Effects of Semantic Correlation Cue and Cross‐Linguistic Influence on the Interpretation of Subject Pronouns by Chinese L2 Speakers of English With Different L2 Proficiency Levels

Segmental and suprasegmental phonological awareness (PA) are closely related to word reading skills in native speakers learning to read an alphabetic script as used in English. However, their roles in English word and pseudoword reading among native Chinese (NC) speakers, and how English proficiency might affect these relationships, remain less clear. This study examined the links between English segmental/suprasegmental PA and word/pseudoword reading in NC and native English (NE) speakers. Both child and adult participants were assessed on English segmental and suprasegmental PA, alongside vocabulary, at a single time point. The results showed that both segmental PA (elision and segmenting nonwords) and suprasegmental PA (aural suffix judgment and written suffix judgment) were significantly correlated with English real word and pseudoword reading of both NE and NC children, and NC adults, but not NE adults. Moreover, for NE and NC children, segmental PA correlated stronger with real word reading than suprasegmental PA after controlling for vocabulary. Among NC adults, both segmental and suprasegmental PA significantly contributed to real word reading. For pseudoword reading, after controlling for vocabulary, segmental PA had a stronger correlation among NC children and adults, while suprasegmental PA was more influential for NE children. This research gives insights into factors influencing NC speakers' English word reading ability, bearing essential implications for enhancing second language literacy in learners from a logographic background.

Structural and semantic constraints on the resolution of pronouns and reflexives

The present study examines sociolinguistic features of a particular speech act, paying compliments, by comparing and contrasting native Chinese and native American speakers' performances. By focusing on a relatively understudied speaker group such as the Chinese, typically regarded as having rules of speaking and social norms very different from those of Westerners, this paper aims at illuminating the fact that, in cross-cultural communication, foreign language speakers have to pay close attention to sociolinguistic rules of the target language in addition to structure and discourse rules to meet the needs of linguistic accuracy and fluency. This is due to the fact that such rules play an indispensable role in appropriating the proper use of linguistic forms. The data for this study were collected using ethnographic observation pioneered in this field by Wolfson and Manes (1980). The analysis will first explore both the features of distribution of paying compliments, and the functions they may serve in spoken exchanges for native Chinese and American English speakers. To present a fuller picture of the socio-cultural features this speech act may represent in Chinese and American societies, the analysis will further focus on the issues of topics, the addresser-addressee relationship, and culture-specificity versus universality.

This paper presents a study of the effect of working memory load on the interpretation of pronouns in different discourse contexts: stories with and without a topic shift. We discuss a computational model (in ACT-R, Anderson, 2007) to explain how referring expressions are acquired and used. On the basis of simulations of this model, it is predicted that WM constraints only affect adults' pronoun resolution in stories with a topic shift, but not in stories without a topic shift. This latter prediction was tested in an experiment. The results of this experiment confirm that WM load reduces adults' sensitivity to discourse cues signaling a topic shift, thus influencing their interpretation of subsequent pronouns.

Review for "Effects of Semantic Correlation Cue and Cross‐Linguistic Influence on the Interpretation of Subject Pronouns by Chinese L2 Speakers of English With Different L2 Proficiency Levels"

PURPOSE The purpose of this study was to examine the intelligibility of English consonants and vowels produced by Chinese-native (CN), and Korean-native (KN) students enrolled in American universities. METHOD 16 English-native (EN), 32 CN, and 32 KN speakers participated in this study. The intelligibility of 16 American English consonants and 16 vowels spoken by native and nonnative speakers of English was evaluated by EN listeners. All nonnative speakers also completed a survey of their language backgrounds. RESULTS Although the intelligibility of consonants and diphthongs for nonnative speakers was comparable to that of native speakers, the intelligibility of monophthongs was significantly lower for CN and KN speakers than for EN speakers. Sociolinguistic factors such as the age of arrival in the United States and daily use of English, as well as a linguistic factor, difference in vowel space between native (L1) and nonnative (L2) language, partially contributed to vowel intelligibility for CN and KN groups. There was no significant correlation between the length of U.S. residency and phoneme intelligibility. CONCLUSION Results indicated that the major difficulty in phonemic production in English for Chinese and Korean speakers is with vowels rather than consonants. This might be useful for developing training methods to improve English intelligibility for foreign students in the United States.

