Some cases of linguistic interference in Bulgarian in English-Bulgarian bilingual children and english native speakers learning Bulgarian as a second language

Proglas ◽  
2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Iliyana Dimitrova ◽  
◽  
◽  
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Bilingual Children ◽  
English Bilingual ◽  
Linguistic Interference ◽  
Children's Speech

he study examines some linguistic errors in the process of learning Bulgarian by Bulgarian-English bilingual children and by native English speakers who study Bulgarian as a second language. The emphasis is on some typical interference errors which are common (identical) for both the bilingual children’s speech and the speech of native English speakers learning Bulgarian as a second language. Based on the analyzed aberration corpus, the opinion we give is that many of the processes taking place during the acquisition of the Bulgarian language are the same for both bilingual children with English and native English speakers.

How native and non-native English speakers adapt to humor in intercultural interaction

2007 ◽  
Vol 20 (1) ◽  
Author(s):  
Nancy D Bell
Keyword(s):  
Second Language ◽  
Intercultural Communication ◽  
Native Speakers ◽  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Intercultural Interaction ◽  
Second Language Speakers ◽  
Negative Message ◽  
Native Speakers Of English

AbstractHumor can often carry an implicit negative message and thus be potentially dangerous to use. In addition, it is culturally and linguistically complex and sophisticated. Because of these things, it poses a challenge for L2 (second language) speakers and we might expect to see attempts at humor failing and causing offense in intercultural interaction. This paper reports on a study that examined humor in interaction between native and non-native speakers of English and found that humor did not seem to be a cause of conflict because of adjustments speakers made to their speech and their situated interpretations of meaning. In general, taboo topics and potentially dangerous forms of humor were avoided and humor was carefully contextualized. Native speakers reported being careful about the vocabulary they used in creating humor and both sides appeared to approach humor in intercultural communication prepared to accommodate the other and with an attitude of leniency.

Priming and adaptation in native speakers and second-language learners

2017 ◽  
Vol 21 (2) ◽  
pp. 228-242 ◽  
Author(s):  
EDITH KAAN ◽  
EUNJIN CHUN
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Native English Speakers ◽  
Prepositional Phrase ◽  
English Speakers ◽  
Double Object ◽  
Processing Strategies ◽  
L2 Learners

Native speakers show rapid adjustment of their processing strategies and preferences on the basis of the structures they have recently encountered. The present study investigated the nature of priming and adaptation in second-language (L2) speakers and, more specifically, whether similar mechanisms underlie L2 and native language adaptation. Native English speakers and Korean L2 learners of English completed a written priming study probing the use of double object and prepositional phrase datives. Both groups showed cumulative adaptation effects for both types of dative, which was stronger for the structure that was initially less frequent to them (prepositional phrase datives for the native English speakers, and double object datives for the L2 learners). This supports models of priming that incorporate frequency-based modulation of long-lasting activation of structures. L2 learners and native speakers use similar processing mechanisms; differences in adaptation can be accounted for by differences in the relative frequency of structures.

Effects of contrastive accents in memory for L2 discourse

2016 ◽  
Vol 20 (5) ◽  
pp. 1063-1079 ◽  
Author(s):  
EUN-KYUNG LEE ◽  
SCOTT FRAUNDORF
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Discourse Representation ◽  
Depth Of Processing ◽  
L2 Learners ◽  
Pitch Accents

Contrastive pitch accents benefit native English speakers’ memory for discourse by enhancing a representation of a specific relevant contrast item (Fraundorf et al., 2010). This study examines whether and how second language (L2) listeners differ in how contrastive accents affect their encoding and representation of a discourse, as compared to native speakers. Using the same materials as Fraundorf et al. (2010), we found that low and mid proficiency L2 learners showed no memory benefit from contrastive accents. High proficiency L2 learners revealed some sensitivity to contrastive accents, but failed to fully integrate information conveyed by contrastive accents into their discourse representation. The results suggest that L2 listeners’ non-native performance in processing contrastive accents, observed in this and other prior studies, may be attributed at least in part to a difference in the depth of processing of the information conveyed by contrastive accents.

The effects of age of second language learning on the production of English vowels

1996 ◽  
Vol 17 (3) ◽  
pp. 313-334 ◽  
Author(s):  
Murray J. Munro ◽  
James Emil Flege ◽  
Ian R. A. Mackay
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Native Speakers ◽  
Native English Speakers ◽  
Foreign Accent ◽  
English Speakers ◽  
Correct Identification ◽  
Percent Correct ◽  
English Vowels

ABSTRACTThis study examined the English vowel productions of 240 native speakers of Italian who had arrived in Canada at ages ranging from 2 to 23 years and 24 native English speakers from the same community. The productions of 11 vowels were rated for degree of foreign accent by 10 listeners. An increase in perceived accentedness as a function of increasing age of arrival was observed on every vowel. Not one of the vowels was observed to be produced in a consistently native-like manner by the latest-arriving learners, even though they had been living in Canada for an average of 32 years. However, high intelligibility (percent correct identification) scores were obtained for the same set of productions. This was true even for English vowels that have no counterpart in Italian.

