L1 Features Research Articles

The role of L1 phonology in the perception of L2 semivowels

Abstract The study compares how L1 Chinese and Japanese speakers perceive L2 English semivowels (/j/ and /w/) preceding high vowels (/i/ and /u/). In Chinese, [j] and [w] serve as phonetic variants of /i/ and /u/, respectively. However, /j/ and /w/ are distinct phonemes in Japanese, although Japanese /w/ lacks the roundness feature found in English /w/. Participants completed experiments with a discrimination task and an identification task. While the discrimination task revealed no differences in /j/ and /w/ perception between the groups, the identification task showed that the Japanese speakers outperformed the Chinese speakers in their perception of /j/, suggesting an L1 “phonemic over phonetic” advantage. However, the Japanese speakers did not outperform the Chinese speakers in their perception of /w/, suggesting that an L2 feature unexploited in the L1 (i.e., roundness) can impede perception. These findings underscore the importance of considering both phonemic status and features in L2 speech perception.

ChatGPT for L2 pronunciation teaching and learning

Abstract This article analyses how ChatGPT may be used in L2 pronunciation teaching and learning, especially when explicit pronunciation instruction is integrated into a communicative approach to language teaching. The possible use of ChatGPT for production practice, listening practice, and obtaining explanations and examples of target L2 features is discussed and exemplified. Limitations of the tool for pronunciation work are also discussed alongside some challenges that L2 learners and L2 teachers may face when using the tool. The article concludes that ChatGPT may be incorporated into teachers’ and learners’ array of technology tools for teaching or learning L2 pronunciation. However, ChatGPT should be regarded as a complementary tool to other pronunciation teaching and learning resources. Above all, ChatGPT cannot replace interaction through formal instruction with teachers and other L1 or L2 speakers of English in the development of L2 pronunciation.

Building custom NLP tools to annotate discourse-functional features for second language writing research: A tutorial

The current tutorial paper describes a process of developing a custom natural language processing model with a particular focus on a discourse annotation task. After an overview of recent developments in natural language processing (NLP), the paper discusses the development of the Engagement Analyzer (Eguchi & Kyle, 2023), focusing on corpus annotation, the machine learning model, model training, evaluation, and dissemination. A step-by-step tutorial of this process via the spaCy Python package is provided. The paper highlights the feasibility of developing custom NLP tools to enhance the scalability and replicability of the annotation of context-sensitive linguistic features in L2 writing research.

Compensatory strategies in child first language attrition within an Atlantic Creole

This study investigates compensatory strategies in lexical attrition that are applicable to Creole contact. There is evidence of lexical borrowing from a second language (L2), which is paired with discourse strategies such as exemplification and paraphrasing. Word coinage, metonymy, conversion and semantic contiguity are also all strategies implemented in an aim to compensate for lexical retrieval difficulties brought on by language attrition. It is found that an L2 User whose first language (L1) has become susceptible to language change may not solely employ a single strategy in an act of discourse, but may rather incorporate varying strategies, some of which serve the purpose of complementing other types of strategies in enabling successful communication. In the implementation of these strategies, though there may be influence from an L2, this L2 may not be dominant in the L2 users’ repertoire and L2 features borrowed into the L1 may be imperfectly acquired.

A Prototype-Based Neural Network for Image Anomaly Detection and Localization

Image anomaly detection and localization perform not only image-level anomaly classification but also locate pixel-level anomaly regions. Recently, it has received much research attention due to its wide application in various fields. This paper proposes ProtoAD, a prototype-based neural network for image anomaly detection and localization. First, the patch features of normal images are extracted by a deep network pre-trained on nature images. Then, the prototypes of the normal patch features are learned by non-parametric clustering. Finally, we construct an image anomaly localization network (ProtoAD) by appending the feature extraction network with L2 feature normalization, a 1×1\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$1\ imes 1$$\\end{document} convolutional layer, a channel max-pooling, and a subtraction operation. We use the prototypes as the kernels of the 1×1\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$1\ imes 1$$\\end{document} convolutional layer; therefore, our neural network does not need a training phase and can conduct anomaly detection and localization in an end-to-end manner. Extensive experiments on two challenging industrial anomaly detection datasets, MVTec AD and BTAD, demonstrate that ProtoAD achieves competitive performance compared to the state-of-the-art methods with a higher inference speed. The code and pre-trained models are publicly available at https://github.com/98chao/ProtoAD.

