Biblioteca Universidad Nebrija mOpac 2.3

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Revista: Second Language Research

(14 Registros)

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Resultados

Activation of L1 orthography in L2 word reading [Recurso electrónico]: Constraints from language and writing system / Lin Chen ... [et al.].

a b 210611s2021 usa|||||r 0 ||eng d 121349 eng 2021 Activation of L1 orthography in L2 word reading [Recurso electrónico]: Constraints from language and writing system / Lin Chen ... [et al.]. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 342-345. When reading in a second language, a reader’s first language may be involved. For word reading, the question is how and at what level: lexical, pre-lexical, or both. In three experiments, we employed an implicit reading task (color judgment) and an explicit reading task (word naming) to test whether a Chinese meaning equivalent character and its sub-character orthography are activated when first language (L1) Chinese speakers read second language (L2) English words. Because Chinese and English have different spoken and written forms, any cross language effects cannot arise from shared written and spoken forms. Importantly, the experiments provide a comparison with single language experiments within Chinese, which show cross-writing system activation when words are presented in alphabetic Pinyin, leading to activation of the corresponding character and also its sub-character (radical) components. In the present experiments, Chinese–English bilinguals first silently read or made a meaning judgment on an English word. Immediately following, they judged the color of a character (Experiments 1A and 1B) or named it (Experiment 2). Four conditions varied the relation between the character that is the meaning equivalent of the English word and the following character presented for naming or color judgment. The experiments provide evidence that the Chinese meaning equivalent character is activated during the reading of the L2 English. In contrast to the within-Chinese results, the activation of Chinese characters did not extend to the sub-character level. This pattern held for both implicit reading (color judgment) and explicit reading (naming) tasks, indicating that for unrelated languages with writing systems, L1 activation during L2 reading occurs for the specific orthographic L1 form (a single character), mediated by meaning. We conclude that differences in writing systems do not block cross-language co-activation, but that differences in languages limit co-activation to the lexical level. Bilingual Lexical access Orthography Writing system Second language research. -- 2021 (April), v. 37, n. 2, p. 323-348 Second language research. -- 2021 (April), v. 37, n. 2, p. 323-348 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=53435195&lang=es&site=ehost-live Acceso al documento

Comparison of VOTs in Mandarin-English bilingual children and corresponding monolingual children and adults [Recurso electrónico] / Jing Yang.

a b 210609s2021 usa|||||r 0 ||eng d 121307 eng 2021 Comparison of VOTs in Mandarin-English bilingual children and corresponding monolingual children and adults [Recurso electrónico] / Jing Yang. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 24-26. Word-initial stops in Mandarin and English show a distinctive phonological categorization but a similar phonetic realization along the VOT (Voice Onset Time) continuum. Previous research reported that native Mandarin adults produce measurably longer long-lag VOTs than native English adults. The present study examined whether and how the difference between Mandarin and English VOTs is manifested in monolingual children and Mandarin–English bilingual children. The participants included 15 five- to six-year-old sequential bilingual children, 24 corresponding monolingual children (15 Mandarin, 9 English), and 22 monolingual adults (12 Mandarin, 10 English). The bilingual children were divided into two groups (Bi-low and Bi-high) based on the amount of experience in English. Each participant was recorded producing 18 Mandarin words and/or 18 English words containing six stops in each language. The VOT values were measured from the beginning of stop burst to the onset of the voicing. The results showed that the language difference in VOT in the monolingual children was manifested in a pattern similar to the monolingual adults. However, Mandarin and English VOTs showed less separable distributions in the two groups of bilingual children. Further analysis suggested that both groups of bilingual children tended to separate Mandarin and English short-lag VOTs but only the Bi-low children showed different long-lag VOTs between the two languages. These results suggested that due to the bilingual effects and L1–L2 (first language – second language) interactions, even though the bilingual children tried to separate the two VOT systems, they implemented the separation in a different manner than the monolingual speakers. Mandarin–English bilingual children Monolingual children Monolingual adults Voice Onset Time (VOT) Second language research. -- 2021 (January), v. 37, n. 1, p. 3-26 Second language research. -- 2021 (January), v. 37, n. 1, p. 3-26 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=50885446&lang=es&site=ehost-live Acceso al documento

