediate learners of two language pairs (Italian L1 > German L2 and viceversa) in the Finite Story retelling. Results show that, in embedding additive particles (IT anche, GE auch) in the sentence structure, intermediate learners tend to adopt patterns that are compatible with the L1 both at positional and at prosodic level, thus partly discarding more target language-specific patterns.

Second language processing of English past tense morphology: The role of working memory

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Filiz Rızaoğlu ◽  
Ayşe Gürel
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Processing ◽  
Native Speakers ◽  
Negative Relationship ◽  
Masked Priming ◽  
Morphological Processing ◽  
Target Language ◽  
Past Tense ◽  
L2 Learners

AbstractThis study examines, via a masked priming task, the processing of English regular and irregular past tense morphology in proficient second language (L2) learners and native speakers in relation to working memory capacity (WMC), as measured by the Automated Reading Span (ARSPAN) and Operation Span (AOSPAN) tasks. The findings revealed quantitative group differences in the form of slower reaction times (RTs) in the L2-English group. While no correlation was found between the morphological processing patterns and WMC in either group, there was a negative relationship between English and Turkish ARSPAN scores and the speed of word recognition in the L2 group. Overall, comparable decompositional processing patterns found in both groups suggest that, like native speakers, high-proficiency L2 learners are sensitive to the morphological structure of the target language.

Who did what to whom, and what did we already know?

2021 ◽  
Author(s):  
Tania Ionin ◽  
Maria Goldshtein ◽  
Tatiana Luchkina ◽  
Sofya Styrina
Keyword(s):  
Information Structure ◽  
Judgment Task ◽  
Control Group ◽  
Heritage Speakers ◽  
Heritage Languages ◽  
Heritage Speaker ◽  
Narrow Focus ◽  
L2 Learners ◽  
Speakers Of Other Languages ◽  
Prior Literature

Abstract This paper reports on an experimental investigation of what second language (L2) learners and heritage speakers of Russian know about the relationship between word order and information structure in Russian. The participants completed a bimodal acceptability judgment task, rating the acceptability of SVO and OVS word orders in narrow-focus contexts, under neutral prosody. Heritage speakers behaved like the control group of baseline speakers, preferring SVO order in answer to object questions, and OVS order in answer to subject questions. In contrast, L2 learners preferred SVO order regardless of the context. While the heritage speaker group was more proficient than the L2 group, proficiency alone cannot account for differences in performance: specifically, with regard to acceptance of OVS order for subject narrow focus, heritage speakers improved with proficiency, but L2 learners did not. It is proposed that heritage speakers have an advantage in this domain due to early age of acquisition (cf. Montrul, 2008). This finding is consistent with prior literature on narrow focus with heritage speakers of other languages, and suggests that this phenomenon is not particularly vulnerable in heritage languages.

Reading-time studies of second language ambiguity resolution

2005 ◽  
Vol 21 (2) ◽  
pp. 98-120 ◽  
Author(s):  
Despina Papadopoulou
Keyword(s):  
Second Language ◽  
Ambiguity Resolution ◽  
Argument Structure ◽  
Second Language Learners ◽  
Structural Information ◽  
Target Language ◽  
L2 Acquisition ◽  
L2 Learners ◽  
On Line ◽  
The Impact

This article provides a review of studies that have examined the ambiguity resolution strategies employed when processing a second language (L2). The way second language learners parse the L2 input has not yet been thoroughly investigated, although recently there has been an increasing interest in this area. The exploration of the mechanisms L2 learners use to parse ambiguous constructions allows us to examine not only aspects of L2 acquisition that still remain obscure, but also the validity of existing theories of parsing. The studies reported in this article look at three different types of ambiguous construction in the L2, and their results are discussed in relation to the L2 performance pattern. Most of the findings show that even advanced L2 learners are slower readers than native speakers and apply processing routines that depart from those best suited for processing the target language input. In addition, although L2 learners show sensitivity to lexical cues such as verb argument structure when processing the L2 input, they are less likely to rapidly employ structural information on line. The issues of the transfer of processing mechanisms from the first language (L1) to the second as well as the impact of L2 exposure on the adoption of the L2 processing routines are still unresolved and need to be further investigated.

Processing of English Sentences Consisting of Frequency Adverbs by Japanese EFL Learners

2017 ◽  
Vol 7 (11) ◽  
pp. 952
Author(s):  
Prabath B. Kanduboda
Keyword(s):  
University Students ◽  
Information Flow ◽  
Repeated Measures ◽  
Information Structure ◽  
English Language ◽  
Decision Task ◽  
Parts Of Speech ◽  
Efl Learners ◽  
L2 Learners

Previous studies suggest that, adverbs can have comparatively free positioning to that of other parts of speech in English language. This study focused on frequency adverbs which represent number of occurrences of an action or a condition. Since different positioning may produce relatively different meaning (or focus) of given sentences, processing of such sentences is assumed to be complex especially for L2 learners. Therefore, this study investigated how L2 learners process English sentences consisting of adverbs in different positions. The main goal of this study is to reveal which information-structure is mostly identified among Japanese EFL learners. A sentence-correctness-decision task was conducted with a group of university students (n=30). Stimuli were selected via a free-production written task. The data were analyzed using SPSS statistics with repeated measures (i.e., ANOVAs). A simple comparison between alternative ordering showed that, the sentences consisting of adverbs in between-positioning were processed faster to that of initial-positioning, assumable due to the different information flow. Thus, according to this study, English sentences consisting of frequency adverbs with the between-positioning [S (A (VO))] is likely to possess a high acceptability among Japanese EFL learners to that of initial-positioning sentences [A (S (VO))].