The Relationship Between L2 Spanish Proficiency and Features of Written Lexical and Lexicogrammatical Use

Abstract Research has demonstrated that features of lexical and lexicogrammatical use are important predictors of productive second language (L2) proficiency (e.g. Kyle et al. 2018). While some features of lexical use have been studied with L2s other than English (e.g. Tracy-Ventura 2017), multivariate lexical and lexicogrammatical approaches in these L2s are rare. In this study, we extend the use of multivariate approaches to L2 Spanish writing. Our learner data included a subset of the CEDEL2 corpus (Lozano 2021), comprised of proficiency scores and 644 descriptive essays written in L2 Spanish by L1 English writers. Correlational analyses were conducted between proficiency scores and indices of lexical diversity (e.g. MTLD), mean word and bigram frequencies, and bigram strength of association (MI, delta). A final regression analysis accounted for 48.3 per cent of the variance in proficiency scores. Following previous L2 English writing research (e.g. Kyle et al. 2018; Monteiro et al. 2020), more proficient L2 Spanish writers tended to use a wider variety of lexical items, more strongly associated word combinations, and lexical items that are less frequent in corpora.

Morphosyntactic underspecification affects the processing of verbal forms at different levels of abstraction in L1 and L2 German

Abstract Using a priming paradigm, we investigated the processing of overtly identical verb forms with different sets of morphosyntactic features in L1 and L2 German. We found that more specific functions of a verb (inflected verbs) were better primes for less specific verb functions (past participles) than vice versa. For L1 speakers, these priming asymmetries were observed regardless of whether the lexical verb was repeated in prime and target or not (i.e., priming also for abstract configurations). For L2 learners, a similar but not native-like asymmetric priming pattern was seen only with repetition of the lexical verb. It was absent when the verb was not repeated. We conclude that in L2, morphosyntactic information is processed more on a lexical, item-based level compared to L1. We discuss our results in the context of several accounts, e.g., Shallow Structure Hypothesis, Declarative Procedural Model and the Ontogenesis Model of the L2 Lexical Representation.

Impact of First Language (L1) on Second Language (L2) Pronunciation: A Case Study of Undergraduate ESL Learners in Pakistan

Language pronunciation is an indispensable part of the language learning process. It plays a substantial role in enhancing the communicative competence and performance of sound language learners. The learning of pronunciation is a very sensitive and complicated aspect of the English language classroom. However, all L1 students are not equally good at learning pronunciation. The research aims to explore the phonological features of L1 that influence the pronunciation of L2. Similarities and differences between the phonological systems of the L1 and L2 are also part of this study. The study discusses theory and personal observations that classify the influence of L1 on L2. This research is significant because it highlights importance of acquiring the pronunciation of a second language. This study assesses the impact of L1 on the pronunciation of L2 using a quantitative data analysis approach and Transfer Hypothesis Theory. The Transfer Hypothesis Theory suggests that the skills and knowledge acquired in one language can transfer and influence the learning and use of another language. The result of this analysis provides valuable insights into the relationship between L1 and L2 and contributes to our understanding of the Transfer Hypothesis Theory.