Effects of spacing on contextual vocabulary learning [Recurso electrónico]: Spacing facilitates the acquisition of explicit, but not tacit, vocabulary knowledge / Tatsuya Nakata, Irina Elgort.

a b 210610s2021 usa|||||r 0 ||eng d 121338 eng 2021 Effects of spacing on contextual vocabulary learning [Recurso electrónico]: Spacing facilitates the acquisition of explicit, but not tacit, vocabulary knowledge / Tatsuya Nakata, Irina Elgort. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 254-256. Studies examining decontextualized associative vocabulary learning have shown that long spacing between encounters with an item facilitates learning more than short or no spacing, a phenomenon known as distributed practice effect. However, the effect of spacing on learning words in context is less researched and the results, so far, are inconsistent. In this study, we compared the effect of massed and spaced distributions on second language vocabulary learning from reading. Japanese speakers of English encountered 48 novel vocabulary items embedded in informative English sentences, inferred their meanings from contexts, and received feedback in the form of English synonyms and Japanese translation equivalents. To test the hypothesis that the effects of spacing might differentially affect the development of explicit or tacit word knowledge, spacing effects were measured using semantic priming as well as a meaning recall and a meaning–form matching posttest. Results showed an advantage of spaced over massed learning on the meaning recall and meaning–form matching posttests. However, a similar semantic priming effect was observed irrespective of whether an item was encountered in the massed or spaced distribution. These results suggest that the spacing effect holds in contextual word learning for the development of explicit vocabulary knowledge, but massing appears to be as effective as spacing for the acquisition of tacit semantic knowledge. Distributed practice effect Explicit knowledge Massing Priming effect Semantic priming Spacing Spacing effect Tacit knowledge Transfer appropriate processing Vocabulary learning Second language research. -- 2021 (April), v. 37, n. 2, p. 233-260 Second language research. -- 2021 (April), v. 37, n. 2, p. 233-260 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=53391073&lang=es&site=ehost-live Acceso al documento

Form prominence in the L2 lexicon [Recurso electrónico] : Further evidence from word association / Nan Jiang, Jianqin Zhang.

a b 210609s2021 usa|||||r 0 ||eng d 121311 eng 2021 Form prominence in the L2 lexicon [Recurso electrónico] : Further evidence from word association / Nan Jiang, Jianqin Zhang. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 86-87. Two lines of evidence emerged in the past suggesting that lexical form seemed to play a more important role in the organization of the second language (L2) mental lexicon than in that of the first language (L1) lexicon. They were masked orthographic priming in L2 word recognition and an elevated proportion of form-related responses in L2 word association. However, findings from previous word association studies were inconsistent regarding (1) how often L2 speakers produced form-related responses (flood–blood) and (2) whether L2 speakers were more likely than L1 speakers to provide such responses. Attributing this inconsistency to two methodological causes, the classification of form-related responses and the selection of stimuli, the present study adopted an improved approach by quantifying the definition of form-related responses and by selecting stimuli that had both strong semantic associates and orthographically similar words as potential responses. The latter improvement helped remove the bias for producing either meaning-based or form-based responses. A group of 30 English native speakers and two groups of 65 non-native speakers were tested on the same set of stimuli of 74 English words. Three findings were obtained: (1) non-native speakers produced significantly more form-related responses than native speakers, (2) the two non-native speaker group who differed in L2 experiences showed comparable results, and (3) the participants’ familiarity with the stimuli and the lexical frequency of the stimuli negatively correlated with the proportion of form-related responses among non-native speakers. These results provided more compelling evidence for form prominence in the L2 lexicon. Form prominence Second language processing The L2 lexicon Word association Second language research. -- 2021 (January), v. 37, n. 1, p. 69-90 Second language research. -- 2021 (January), v. 37, n. 1, p. 69-90 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=50174878&lang=es&site=ehost-live Acceso al documento

Form-first approach in foreign language word learning [Recurso electrónico] / Aleck Shih-wei Chen.

