Second Language Speakers Research Articles

An Investigation of Language-Specific and Orthographic Effects in L2 Arabic geminate production by Advanced Japanese- and English-speaking learners.

Research has indicated that second-language learners have difficulty producing geminates accurately. Previous studies have also shown an effect of orthography on second-language speech production. We tested whether the existence of a contrast in the first language phonology for length aids the second-language production of the same contrast. Furthermore, we examined the effect of exposure to orthographic input on geminate consonant production in a cross-script context. We tested the production of Arabic geminate-singleton stop consonants [/bː/-/b/, /tː/-/t/, /dː/-/d/, and /kː/-/k/], a nasal stop consonant /mː/-/m/, and an emphatic stop consonant /tˤː/-/tˤ/, as well as the effect of the diacritic used in Arabic to mark gemination in a delayed imitation task and two reading tasks (ortho-with diacritics and ortho-without diacritics). A comparison of the productions of advanced Japanese-speaking learners, English-speaking learners, and an Arabic control group showed that both learner groups were able to produce Arabic geminate stops; however, the Japanese-speaking learners exhibited an advantage over the English-speaking learners in the auditory-only task and in the presence of diacritics, highlighting the fact that orthographic effects may occur in some cross-script contexts.

Why second-language speakers sometimes, but not always, derive scalar inferences like first-language speakers: Effects of task demands

ABSTRACT Many studies report that the computation of scalar inferences, such as the inference from ‘some’ to ‘not all’, is cognitively costly. However, a number of studies on scalar inferences in L2 suggest the opposite conclusion, reporting that, even though processing L2-input is often thought to be cognitively demanding, people are at least as likely to compute scalar inferences in L2 as L1. Here, we propose that cognitive difficulties with computing scalar inferences in L2 may be masked by the use of experimental tasks that encourage participants to take their time to process target sentences. Thus, we found that, in a self-paced pen-and-paper experiment, participants did not significantly differ in the propensity with which they computed scalar inferences in L1 and L2. However, in a computerized experiment in which sentences were flashed on screen, low-proficiency L2 speakers were significantly less likely to compute scalar inferences in L2 than L1. These results underscore the importance of analyzing task demands in research on pragmatics and multilingualism.

Online Assessment of Cross-Linguistic Similarity as a Measure of L2 Perceptual Categorization Accuracy

The effect of cross-linguistic similarity on the development of target-like categories in a second or additional language is widely attested. Research also shows that second-language speakers may access both their native and the second-language lexicons when processing second-language speech. Forty-three Catalan learners of English performed a perceptual assimilation task evaluating the perceived similarity between English and Catalan vowels and also participated in a visual world eye-tracking experiment investigating between-language lexical competition. The focus of the study was the English vowel contrasts /iː/-/ɪ/ and /æ/-/ʌ/. The perceptual task confirmed that English /iː/ and /æ/were perceptually closer to native Catalan categories than English /ɪ/ and /ʌ/. The results of the spoken word recognition task indicated that learners experienced greater competition from native words when the target words contained English /iː/ and /æ/, illustrating a close link between the two types of tasks. However, differences in the magnitude of cross-language lexical competition were found to be only weakly related to learners’ degree of perceived similarity to native categories at an individual level. We conclude that online tasks provide a potentially effective method of assessing cross-linguistic similarity without the concerns inherent to more traditional offline approaches.

Navigating accent bias in German: children's social preferences for a second-language accent over a first-language regional accent

Spoken language conveys rich sociolinguistic information about a speaker's language background. Previous research indicates that both monolingual and bilingual children use this information when making social decisions. They prefer local speakers whose accent or variety matches their own over speakers of foreign languages or second-language speakers. What remains unclear is how exposure to diverse linguistic communities affects children's preferences for non-local accents. This study examines social preferences for a regional and a second-language accent as a function of prior exposure to diverse accents and languages, measured on a continuous scale. German-speaking primary-school children (aged 7–10) were asked to choose stickers in a forced-choice task using animated cartoon characters. We replicated the observed social preferences for one's local accent. Interestingly, when the local accent was absent, children socially preferred a second-language accent (American) over a first-language regional accent (Bavarian), even though both accents were equally intelligible and relatively unfamiliar to the children, as determined through a sentence repetition task and a geographical classification task. Children's choices were not explained by continuous measures of accent or bilingual exposure. The results suggest a complex interaction of various factors not limited to the speakers' first- or second-language status.