Analysing the acoustic evidence of consonant productions among students at the university level

Learners of English as a second language (L2) whose first language (L1) is Indonesian tend to struggle to produce aspirated consonants. This study investigates whether the difficulties came from the interference of the L1 for the production of these sounds: [k], [b], [d], [g] in the final positions, and [p] and [t] in the stressed syllable. This study involved two cohorts of English department university students with different levels of fluency in L2 speech production. The L2 learners were asked to pronounce 25 words from a textbook previously used to teach them. The L2 learners were exposed to a British English-speaking speech model, which became a benchmark for the L2 learners’ pronunciation by asking them to imitate the pronunciation. Annotation of data was conducted twice by a second annotator to ensure the objectivity of the scores given to the L2 learners which was analised using paired sample t-test. Findings suggest that the sounds with the lowest success rate of production were [p] in the stressed syllable, [k], and [g] in the final position. The production was unsuccessful because the L2 learners did not have phonological awareness of how the L2 consonant sounds were produced near-natively and were affected by their L1. The lack of awareness led to the failure to produce [p], [k], and [g] sounds because these sounds did not exist in their L1 and interference of the L1 was embed to the L2 speech production. The format analysis results using PRAAT indicate that there is an improvement in the participants’ pronunciation after exposure to the native speaker’s speech sound. The implication of this research is paramount for L2 learners and lecturers in highlighting the importance of targeted instruction and intervention to address the challenges in speech production. Contrasting the phonetic features of L1 and L2 sounds helped the learners to defer interference in their L2 speech production. This study encourages continuous assessment of L2 learners to ensure that they maintain the consistency of speech production to sound near-native.

LDMVFI: Video Frame Interpolation with Latent Diffusion Models

Existing works on video frame interpolation (VFI) mostly employ deep neural networks that are trained by minimizing the L1, L2, or deep feature space distance (e.g. VGG loss) between their outputs and ground-truth frames. However, recent works have shown that these metrics are poor indicators of perceptual VFI quality. Towards developing perceptually-oriented VFI methods, in this work we propose latent diffusion model-based VFI, LDMVFI. This approaches the VFI problem from a generative perspective by formulating it as a conditional generation problem. As the first effort to address VFI using latent diffusion models, we rigorously benchmark our method on common test sets used in the existing VFI literature. Our quantitative experiments and user study indicate that LDMVFI is able to interpolate video content with favorable perceptual quality compared to the state of the art, even in the high-resolution regime. Our code is available at https://github.com/danier97/LDMVFI.

Using automated indices of cohesion to explore the growth of cohesive features in L2 writing

Abstract While the use of cohesive devices has received considerable attention in L2 writing research, scant attention has been devoted to exploring local, global, and textual cohesive features across two genres at different time points using indices generated by the computational tool for automatic analysis of cohesion (TAACO). Inspired by this gap, this study attempted to: (a) identify TAACO indices that are predictive of human ratings of essay organization, (b) investigate which of the identified TAACO indices differ between narrative and argumentative genres, and (c) explore which of the identified TAACO indices might change over time. To achieve these purposes, 270 narrative and argumentative essays were collected from 45 L2 writers in counterbalanced order at six different time points. The results of mixed-effects modeling revealed textual cohesive devices to be significant predictors of human ratings of essay organization regardless of genre and indicated sustained development in the use of textual cohesive devices over time. This study has important implications for L2 writing assessment including the potential to enhance assessment practices by incorporating computational tools like TAACO. The findings emphasize the importance of considering textual cohesive devices as significant predictors of essay organization, regardless of genre.

“Let’s Move on to the Recommendations.” The Use of Phrasal Verbs in Business Presentations of University Students in Hong Kong

Phrasal verbs (PVs), as a notoriously difficult L2 feature, have attracted the attention of applied linguists for a few decades. Empowered by corpus linguistics, the current study explored the quantity and quality of PVs in business presentations of university students in Hong Kong, to investigate nuances of the PV production of students in contexts. The learner corpus consists of twenty business case study presentations by 36 mixed-L1 students. Quantitative results showed that students used a sizeable number of PVs accurately. The most common lexical verbs showed a different pattern compared with native speakers of English, while the most common adverbial particles were mostly identical to those used by native speakers. International students seemed to use more PVs than Chinese L1 students and the avoidance phenomenon was observed on a few PVs. The unnatural PV use mostly stemmed from misuse of the adverbial particles due to negative L1 transfer and two instances of creative PV use were observed on English L1 speakers. We advise language teachers to incorporate more comprehensive instruction of PVs in business English courses (including common collocations, syntactic particularities, and polysemy) as well as more authentic L2 exposure.

