Linguistic distance and crosslinguistic influence: Commentary

Linguistic distance and mergers and acquisitions: Evidence from China

Linguistic distance, i.e. the dissimilarity between languages, is an important factor influencing international economic transactions such as migration or international trade flows by imposing hurdles for second language acquisition and increasing transaction costs. To measure these costs, we suggest using a new measure of linguistic distance. The Levenshtein distance is an easily computed and transparent approach of including linguistic distance into econometric applications. We show its merits in two different applications. First, the effect of linguistic distance in the language acquisition of immigrants is analyzed using data from the 2000 US Census, the German Socio‐Economic Panel, and the National Immigrant Survey of Spain. Across countries, linguistic distance is negatively correlated with reported language skills of immigrants. Second, applying a gravity model to data on international trade flows covering 178 countries and 52 years, it is shown that linguistic distance has a strong negative influence on bilateral trade volumes.

Dialectometry studies patterns of linguistic variation through correlations between geographic and aggregate measures of linguistic distance. However, aggregating smooths out the role of semantic characteristics, which have been shown to affect the distribution of lexical variants across dialects. Furthermore, although dialectologists have always been well-aware of other variables like population size, isolation and socio-demographic features, these characteristics are generally only included in dialectometric analyses afterwards for further interpretation of the results rather than as explanatory variables. This study showcases linear mixed-effects modelling as a method that is able to incorporate both language-external and language-internal factors as explanatory variables of linguistic variation in the Limburgish dialect continuum in Belgium and the Netherlands. Covering four semantic domains that vary in their degree of basic vs. cultural vocabulary and their degree of standardization, the study models linguistic distances using a combination of external (e.g., geographic distance, separation by water, population size) and internal (semantic density, salience) sources of variation. The results show that both external and internal factors contribute to variation, but that the exact role of each individual factor differs across semantic domains. These findings highlight the need to incorporate language-internal factors in studies on variation, as well as a need for more comprehensive analysis tools to help better understand its patterns.

How linguistic distance affects second language acquisition is a major concern in cross-language transfer research. However, no study has explored how systematic differences between Chinese and learners' native language (L1) influences Chinese character, vocabulary, and grammar acquisition, or how these influences change as Chinese proficiency improves. To address this, we employed the World Atlas of Language Structures (WALS) index method to multidimensionally quantify the linguistic distance between Chinese and L1, and examined the effect of systematic linguistic distance on acquisition of Chinese character (Quasi-Experiment 1), vocabulary (Quasi-Experiment 2), and grammatical knowledge (Quasi-Experiment 3) in Chinese as a second language (CSL) learners with elementary, intermediate, and advanced Chinese proficiency levels. We examined a random sample of 58,240 CSL learners' test scores from 24 different L1 backgrounds, and analyzed 2,250 CSL learners' Chinese character, vocabulary, and grammar scores in each of the three quasi-experiments. We found that closer linguistic distance facilitated more favorable Chinese character and vocabulary acquisition at elementary, intermediate, and advanced Chinese proficiency levels, and that the influence of linguistic distance on CSL learners' vocabulary acquisition tended to decrease as Chinese proficiency increased. Finally, linguistic difference did not significantly affect CSL learners' grammar acquisition at elementary proficiency, but as Chinese proficiency improved, an L1 interference effect occurred among CSL learners with a short linguistic distance from Chinese, which hindered grammar acquisition. These results suggest that linguistic distance has differential proficiency-dependent effects on Chinese character, vocabulary, and grammar acquisition.

Linguistic distance, i.e. the dissimilarity between languages, is an important factor influencing international economic transactions such as migration or international trade flows by imposing hurdles for second language acquisition and increasing transaction costs. To measure these costs, we suggest using a new measure of linguistic distance. The Levenshtein distance is an easily computed and transparent approach of including linguistic distance into econometric applications. We show its merits in two different applications. First, the effect of linguistic distance in the language acquisition of immigrants is analyzed using data from the 2000 US Census, the German Socio‐Economic Panel, and the National Immigrant Survey of Spain. Across countries, linguistic distance is negatively correlated with reported language skills of immigrants. Second, applying a gravity model to data on international trade flows covering 178 countries and 52 years, it is shown that linguistic distance has a strong negative influence on bilateral trade volumes.

The goal of this study was to examine the effect of the linguistic distance between a first language (L1) and a second language (L2) on neural activity during second language relative to first language processing. We compared different L1–L2 pairs in which different linguistic features characterize linguistic distance. Chinese and Korean native speakers were instructed to perform sentence comprehension tasks in two L2s (English and Japanese) and their respective L1s. Activation while understanding English sentences relative to understanding sentences in L1 was greater for the Korean group than the Chinese group in the left inferior frontal gyrus, bilateral posterior superior temporal gyri, and right cerebellum. Activation while understanding Japanese sentences relative to understanding sentences in L1 was greater for the Chinese group than the Korean group in the anterior portion of the left superior temporal gyrus. The results demonstrated that the location of the L2–L1 processing-induced cortical activation varies between different L1–L2 pairs.

Distance measures are important in the framework of multi-criterion decision making with probabilistic linguistic term sets. However, few studies investigated the distance of probabilistic linguistic term sets from the perspective of probability distributions. Due to this fact, this paper originally proposes a probabilistic linguistic Kolmogorov-Smirnov distance measure to identify the gaps between probability distributions. As a basis of this distance measure, the cumulative probability distributions of probabilistic linguistic term sets are introduced. Then, a common basic scale is given to get the probabilistic linguistic Kolmogorov-Smirnov distance between the probabilistic linguistic term sets with different lengths. After that, a linear programming technique for multidimensional analysis of preferences is developed based on the probabilistic linguistic Kolmogorov-Smirnov distance. An illustration of the hospital service quality evaluation is solved by the proposed method, and a sensitivity analysis is done to demonstrate the reliability of the results.