Turning talk into text: the representation of contemporary urban vernaculars in Swedish fiction

Abstract This article examines the literary representation of contemporary urban vernaculars (CUV) in fiction. It focuses specifically on four Swedish novels published in the last ten years, whose narratives are set in the urban and increasingly multilingual, migrant-rich and class-stratified peripheral areas of Stockholm, the capital of Sweden. The analysis centers on how they are situated in these urban peripheries, using written representations of spoken, non-standard Swedish CUV as symbolic resources to give authenticity to the narratives. We examine the distinctive linguistic features that are employed to evoke the imagination of CUV, and how these are used to build the fictional characters and to create certain recognizable social personas and practices. We also discuss the linguistic features that are available but are not exploited to represent the fictional characters’ ways of speaking, and possible reasons why this is so. Finally, we examine how the novels exploit contrasts between registers, particularly between CUV and adult second-language speaker styles and between CUV and standard Swedish, and with what effects. The findings are discussed in the context of the broader social discourses about language, migration, CUV and adult second-language speakers in present-day Sweden.

Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners?

ABSTRACT Purpose Previous research has demonstrated that immediate effects of language interventions tend to fade, but has also suggested that differentiating language skill types may be essential for understanding fade-out processes. This paper examines the longer-term effects of participating in a shared-reading intervention. Method The study included 464 dual-language learners (DLLs) (49.6% girls) in Norway with a mean age of 52.60 months when the intervention started. They were randomly assigned to an intervention condition receiving a shared-reading program in preschool and at home or a business-as-usual control condition. The children spoke a number of first languages and were second-language speakers of Norwegian. Children’s second-language skills were assessed seven months following the completion of the intervention. We asked whether the developmental advantages induced during the intervention faded or remained when the intervention conditions were no longer present, using autoregressive structural modelling and second-order latent growth modelling to answer the question. Results While some immediate intervention effects disappeared (grammar) or showed tendencies to fade (vocabulary and perspective taking), second-order latent growth modelling suggested that narrative skills emerged. Conclusion The results demonstrate the need to consider skill type in future research on fade-out and offer a longer-term perspective on how DLLs respond to shared-reading interventions.

Zoom in: factors affecting vocal habits during online meetings, a prospective trial on 40 subjects.

To identify factors that influence vocal habits during online meetings (OMs). A prospective trial of forty participants without any known hearing or vocal cord disorders. Subjects participated in an OM divided into six randomly ordered sections, with alterations in audio/speaking equipment and language: the computer's speaker-microphone, a single earbud, two-earbuds or headphones; with/without video, native-language-speaking (Hebrew) versus second language-speaking (English). Each section included free speech, sustained phonation, and a standardized passage. Participants ranked their vocal-effort for each section. Three blinded raters independently scored the voice using the GRBAS scale, and acoustic analyses were performed. No significant difference in self-reported vocal effort was demonstrated between sections. Second-language speaking resulted in significantly increased intensity (p < 0.0001), frequency (p = 0.015), GRBAS (p = 0.008), and strain (p < 0.0001) scores. Using the computer's speaker/microphone resulted in significantly higher strain (p < 0.0001). Using headphones, single or two earbuds resulted in lower intensity and a lower strain score. No differences were detected between OMs with or without video. Using the computer's microphone/speaker or speaking in a second language during OMs, may result in vocal habits associated with vocal trauma.

Overcoming Emotional and Communication Barriers With Performing Arts Strategies: The Case of Puerto Rican Business Students

This article discusses interdisciplinary approaches to help students overcome communication barriers by integrating performing arts in Business Communication courses. Companies emphasize a workforce with solid soft skills to succeed. International Business employs English; thus, practical communication skills in English provide access to jobs in international scenarios. However, in Puerto Rico, second-language speakers of English feel intimidated when speaking it. The emotional barriers students endure while developing intercultural and communication skills in English is a topic worth researching. Performing arts provide strategies to raise body awareness and increase self-confidence. These elements will lead to a confident and effective communicator.