Up to now, although there have been a great number of studies conducted to deal with the problem of pronoun resolution, most of these studies were concerned with the question of how syntactic and semantic constraints influence the process of pronoun resolution. The question of how pronoun resolution is influenced by pragmatically-based constraints, i.e. information structure(especially focus structure) has not received as much attention in the literature. In particular, we know little about the processes of how focus structures interact with other linguistic information, such as grammatical role, verb semantic, and distance-related factors, to determine the interpretation of pronoun. The purpose of this project is to gain insight into the question of how information structure, namely focus structures, influences the interpretation of the pronoun. In order to achieve this aim, we choose two different types of focus structures, that is, a top-down focus structure(linguistic focus) and a bottom-up focus structure(non-linguistic focus). More specifically, by measuring the latency and amplitude of Event related potential(ERP) components, we want to reveal the process of how these two different types of focus structures exert their influence on pronoun resolution, and during this process whether/how different focus information interact with syntactic and semantic information. Moreover, we also want to reveal the correspondingly electrophysiological correlates underlying these different processing stages. The systematic studies of how focus structures exert their influence on the process of pronoun resolution and especially, how focus information interacts with other syntactic and semantic information during pronoun resolution, can tell us how linguistic constraints(top-down information) and non-linguistic constraints(bottom-up information) interact with each other to contribute to anaphor resolution and sentence representation. Specifically, there are three key questions to address in this project, which are: 1) how top-down focus information influences the pronoun resolution; 2) how bottom-up focus information influences the pronoun resolution; 3) how focus structure, grammatical role, and verb semantic interact with each other during pronoun resolution.

Existing research on second language (L2) pronoun resolution has not yet looked at immediate and cumulative priming effects. By using a sentence comprehension task, the present study aims at priming dis-preferred interpretations for ambiguous pronouns. We test a group of native speakers and a group of intermediate-proficiency L2 learners of English, whose first language (L1) is Mexican Spanish. The results suggest that the magnitude of the immediate priming effect is comparable in L2 and native speakers. In addition, we found that priming at the discourse level can be persistent for L2 speakers that have successfully acquired pronoun interpretation constraints in the L2. Based on the findings, we hypothesize that priming can be determined by the degree to which the structure is a stable representation in the leaner’s system, regardless of the amount of experience with that structure/preference.

We examined the effects of semantic and visual cues of animacy on children’s and adults’ interpretation of ambiguous pronouns, using the visual world paradigm. Participants listened to sentences with object relative clauses that varied the animacy of potential referents, followed by test sentences beginning with a referentially ambiguous subject pronoun he. Participants viewed images of the referents, with semantically inanimate objects (e.g., a TV) shown with or without added facial features. Results from offline verbal report and online gaze data revealed consistent effects of both semantic animacy and visual context on pronoun resolution in both groups: There was a preference for semantically animate referents as antecedent, but this preference decreased or disappeared when semantically inanimate referents had facial features. The results indicate that the use of animacy as a linguistic cue is flexible and responsive to the visual context. They further suggest that like adults (Nieuwland & Van Berkum, 2006), 4-year-olds already use fictional, here visual, context to adjust their online and offline language comprehension preferences.

The road to understanding is paved with the speaker’s intentions: Cues to the speaker’s attention and intentions affect pronoun comprehension

The purpose of this study was to investigate the difference between English-native (EN) listeners and Chinese-native (CN) listeners using contextual cues to perceive speech in quiet and four-talker babble in English. Three types of sentences served as speech stimuli: high (semantic and syntactic cues), low (syntactic cues), and zero predictability. Results showed that CN listeners primarily relied on semantic information when perceiving speech, whereas EN listeners used both semantic and syntactic cues more equally. Moreover, the four-talker babble enlarged the group difference similarly across the three types of sentences, indicating that non-native listeners' greater-than-native difficulty in noise depended on speech materials.