a b 210609s2021 usa|||||r 0 ||eng d 121310 eng 2021 Form-first approach in foreign language word learning [Recurso electrónico] / Aleck Shih-wei Chen. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 66-68. This article reports a study examining whether foreign language (FL) word learning can be improved with reduction in cognitive load. Cognitive load theory has received substantial supports in various fields of learning but never in FL word learning. Due to the defined poverty in exposure to the FL, hence deprived cognitive pre-requisites for natural FL development, cognitive load could be critical to FL learning success. Thus while word learning may be a simple attempt of associating word forms with their meanings for L1 children, for FL learners, the cognitive load is multiplied by the additional task of taming the often intractable phonological forms (both perceptive and productive) at the same time they are making the association. In light of cognitive burden reduction, FL learners could thus benefit from learning phonological forms first as their L1 counterparts do. The present study examined whether beginning learners of English as a foreign language (EFL) learn English novel names better if first familiarized with the phonological rimes of target names whose referents are taught only later. Chinese-speaking first graders were assigned to one of three teaching conditions: rime familiarization, which familiarized children with rimes through rhyming activities without any meanings involved; spoken vocabulary, which taught words in rhyming groups together with their referents; and semantic control, which focused on word use. As the results showed, the rime familiarization group outperformed the other two by an improvement score several times greater, suggesting the critical role of cognitive load in FL word learning success. Cognitive load Foreign language Productive phonology Rime training Word learning Second language research. -- 2021 (January), v. 37, n. 1, p. 51-68 Second language research. -- 2021 (January), v. 37, n. 1, p. 51-68 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=50174887&lang=es&site=ehost-live Acceso al documento

From Interlanguage grammar to target grammar in L2 processing of definiteness as uniqueness [Recurso electrónico] / Hyunah Ahn.

a b 210609s2021 usa|||||r 0 ||eng d 121312 eng 2021 From Interlanguage grammar to target grammar in L2 processing of definiteness as uniqueness [Recurso electrónico] / Hyunah Ahn. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 115-118. This study investigated the processing of English articles by second language (L2) speakers whose first language (L1) is Korean. Previous studies in L2 English article use had some issues unresolved such as using offline tasks, conflating definiteness with real-world knowledge, and operationalizing definiteness and relevant constructs in ways that participants can be primed or get metalinguistic cues. To revisit such issues, the construct ‘definiteness’ was operationalized as unique identifiability, a self-paced reading task was used to collect data, and regression models were employed to analyse logarithm residuals of raw reading time data, which can detect subtle differences that are otherwise buried. The results show that L1 speakers show sensitivity to the use of definite and indefinite articles in response to given contexts and that both advanced and intermediate L2 speakers first resort to their non-target-like Interlanguage grammar, but the advanced group later revises their initial interpretation and eventually shows the effect of target grammar. The L2 behavior is discussed in terms of its theoretical implications. L2 definiteness processing L2 English article use Presupposition accommodation Self-paced reading Second language research. -- 2021 (January), v. 37, n. 1, p. 91-119 Second language research. -- 2021 (January), v. 37, n. 1, p. 91-119 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=50885395&lang=es&site=ehost-live Acceso al documento

How language type influences patterns of motion expression in bilingual speakers [Recurso electrónico] / Wojciech Lewandowski, Seyda Özçaliskan.

a b 210609s2021 usa|||||r 0 ||eng d 121308 eng 2021 How language type influences patterns of motion expression in bilingual speakers [Recurso electrónico] / Wojciech Lewandowski, Seyda Özçaliskan. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 44-47. Expression of motion shows systematic inter-typological variability between language types, particularly with respect to manner and path components of motion: speakers of satellite-framed languages (S-language; e.g. German) frequently conflate manner and path into a single clause, while verb-framed language speakers (V-language; e.g. Spanish) typically express manner and path in separate clauses, a pattern that also becomes evident in bilinguals’ expression of motion events in each language type. However, less is known about intra-typological variability within each language type, particularly for the expression of motion events among bilingual speakers. In this study, we examine motion descriptions produced by two groups of bilinguals – with Polish as first language – learning a second language that belongs to the same (Polish–German) or a different language type (Polish–Spanish), in comparison to monolinguals in each language (German, Spanish, Polish). Our results, based on written descriptions of animated motion scenes, showed evidence for both inter-typological and intra-typological variation in the expression of motion, with greater attunement to first-language (L1) patterns in learning a language of the same type, and closer alignment to second-language (L2) patterns in learning a language that belongs to a different language type. Bilinguals German Inter-typological variation Intra-typological variation Manner Motion events Path Polish Spanish Spatial language Second language research. -- 2021 (January), v. 37, n. 1, p. 27-49 Second language research. -- 2021 (January), v. 37, n. 1, p. 27-49 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=51136990&lang=es&site=ehost-live Acceso al documento