Affective and sensory–motor norms for idioms by L1 and L2 English speakers

AbstractIn the present study, we developed affective (valence and arousal) and sensory–motor (concreteness and imageability) norms for 210 English idioms rated by native English speakers (L1) and English second-language speakers (L2). Based on internal consistency analyses, the ratings were found to be highly reliable. Furthermore, we explored various relations within the collected measures (valence, arousal, concreteness, and imageability) and between these measures and some available psycholinguistic norms (familiarity, literal plausibility, and decomposability) for the same set of idioms. The primary findings were that (i) valence and arousal showed the typical U-shape relation, for both L1 and L2 data; (ii) idioms with more negative valence were rated as more arousing; (iii) the majority of idioms were rated as either positive or negative with only 4 being rated as neutral; (iv) familiarity correlated positively with valence and arousal; (v) concreteness and imageability showed a strong positive correlation; and (vi) the ratings of L1 and L2 speakers significantly differed for arousal and concreteness, but not for valence and imageability. We discuss our interpretation of these observations with reference to the literature on figurative language processing (both single words and idioms).

Predicting functional adequacy from complexity, accuracy, and fluency of second-language picture-prompted speaking

Functional adequacy (FA) is a construct of task achievement in communicative settings and focuses on the extent to which task requirements are satisfied by effectively conveying intended messages. Recent studies in second-language speaking and writing have emphasized the importance of FA in addition to complexity, accuracy, and fluency (CAF); FA and CAF are combined into the acronym CAFFA. This study aims to investigate (a) the extent to which CAF measures can explain FA holistic ratings in oral picture narration among Japanese learners of English; (b) how these results are moderated by different picture tasks; and (c) the comparability of means, variances, and correlations of the same FA ratings and CAF measures across tasks. Results of multiple regression analyses indicate that only a speed fluency measure (syllables per minute) significantly predicts FA, while a substantial proportion of FA remains unexplained by CAF, highlighting the separate and related nature of the two constructs. Moreover, the prediction of FA by CAF is consistent across picture tasks, with means and variances of FA and CAF measures being generally comparable, and with correlations of the same measures across tasks not being consistently strong, except for syllables per minute. The paper discusses implications and offers suggestions for future research.

Lexically-specific syntactic restrictions in second-language speakers

In two structural priming experiments, we investigated the representations of lexically-specific syntactic restrictions of English verbs for highly proficient and immersed second language (L2) speakers of English. We considered the interplay of two possible mechanisms: generalization from the first language (L1) and statistical learning within the L2 (both of abstract structure and of lexically-specific information). In both experiments, L2 speakers with either Germanic or Romance languages as L1 were primed to produce dispreferred double-object structures involving non-alternating dative verbs. Priming occurred from ungrammatical double-object primes involving different non-alternating verbs (Experiment 1) and from grammatical primes involving alternating verbs (Experiment 2), supporting abstract statistical learning within the L2. However, we found no differences between L1-Germanic speakers (who have the double-object structure in their L1) and L1-Romance speakers (who do not), inconsistent with the prediction for between-group differences of the L1-generalization account. Additionally, L2 speakers in Experiment 2 showed a lexical boost: There was stronger priming after (dispreferred) non-alternating same-verb double-object primes than after (grammatical) alternating different-verb primes. Such lexically-driven persistence was also shown by L1 English speakers (Ivanova, Pickering, McLean, Costa, & Branigan, 2012) and may underlie statistical learning of lexically-dependent structural regularities. We conclude that lexically-specific syntactic restrictions in highly proficient and immersed L2 speakers are shaped by statistical learning (both abstract and lexically-specific) within the L2, but not by generalization from the L1.

Robustness of lateral tongue bracing in second language speech

Lateral tongue bracing, a universal speech posture, is an actively maintained robust position, akin to standing and locomotion [Gick et al., 2017, JSLHR 60; Liu et al., 2022, JIPA, Phonetica 79]. Studying the robustness of bracing in second-language (L2) speakers can provide insight into learning of speech posture. In this study, we investigate the extent to which speaking in a second language affects the robustness of lateral tongue bracing compared to first language (L1) speech. Participants read two short texts, one in their native language and one in their second language, under a 10 mm bite-block condition. Intra-oral videos are analyzed for the percentage of time bracing occurred in continuous speech. Our preliminary results showed a decrease in the overall percentage of lateral contact during L2 continuous speech compared to L1. These insights invite a reassessment of our existing parallel posture model. We suggest adapting this model to account for the cognitive demands of L2, and the possible role of learning language-specific articulatory settings in postural robustness for L2 speakers.