We introduce a method based on distance measures for group decision making under uncertain linguistic environment. We develop some uncertain linguistic aggregation distance measures called the uncertain linguistic weighted distance (ULWD) measure, the uncertain linguistic ordered weighted distance (ULOWD) measure, and the uncertain linguistic hybrid weighted distance (ULHWD) measure. We study some of their characteristic, and we prove that the ULWD and the ULOWD are special cases of the ULHWD measure. Finally, we develop an application of the ULHWD measure in a group decision making problem concerning the evaluation of university faculty for tenure and promotion with uncertain linguistic information.

This paper examines the distinct effects of linguistics distance and language literacy on the labor market integration of migrant men and women. Using data from the Programme for International Assessment of Adult Competencies (PIAAC) 2018 in 16 countries of destination mainly from Europe and more than 110 languages of origin, we assess migrant labor force participation, employment, working hours, and occupational prestige. The study finds that linguistics distance of the first language studied has a significant negative association with labor force participation, employment, and working hours of migrant women, even after controlling for their abilities in their destination language, education, and cultural distance between the country of origin and destination. In contrast, linguistics distance is only negatively associated with migrant men's working hours. This suggests that linguistic distance serves as a proxy for cultural aspects, which are not captured by cultural distance and hence shape the labor market integration of migrant women due to cultural factors rather than human capital. We suggest that the gender aspect of the effect of language proximity is essential in understanding the intersectional position of migrant women in the labor force.

Globally classrooms are increasingly linguistically diverse. Research often oversimplifies lived linguistic heterogeneity as binary variables: native versus non-native. Linguistic distance (LD) measures allow a fine-grained operationalization of linguistic diversity in foreign language education. This study investigated associations of cognate LDs of students’ home languages and classroom heterogeneity with English as a Foreign Language skills. Data were collected from a diverse sample of 5,130 Year 5 students in Germany. Mixed-effects linear models confirmed our hypotheses that higher individual LDs and a higher proportion of multilingual learners per classroom were both independently associated with lower English proficiency. Multilingual learners with higher cognate LDs to English and students in more linguistically heterogeneous classrooms had lower English proficiency. The results emphasize the need to assess LD in research to better differentiate between students. Foreign language classrooms seem not to address linguistic diversity adequately and need to readjust their focus to better meet multilingual learners’ needs.

Previous investigations of inter-Scandinavian intelligibility have shown that, in general, Norwegians are better at understanding the closely related languages Danish and Swedish than Danes and Swedes are at understanding Norwegian. This asymmetry is often explained by the strong position that dialects hold in Norway as opposed to in Denmark and Sweden. In Norway, the general public is more exposed to language variation than in Sweden and Denmark. Due to this exposure Norwegians are assumed to have higher language awareness and more possibilities for linguistic transfer than Swedes and Danes. This could make it easier for them to understand closely related language varieties. The aim of the present investigation is to get an answer to the question whether Norwegians are better at understanding Nordic varieties relative to linguistic distances than Danes. If it is indeed the case that Norwegians have more language awareness, we would expect them to be better than Danes at understanding varieties with the same linguistic distance to their native variety. Our results show that Norwegians are generally better at understanding Nordic language varieties than Danes are. However, this can be explained by linguistic distances and knowledge of the language varieties in the test. No evidence was found for more general language awareness among Norwegians than among Danes.

This paper develops a scalar or quantitative measure of the ‘distance’ between English and a myriad of other (non-native American) languages. This measure is based on the difficulty Americans have learning other languages. The linguistic distance measure is then used in an analysis of the determinants of English language proficiency among adult immigrants in the USA and Canada. It is shown that, when other determinants of English language proficiency are the same, the greater the measure of linguistic distance, the poorer is the respondent's English language proficiency. This measure can be used in research, evaluation and practitioner analyses, and for diagnostic purposes regarding linguistic minorities in English-speaking countries. The methodology can also be applied to develop linguistic distance measures for other languages.

This paper develops a scalar or quantitative measure of the between English and a myriad of other (non-native American) languages. This measure is based on the difficulty Americans have learning other languages. The linguistic distance measure is then used in an analysis of the determinants of English language proficiency among adult immigrants in the United States and Canada. It is shown that, when other determinants of English language proficiency are the same, the greater the measure of linguistic distance, the poorer is the respondent's English language proficiency. This measure can be used in research, evaluation and practitioner analyses, and for diagnostic purposes regarding linguistic minorities in English-speaking countries. The methodology can also be applied to develop linguistic distance measures for other languages.

This paper develops a scalar or quantitative measure of the “distance” between English and a myriad of other (non-native American) languages. This measure is based on the difficulty Americans have learning other languages. The linguistic distance measure is then used in an analysis of the determinants of English language proficiency among adult immigrants in the United States and Canada. It is shown that, when other determinants of English language proficiency are the same, the greater the measure of linguistic distance, the poorer is the respondent’s English language proficiency. This measure can be used in research, evaluation and practitioner analyses, and for diagnostic purposes regarding linguistic minorities in English-speaking countries. The methodology can also be applied to develop linguistic distance measures for other languages.

Approaches to manage hesitant fuzzy linguistic information based on the cosine distance and similarity measures for HFLTSs and their application in qualitative decision making