Gesture and information structure in first and second language

Gesture ◽  
2008 ◽  
Vol 8 (2) ◽  
pp. 236-255 ◽  
Author(s):  
Keiko Yoshioka
Keyword(s):  
Second Language ◽  
Information Structure ◽  
Target Language ◽  
General Phenomenon ◽  
Acquisition Process ◽  
Structure Information ◽  
Zero Anaphora ◽  
Referential Expressions ◽  
Target Languages

This study investigates the frequency of gestural marking of pre-introduced referents in discourse by Dutch learners of Japanese with native data as baseline. Of interest is whether learners’ over-explicit marking of referents in speech and gesture reported in the literature is a phenomenon related specifically to the acquisition process of pronominal systems or a general phenomenon related to learning to structure information in a target-like manner irrespective of target languages. The data were analyzed in terms of referential expressions used (lexical NP, pronoun, zero-anaphora) and of the rate of gestures accompanying mentions of referents. The results reveal that even when the target language does not have an active use of pronouns, learners overtly specify referents in two modalities. Cross-linguistic variations in discourse-related gestures and possible accounts of the frequent gestural marking of referents in L2 are discussed.

scholarly journals Chunk use and development in advanced Chinese L2 learners of English

2016 ◽  
Vol 22 (2) ◽  
pp. 148-168 ◽  
Author(s):  
Junping Hou ◽  
Hanneke Loerts ◽  
Marjolijn H. Verspoor
Keyword(s):  
Second Language ◽  
First Language ◽  
Target Language ◽  
Future Research ◽  
Complexity Measures ◽  
Advanced Learners ◽  
English Classes ◽  
L2 Learners ◽  
Proficiency Scores ◽  
Over Time

The use of ‘chunks’ is not only a common and characteristic feature of first language use, but may also be a distinguishing factor between less and more proficient second language users. The present study aimed at investigating potential correlations between chunk use and holistically rated proficiency scores and development over time in advanced Chinese learners of English as a second language (L2) over the course of 18 months of English classes. Neither holistically rated proficiency scores nor common complexity measures had shown any progress in these learners, but a few lexically based measures did. Therefore, the development of chunks in these learners was examined as chunks are mostly lexical in nature and might show more subtle progress over time. The use of chunks was examined in the first and last two texts of the learners and, in line with previous research, it was found that more proficient writers use relatively more chunks, specifically collocations. Chunk coverage, the total number of chunk words divided by the total number of words, also correlated with some holistic proficiency scores, and increased significantly over time. Average chunk length did not show any correlation with proficiency scores nor did it increase over time. Increased proficiency in written texts is thus specifically related to the use of more chunks. This study shows that development in advanced Chinese L2 learners of English appears to be subtle, which might be due to the fact that at this advanced level mainly lexical changes take place. Future research into development over time in advanced learners may thus have to zoom in on lexical measures especially. Implications of this study point to the importance of promoting the use of target language chunks to advanced learners of English.

scholarly journals Between syntax and discourse

2016 ◽  
Vol 6 (4) ◽  
pp. 396-439 ◽  
Author(s):  
Oksana Laleko ◽  
Maria Polinsky
Keyword(s):  
Information Structure ◽  
Native Speakers ◽  
Structural Complexity ◽  
Heritage Speakers ◽  
Bilingual Speakers ◽  
Structure Level ◽  
Different Types ◽  
L2 Learners ◽  
The Status ◽  
Different Levels

Abstract This article examines the knowledge of topic and subject particles in heritage speakers and L2 learners of Japanese and Korean. We assume that topic marking is mediated at the syntax-information structure interface, while subject marking pertains to narrow syntax. In comparing phenomena mediated at different levels of linguistic organization, we provide evidence for the hypothesis that information structure-level phenomena present greater challenges for bilingual speakers than those mediated within syntax. While these results may be interpreted as evidence of generalized interface-related deficits, we show that such a global explanation is not supported. Instead, a more nuanced account is developed, based on the recognition of different types of topic (anaphoric, generic, and contrastive) and different types of subject (descriptive and exhaustive). Under the proposed account, non-native speakers’ deficits follow from three unrelated effects: the status of topic as an interface category, structural complexity, and the memory demands necessary for its interpretation in context.

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