Prosodic Marking of New and Given Information in English and Mandarin by Chinese Speakers

Second-language speakers have been found to face difficulties marking prosodic features of new and given information in English. Chinese English as a Foreign Language (EFL) learners speak English with a different intonation from L1 speakers, which can lead to misunderstanding. However, there is a dearth of research on the prosodic marking of new and given information by Chinese English speakers and on the extent to which Mandarin might influence the marking of new and given information. To fill this research gap, an empirical study of the prosodic features of English and Mandarin was conducted using a combination of qualitative and quantitative research methods to investigate the prosodic marking of new and given information in English and Mandarin by Chinese speakers. The results show that the prosodic marking of new and given information in English and Mandarin was similar with new information having a longer duration and a larger pitch range.

Senses of Language

For most students beginning to study a second language, the image of the native speaker looms large. The native speaker is presented as a model of appropriate language use as well as the final arbiter of the validity of every utterance; to speak “like a native speaker” often becomes the explicit goal of study. But such monolithic images are more projections than reality. Even within communities of first-language speakers, there is an endless diversity of language use. if we accept that language is not a neutral tool to be mastered, but rather a dynamic medium shaped by and reflecting our personal experience of acquisition, then both the feasibility and desirability of speaking “like a native speaker” become questionable. In this essay, I consider what it means to be a first-language speaker and suggest that we may want to reevaluate our common hierarchies of language proficiency. As the use of second languages is becoming increasingly common, it is important to recognize the legitimacy of second-language speakers and their potential for enriching language communities. I discuss my how my own sense of appropriate language has evolved, and briefly touch on movement in the linguistics community to critically consider longstanding “native speaker” biases.

Memestra eget. Non-standard use of prepositions from second-language learners in Modern Breton

Since Modern Breton is a minority language, the majority of speakers are now second-language speakers, who have learnt it through various media and then go into teaching (immersion schools, intensive language programs) and media (television, book writing, journalism). With such a large number of non-native speakers forming the core of the Breton-speaking community, the usage of the language is bound to be affected in some way in its vocabulary and grammar, particularly since the level required to enter into a teaching position—in immersion schools, as well as bilingual ones—is B2 (almost fluent).

Approaching or avoiding? Mechanisms of host-country language proficiency in affecting virtual work adaptivity during COVID-19

The COVID-19 pandemic has forced expatriates in many organizations to do virtual work, while virtual communication is becoming a critical skill, especially for second-language speakers. We explore how expatriates with high and low levels of host-country language (HCL) proficiency use different mechanisms to improve their virtual work adaptivity during the COVID-19 pandemic. Drawing upon the Job Demands-Resources (JD-R) theory, we argue that expatriates with high HCL proficiency tend to adopt approach crafting, whereas expatriates with low HCL proficiency tend to use avoidance crafting. We further examine the role of language-related human resource (HR) practices in reducing the tendency of expatriates with low HCL proficiency to choose avoidance crafting. We tested our predictions using data collected from 994 expatriates working in eight countries during the COVID-19 virtual work period, and the results generally supported our hypotheses. Our study sheds light on the importance of HCL skills in influencing expatriates’ job-crafting behavior and adaptivity in virtual work, and the significant role of language-related HR practices. Last, we offer practical insights into improving virtual work during a crisis in relation to employees’ HCL and organizational support.

The Affective Injustice of Linguistic Shame

This article proposes that linguistic shame is a form of affective injustice and describes some of the benefits of classifying it as such. Linguistic shame involves feelings of embarrassment, a sense of inferiority, and attitudes of self-reproach that arise in relation to the way one speaks. The article gives an account of three main types of linguistic shame to which Latinx people are subject: the shame of the English as a second-language speaker; the shame of the Spanglish speaker; and the shame of the English-only speaker. In all cases, linguistic shame emerges in the context of linguicism, a system in which some ways of speaking are privileged and the way one speaks is an indicator of the speaker’s social status. Classifying linguistic shame as an affective injustice highlights the political nature of the emotion and provides some guidance for how to resist this injustice.