Interdisciplinary approaches to researching L2 lexical acquisition, processing, and use [Recurso electrónico] : An introduction to the special issue / Irina Elgort, Anna Siyanova-Chanturia.

a b 210609s2021 usa|||||r 0 ||eng d 121316 eng 2021 Interdisciplinary approaches to researching L2 lexical acquisition, processing, and use [Recurso electrónico] : An introduction to the special issue / Irina Elgort, Anna Siyanova-Chanturia. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 202-205. Lexical knowledge is complex, multidimensional, and difficult to pin down to a set of defined components. The development, organization, and use of lexical knowledge in the first and additional languages are studied in a number of neighbouring disciplines beyond second language acquisition and applied linguistics, including psycholinguistics, neurolinguistics, computational linguistics, and language education. In this introduction, we highlight how the five articles in this special issue hone our understanding of different aspects of second language (L2) lexical knowledge, its acquisition, and use by adopting innovative research design, methods, and approaches to data collection and analysis from these distinct but related disciplines, affording new theoretical and empirical insights. Aspects of lexical knowledge Interdisciplinary Interdisciplinary research methods Lexical processing Lexical studies Second language acquisition of vocabulary Second language vocabulary Second language research. -- 2021 (April), v. 37, n. 2, p. 189-205 Second language research. -- 2021 (April), v. 37, n. 2, p. 189-205 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=55201481&lang=es&site=ehost-live Acceso al documento

Internal context, language acquisition and multilingualism [Recurso electrónico] / Michael Sharwood Smith.

a b 210609s2021 usa|||||r 0 ||eng d 121314 eng 2021 Internal context, language acquisition and multilingualism [Recurso electrónico] / Michael Sharwood Smith. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 169-170. Research on multilingualism and the acquisition of language(s) faces numerous challenges given its inherently interdisciplinary character. This discussion will focus on the notion of internal context, a concept that forcefully demonstrates the need for integrating linguistically-oriented research with cognitive research in general. Investigating the internal context of language processing centres on the ‘interpreted’ world inside individual minds together with all the cognitive mechanisms that shape it. It will be argued that explanations are required that must go well beyond accounts of the linguistic properties of individuals’ grammatical abilities and that, for this purpose, theoretical broad-based frameworks are needed that can act as ‘base camps’ facilitating explorations that venture beyond purely local domains and allowing findings from different research areas to be integrated within a shared perspective of how the mind works. Bilingualism Interdisciplinary research Language acquisition Language processing Multilingualism Theoretical frameworks Theories of cognition Second language research. -- 2021 (January), v. 37, n. 1, p. 161-170 Second language research. -- 2021 (January), v. 37, n. 1, p. 161-170 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=51048755&lang=es&site=ehost-live Acceso al documento

Knowledge of indefinite articles in L2-English [Recurso electrónico]: Online vs. offline performance / Tania Ionin, Sea Hee Choi, Qiufen Liu.

a b 210609s2021 usa|||||r 0 ||eng d 121313 eng 2021 Knowledge of indefinite articles in L2-English [Recurso electrónico]: Online vs. offline performance / Tania Ionin, Sea Hee Choi, Qiufen Liu. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 149-151. This study uses both offline and online tasks in order to investigate whether second language learners of English from an article-less first-language (Mandarin) are able to integrate the indefinite article into their grammar despite the lack of articles in their first language. This article reports on two studies, one on learners’ sensitivity to errors of article omission and one on learners’ sensitivity to errors of article misuse. The results indicate that learners show quite native-like sensitivity to errors with articles online, and in fact perform in a more target-like manner in an online task than in a traditional offline judgment task. The findings of this study provide evidence against the Morphological Congruency Hypothesis in that they indicate that learners can represent a new morphological category (in this case, the indefinite article) in their Interlanguage grammar. Articles Indefinites Mandarin Morphological congruency Online methods Second language research. -- 2021 (January), v. 37, n. 1, p. 121-160 Second language research. -- 2021 (January), v. 37, n. 1, p. 121-160 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=50885627&lang=es&site=ehost-live Acceso al documento

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