Development of sensitivity to phonological context in learning to spell in English

2010 ◽  
Vol 13 (1) ◽  
pp. 99-117 ◽  
Author(s):  
Nadya Dich
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Common Factor ◽  
Native English Speakers ◽  
English Word ◽  
Context Sensitivity ◽  
English Speakers ◽  
Russian Speakers ◽  
Word Spelling ◽  
L1 And L2

The study attempts to investigate factors underlying the development of spellers’ sensitivity to phonological context in English. Native English speakers and Russian speakers of English as a second language (ESL) were tested on their ability to use information about the coda to predict the spelling of vowels in English monosyllabic nonwords. In addition, the study assessed the participants’ spelling proficiency as their ability to correctly spell commonly misspelled words (Russian participants were assessed in both Russian and English). Both native and non-native English speakers were found to rely on the information about the coda when spelling vowels in nonwords. In both native and non-native speakers, context sensitivity was predicted by English word spelling; in Russian ESL speakers this relationship was mediated by English proficiency. L1 spelling proficiency did not facilitate L2 context sensitivity in Russian speakers. The results speak against a common factor underlying different aspects of spelling proficiency in L1 and L2 and in favor of the idea that spelling competence comprises different skills in different languages.

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.

Orthographic Input and the Acquisition of German Final Devoicing by Native Speakers of English

2017 ◽  
Vol 61 (4) ◽  
pp. 547-564 ◽  
Author(s):  
Rachel Hayes-Harb ◽  
Kelsey Brown ◽  
Bruce L. Smith
Keyword(s):  
Second Language ◽  
Beneficial Effect ◽  
Native Speakers ◽  
Negative Impact ◽  
Native English Speakers ◽  
Separate Experiment ◽  
English Speakers ◽  
Phonological Development ◽  
Native Speakers Of English

We present an artificial lexicon study designed to test the hypothesis that native English speakers experience interference from written input when acquiring surface voicing in German words. Native English speakers were exposed to German-like words (e.g., /ʃtɑit/ and /ʃtɑid/, both pronounced [ʃtɑit]) along with pictured meanings, and in some cases, their written forms (e.g., <Steit> and <Steid>). At test, participants whose input included the written forms were more likely to produce final voiced obstruents when naming the pictures, indicating that access to the written forms in the input interfered with their acquisition of target-like surface forms. In a separate experiment, we attempted to moderate this negative impact of the written input by explicitly telling participants about the misleading nature of the words’ written forms, with no beneficial effect on their pronunciation accuracy. Together these findings indicate a powerful influence of orthographic input on second language lexical–phonological development that is not readily overcome by a simple intervention.

Access to verb bias and plausibility information during syntactic processing in adult Spanish–English bilinguals

2021 ◽  
pp. 1-13
Author(s):  
Patricia Román ◽  
Edith Kaan ◽  
Paola E. Dussias
Keyword(s):  
Second Language ◽  
Sentence Comprehension ◽  
Native Speakers ◽  
Native English Speakers ◽  
Syntactic Processing ◽  
Direct Object ◽  
English Speakers ◽  
Verb Bias ◽  
Second Language Speakers

Abstract In two experiments, we examine how proficient second language speakers integrate verb bias and plausibility information during online sentence comprehension. Spanish–English speakers and native English speakers read sentences in English in which a post-verbal noun phrase (NP) could be interpreted as a direct object or a sentential subject. To examine the role of verb bias, the post-verbal NP was preceded by a verb that is preferentially followed by a direct object (DO-bias verbs) or a sentential complement (SC-bias verbs). To assess the role of plausibility, the semantic fit between the verb and the post-verbal NP was either congruent or incongruent with the direct object interpretation. The results show that both second language speakers and native speakers used verb bias information to assign a grammatical role to the post-verbal ambiguous NP with small differences. Syntactic revision of an initially incorrect DO interpretation was facilitated by the presence of an implausible NP.

scholarly journals Extrametricality and second language acquisition

2016 ◽  
Vol 3 ◽  
Author(s):  
Guilherme Duarte Garcia
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Word Level ◽  
Phonetic Cues ◽  
The Right

This paper examines how native English speakers acquire stress in Portuguese. Native speakers and second language learners (L2ers) of any given language have to formulate word-level prosodic generalizations based on a subset of lexical items to which they have been exposed. This subset contains robust as well as subtle cues as to which stress patterns are more or less productive, so that when speakers encounter novel forms they know which stress position is more likely. L2ers, however, face a much more challenging task, mainly if they are adults and have long passed the critical period. These difficulties are particularly notable in word-level prominence, where several interacting phonetic cues are involved. The trends observed across three proficiency levels in the judgement task described in this paper are consistent with a foot-based analysis, and show that L2ers successfully reset extrametricality (Yes in the L1; No in the L2) and shift the default stress position from antepenult (L1) to penult (L2). The latter is expected to follow from the former in a foot-based approach where feet become aligned to the right edge of the word as extrametricality is reset to No.

scholarly journals Second Language Learners’ Coping Strategy in Conversations with Native Speakers

2012 ◽  
Vol 2 (2) ◽  
pp. 168-183
Author(s):  
Sachiko Terui
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Learning Experience ◽  
Native English Speakers ◽  
English Speakers ◽  
The Many ◽  
Communicative Strategy

One of the many strategies that many international students employ to cope with their lack of English proficiency is to pretend to understand or not to understand the conversational content exchanged with native English speakers. Combining autoethnography and iterative interviews this research explores the pretending behavior profoundly from non-native speakers’ perspectives. During the iterative interviews, six students shared their personal experience specified in pretending behaviors. This study aims at informing the second language learning experience and promoting mutual understanding between native and non-native speakers in multi-lingual and multi-cultural societies. As a result, under the metatheme (Tesch, 1987) of pretending in conversation, pretending as a Communicative Strategy, eleven themes emerged. 

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