An Error Analysis of Students' Paragraphs and Essays: A Case of First-Year Students of an English Medium University in Bangladesh

Writing is deemed an enticing task in second language learning. Most researchers reason that second-language speakers of English not only find difficulty in writing tasks but speakers whose first language is English also face problems in writing. Therefore, the ability to communicate viably in English by both second language speakers and native speakers requires comprehensive and specific instruction. It is obvious that writing plays an integral role in student's academic life, and academic writing in English has brought considerable attention in English medium universities in Bangladesh. So, the International University of Business Agriculture and Technology (IUBAT) is no exception. This university, a non-government tertiary level and English medium institution in the country emphasize English's importance in producing its graduates from its inception. Writing is a productive skill; as an instructor at this university, I identify students’ difficulty writing compositions. In this paper, I explored the writing errors in a corpus of 30 paragraphs and 15 essays written by first-year students of IUBAT. The findings revealed that students have to face the serious challenges of writing error-free compositions even after completing the two English proficiency courses. Out of the 45 scripts that were analyzed, 96 errors were identified. The study further revealed that 66 of these total errors were related to grammatical errors and poor structuring of sentences. 28 errors were related to the mechanics of writing. The findings of the study direct recommendations and implications for educators, policymakers, and curriculum developers. This study has repercussions for pedagogy and future research in error analysis.

CAF indices and human ratings of oral performances in an opinion-based monologue task

This study explored two assessment approaches to oral performances: analytical complexity, accuracy, and fluency (CAF) indices and human raters’ evaluations. CAF indices are frequently used in second-language speaking (L2) research; however, because tasks are communicative and goal-oriented, the degree to which students achieve such communicative goals must also be included. By incorporating human ratings of monologue organization and perceived CAF into speaking assessments, researchers can better understand the relationship between the analytical CAF indices and human ratings of a monologue task. The participants consisted of 48 English as a Foreign Language (EFL) students in a Japanese university. Their oral performances of 2-min opinion-based monologues were audio-recorded and then transcribed and analyzed using CAF measures. In addition, 11 human raters evaluated the same recordings in terms of the following criteria: topic organization, complexity, accuracy, and fluency. These ratings were then analyzed using the many-facet Rasch measurement (MFRM). Multiple linear regression results showed that fluency accounted for a significant amount of the human ratings, but other measures (lexis, complexity, accuracy) explained only a small portion of the variance. This study concluded with implications regarding L2 testing in speaking assessments.

Acoustic and Articulatory Characteristics of English Semivowels /ɹ, l, w/ Produced by Adult Second-Language Speakers.

This study presents the results of acoustic and kinematic analyses of word-initial semivowels (/ɹ, l, w/) produced by second-language (L2) speakers of English whose native language is Korean. In addition, the relationship of acoustic and kinematic measures to the ratings of foreign accent was examined by correlation analyses. Eleven L2 speakers and 10 native speakers (first language [L1]) of English read The Caterpillar passage. Acoustic and kinematic data were simultaneously recorded using an electromagnetic articulography system. In addition to speaking rate, two acoustic measures (ratio of third-formant [F3] frequency to second-formant [F2] frequency and duration of steady states of F2) and two kinematic measures (lip aperture and duration of lingual maximum hold) were obtained from individual target sounds. To examine the degree of contrast among the three sounds, acoustic and kinematic Euclidean distances were computed on the F2-F3 and x-y planes, respectively. Compared with L1 speakers, L2 speakers exhibited a significantly slower speaking rate. For the three semivowels, L2 speakers showed a reduced F3/F2 ratio during constriction, increased lip aperture, and reduced acoustic Euclidean distances among semivowels. Additionally, perceptual ratings of foreign accent were significantly correlated with three measures: duration of steady F2, acoustic Euclidean distance, and kinematic Euclidean distance. The findings provide acoustic and kinematic evidence for challenges that L2 speakers experience in the production of English semivowels, especially /ɹ/ and /w/. The robust and consistent finding of reduced contrasts among semivowels and their correlations with perceptual accent ratings suggests using sound contrasts as a potentially effective approach to accent modification paradigms.