Out with the old, in with the new: contrasts involving new features with acoustically salient cues are more likely to be acquired than those that redeploy L1 features

Feature-based approaches to second language (L2) phonology conceptualize the acquisition of new segments as operations that involve either the addition of new phonological features, or the rebundling of existent ones. While the deficit hypothesis assumes that only features that are fully specified in the L1 can be redeployed to the L2 in order to create new segments, it has been shown that features which are completely absent in the L1 can also be learned. This article investigates whether a learning scenario in which features are only partially available (that is, they are present in the L1, but are redundant with other features) is less challenging than learning an entirely new feature, even when the new feature has acoustically salient cues. Since Spanish has a much smaller vowel system /i e a o u/, L2 learners of German with Spanish as L1 need to learn a system with front rounded vowels as well as tense/lax contrasts. We tested L1 Spanish speakers' perception of the German contrasts /i/ ~ /I/ (e.g., Miete/mitte, where [+/– tense] is acquired) and /u/ ~ /y/ (e.g., Spulen/spülen, where L1 feature [+/–round] redeploys to a front vowel). The results showed that experienced L2 learners are more successful when discriminating between sounds in a feature acquisition scenario than in redeployment; however, neither of the non-native contrasts was easier to perceive than the other in the identification task. The differences in performance between tasks and in the acoustic saliency of the cues by contrast (F2 vs. duration and F1) suggests that L2 phonological acquisition is likely to take place at a surface level and favors learning through attunement to auditorily salient acoustic cues over internal rearrangement of abstract features, regardless of their presence in the L1.

Examining the Dimensionality of Linguistic Features in L2 Writing Using the Rasch Measurement Model

Examining the Dimensionality of Linguistic Features in L2 Writing Using the Rasch Measurement Model

Employing animation-based TE to activate Chinese children’ cognitive-involvement in L2 feature acquisition

A substantial amount of literature has shown that the input flooding and enhancement (Textual enhancement, TE) technique helps learners to perceive and acquire target features implicitly. Previous studies explored the efficacy of computer-assisted TE interventions in Second Language Acquisition with diverse techniques, but animation has not yet been sufficiently taken into consideration. In this paper, we developed an animation-based TE intervention to promote the primary school children’ acquisition of the linguistic features of English question sentences. The results suggested that learners in experimental group improved their performances in producing questions and statements with a large effect size, as they were found to spontaneously put extra efforts in exploring the related knowledge of the visually enhanced forms. The study presumed that the animation-based TE intervention would stimulate participants’ awareness and curiosity of the target forms, which consequently led to improved performance in tasks both involving precursor knowledge and newly acquired knowledge.

Automated analysis of cohesive features in L2 writing: Examining effects of task complexity and task repetition

Informed by task-based approaches to language teaching, recent L2 writing research has sought to determine the effect of task complexity features on the complexity, accuracy, and fluency of written L2 production (Johnson, 2017). However, two areas of task-informed research have received scant attention: a) the effect of task complexity features on L2 writers’ use of cohesive devices and b) the effect of task repetition as a form of implicit planning. Furthermore, interaction effects of task complexity and task repetition on different types of cohesive devices in L2 writing have not been explored. To bridge these gaps, this study examines the effects of resource-directing task complexity features (Robinson, 2005), task repetition (Lambert et al., 2017), and their interaction on L2 writers’ use of cohesive devices. Ninety-six participants composed two argumentative essays in counterbalanced order: a) a simple task and b) a complex task and then completed a task difficulty questionnaire. After an interval of one week, the participants repeated each task. Essays were then analyzed using the Tool for Automatic Analysis of Cohesion—or TAACO (Crossley et al., 2018)—for indices found to be predictors of human ratings of essay organization (Abdi Tabari & Johnson, 2023). A factorial repeated-measures MANOVA revealed limited effects of task repetition on the participants’ use of cohesive devices. Rather, task complexity features had a more robust effect on their use of textual and local cohesive devices.