Kinship terms have been found to be highly diverse across languages. Here we investigated the brain representation of kinship terms in two distinct populations, native Chinese and Caucasian English speakers, with a five-element kinship identification (FEKI) task. The neuroimaging results showed a common extensive frontal and parietal lobe brain activation pattern for different kinship levels for both Chinese and Caucasian English speakers. Furthermore, Chinese speakers had longer reaction times and elicited more fronto-parietal brain networks activation compared to English speakers in level three (e.g., uncle and nephew) and four (e.g., cousin), including an association between the middle frontal gyrus and superior parietal lobe, which might be associated with higher working memory, attention control, and social distance representation load in Chinese kinship system processing. These results contribute to our understanding of the representation of kinship terms in the two languages.

This study investigates pronoun interpretation by second language (L2) learners of English, focusing on whether first language (L1) transfer and/or processing difficulty affect L2 learners’ pronoun resolution. It is hypothesized that L2 learners’ non-target performance in L2-pronoun interpretation is attributable to two sources. The first is the computational complexity required for pronoun resolution, as argued in L1 acquisition by Grodzinsky and Reinhart and L2 acquisition by Slabakova et al. The second is how pronoun interpretation operates in L1. The hypothesis is tested by comparing Korean and Spanish L2-English learners’ interpretation of English pronouns using a Truth Value Judgment Task. Both groups had difficulty rejecting pronouns with local-referential antecedents when their proficiency levels were low. Additionally, Korean speakers showed more non-target responses than Spanish speakers due to their knowledge of pronoun interpretation in Korean. These results indicate that both L1 transfer and processing difficulty may be sources of L2 learners’ non-target pronoun interpretation, supporting the hypothesis of the study.

Speech perception is critical to everyday life. Oftentimes noise can degrade a speech signal; however, because of the cues available to the listener, such as visual and semantic cues, noise rarely prevents conversations from continuing. The interaction of visual and semantic cues in aiding speech perception has been studied in young adults, but the extent to which these two cues interact for older adults has not been studied. To investigate the effect of visual and semantic cues on speech perception in older and younger adults, we recruited forty-five young adults (ages 18–35) and thirty-three older adults (ages 60–90) to participate in a speech perception task. Participants were presented with semantically meaningful and anomalous sentences in audio-only and audio-visual conditions. We hypothesized that young adults would outperform older adults across SNRs, modalities, and semantic contexts. In addition, we hypothesized that both young and older adults would receive a greater benefit from a semantically meaningful context in the audio-visual relative to audio-only modality. We predicted that young adults would receive greater visual benefit in semantically meaningful contexts relative to anomalous contexts. However, we predicted that older adults could receive a greater visual benefit in either semantically meaningful or anomalous contexts. Results suggested that in the most supportive context, that is, semantically meaningful sentences presented in the audiovisual modality, older adults performed similarly to young adults. In addition, both groups received the same amount of visual and meaningful benefit. Lastly, across groups, a semantically meaningful context provided more benefit in the audio-visual modality relative to the audio-only modality, and the presence of visual cues provided more benefit in semantically meaningful contexts relative to anomalous contexts. These results suggest that older adults can perceive speech as well as younger adults when both semantic and visual cues are available to the listener.

The present study aims to investigate the effects of background noise on English vowel perception for non-native listeners and to examine the relationship between vowel perception and vowel intelligibility for non-native people. For experiment 1, vowel identification was measured in two noise types: multi-talker babble and long-term speech shaped noise at various signal-to-noise ratios (SNRs) for English-native (EN), Chinese-native (CN), and Korean-native (KN) listeners. For experiment 2, English vowels spoken by CN and KN speakers who served as listeners in experiment 1 were recorded. Preliminary data of vowel perception showed that at low SNRs (−18 to −15 dB SNR), all three groups of listeners performed poorly, and at relatively middle and high SNRs, vowel identification for both CN and KN listeners was significantly poorer than EN listeners. Even at +3 dB SNR, the average identification scores for non-native listeners were more than 20% less than those for EN listeners. Furthermore, there was significant individual variability in vowel identification within each non-native group. This variability in vowel perception might be related with variability in vowel intelligibility for the non-native individuals. Vowel intelligibility for the non-native speakers will be evaluated by EN listeners. The implication on bilingual speech perception and production will be discussed.