Feature reassembly and L1 preemption: Acquiring CLLD in L2 Italian and L2 Romanian.

This study investigates feature acquisition and feature reassembly associated with Clitic Left Dislocation (CLLD). The article compares the acquisition of CLLD in second language (L2) Italian to L2 Romanian to examine effects of first language (L1) transfer, construction frequency and the type of interface involved (external vs. internal interface) within the same syntactic construction. The results from an acceptability judgment task and a written elicitation task show that while English near-native speakers of Italian/Romanian acquired the L2 constraints on CLLD, which is [+anaphor] for Italian and [+specific] for Romanian, data from both Romanian L2 learners of Italian and Italian L2 learners of Romanian showed persistent L1 transfer effects. Target-like acquisition for these groups requires both grammatical expansion and retraction; Romanian CLLD requires the addition of an L1-unavailable [+specific] feature and the loss of a [+anaphor] feature, while Italian CLLD requires the addition of an L1-unavailable [+anaphor] and the loss of a [+specific] feature. The reported findings extend evidence in favour of the Feature Reassembly Hypothesis to the syntax-discourse interface, as reassembly of interpretational features associated with CLLD proved more difficult than feature acquisition. While learners at the near-native levels were able to broaden the contexts that allow a clitic in the L2 (grammatical expansion), L1 preemption difficulties were attested as well. This was the case regardless of the frequency of the relevant construction in the input and the type of L2 feature that needed to be added/removed.

Multimodal composing and second language acquisition

Multimodal composing, which has sometimes been referred to synonymously as multimodal composition or multimodal writing, is the use of different semiotic resources (e.g., audio, visual, gestural, and/or spatial resources) in addition to linguistic text for making meaning. Notably, multimodal composing is neither a new type of writing nor a new area of research, with studies dating back to the early 2000s. In the domain of second language (L2) research, Tardy's (2005*) study on multimodal composition in academia was one of the earliest to bring attention to the nonlinguistic features of L2 written output. Even after this pioneering study, in the few years that followed, only a handful of studies further explored aspects of L2 learners’ multimodal compositions. However, over the past decade, the fields of applied linguistics and second language acquisition (SLA) have witnessed an explosion of interest in both its study and classroom applications, with teachers’ adoption of multiple modes becoming an indispensable part of their pedagogical toolkits (e.g., Kessler, 2022; Li, 2021; Zhang et al., 2021).

Frame-based formulaic features in L2 writing pedagogy: Variants, functions, and student writer perceptions in academic writing

This paper analyzes formulaic language in conference abstracts in Applied Linguistics and tracks an application of the findings to a second language English academic writing context. Specifically, the authors identify and profile phrase-frames (a form of discontinuous formulaic sequence) in terms of their frequency, internal variation, predictability, structure, and rhetorical functions in a corpus of approximately 1,600 conference abstracts in Applied Linguistics. The analysis informed a corpus- and genre-based second language writing pedagogical intervention on formulaic language, and the paper also presents the experiences of learners through sample student writing, survey, and interview data. Overall, findings highlight the pedagogical potential for including frame-based formulaic language in second language writing pedagogy due to the prevalence and inherent productivity of such features, the clear role they play in signaling functional intentions in rhetoric, and their ability to stimulate reflection and discussion of formulaicity in writing more broadly.

Native Language Transfer in Vocabulary Acquisition: An Empirical Study From Connectionist Perspective

Since the 1940s, the behaviorist paradigm, contrast analysis hypothesis and mentalist model have focused much attention on explaining the L1 - L2 relationship and how it works in second language acquisition. These studies support that different linguistic features of L1 and L2 would lead to language transfer. Nevertheless, there are still some questions being asked: How does native language transfer occur? What are the effective teaching methods to help L2 learners overcome the challenges of native language transfer? This study investigates native language transfer among Chinese university students in second language vocabulary acquisition. The results show that the connectionist model can explain the cognitive process of native language transfer through a dynamic approach, and adequate language input with timely grammar correction can enhance learning efficiency. The connectionist teaching method is effective in second language vocabulary acquisition.