Negative Transfer From Spanish and English to Portuguese Pronunciation: The Roles of Inhibition and Working Memory

Trude, Alison M.; Tokowicz, Natasha

doi:10.1111/j.1467-9922.2010.00611.x

Cited by 14 publications

(7 citation statements)

References 22 publications

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“…Sometimes this is positive for learning: When an L2 word is similar to its L1 translation, it is easier to learn, as neighbors act as retrieval cues (e.g., Lotto & de Groot, 1998). On the other hand, learning subtle differences in form or meaning can be more difficult when competing word candidates are more similar to the L1: For example, learning the correct orthography or phonology of the Dutch word adres (= address) may be difficult (Schmitt, 2008;Tonzar et al, 2009;Trude & Tokowicz, 2011). Thus, in learning, similarity may help build a global representation but might make building a more specific native one more difficult.…”

Section: Networkmentioning

confidence: 99%

Grounding Second Language Vocabulary Instruction in Cognitive Science

Baxter

Bekkering

Dijkstra

et al. 2021

Mind Brain and Education

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Cognitive neuroscience has gained significant insight into the mechanisms underlying the mental lexicon and their impact on second language vocabulary learning. However, relatively little effort has been put into understanding how these mechanisms may impact instructional practices. We attempt to bridge this gap. Towards that end, we first describe three main properties of the mental lexicon: words have distinct form and meaning representations; these representations are organized in multilingual network structures organized by similarity; and the representations differ in strength. Next, we translate the properties into a visual framework that we use to reflect upon how this knowledge affects three important choices in vocabulary instruction: composing word lists, selecting an instruction method, and consolidating newly acquired words. Lastly, we discuss opportunities for both science and practice, highlighting the importance of improving the ecological validity of scientific models and theories, and of developing instructional methods grounded in cognitive science. Acquiring vocabulary is essential to second language (L2) learning (Coady & Huckin, 1997). Learned words are integrated in the (multilingual) mental lexicon, the collection of all the words we know, represented as neural traces in the long-term storage of the brain (henceforth "representations"). It has a complex structure and involves mechanisms

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Section: Networkmentioning

confidence: 99%

Grounding Second Language Vocabulary Instruction in Cognitive Science

Baxter

Bekkering

Dijkstra

et al. 2021

Mind Brain and Education

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show abstract

“…Finally, individual differences in cognitive ability, such as working memory, attention, and inhibition, have been investigated in task-based studies (Kormos & Sáfár, 2008; Levkina, 2014; Sagarra, 2007) as well as in the acquisition of L2 phonology (Darcy, Mora, & Daidone, 2016; Darcy, Park, & Yang, 2015; Lev-Ari & Peperkamp, 2013, 2014; Scharenborg, Weber, & Janse, 2015; Trude & Tokowicz, 2011). This research has revealed the role of individual differences in explaining interlearner variation in L2 performance and acquisition.…”

Section: Future Directions In Tbpt: Researching the Potential Of Tbltmentioning

confidence: 99%

Task-Based Pronunciation Teaching and Research

Mora

Levkina

2017

Stud Second Lang Acquis

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This article synthesizes the conclusions of the empirical studies in this special issue and outlines key questions in future research. The research reported in this volume has identified several fundamental issues in pronunciation-focused task design that are discussed in detail and on which suggestions for further research are outlined. One crucial issue is how attention to pronunciation resulting in language-related episodes effectively leads to robust gains in accuracy. Another important aspect discussed is the need to adapt task design features to the phonological domain under focus and how to incorporate systematic patterns of first language interference into the task structure. Finally, we propose that future research in task-based pronunciation teaching and second language phonetics and phonology should systematically examine learner factors known to affect task performance and task features established in the research domains of lexical and grammatical development.

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“…Also, working memory capacities have been found to be relevant not only for L2 learning of vocabulary or grammar but also for L2 pronunciation learning (Juffs & Harrington, 2011, see Rota & Reiterer, 2009 for a review). Specifically, greater working memory capacities correlate with (a) better L2 narrative development (O'Brien et al, 2006), (b) greater fluency, complexity, and accuracy in L2 speech production and perception (Aliaga-Garcia et al, 2010;Fortkamp, 2000), as well as (c) better inhibition patterns of the learners' L1, resulting in reduced negative transfer (Trude & Tokowicz, 2011). Working memory also predicts learners' speech outcome better than other factors such as imitation ability or attitude toward the area where the dialect is spoken (Baker, 2008).…”

Section: Individual Differences and L2 Pronunciationmentioning

confidence: 99%

Observing and Producing Durational Hand Gestures Facilitates the Pronunciation of Novel Vowel-Length Contrasts

Baills

Prieto

2020

Stud Second Lang Acquis

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While empirical studies have shown the beneficial role of observing and producing hand gestures mimicking pitch features in the learning of L2 tonal or intonational contrasts, mixed results have been obtained for the use of gestures encoding durational contrasts at the perceptual level. This study investigates the potential benefits of horizontal hand-sweep gestures encoding durational features for boosting the perception and production of nonnative vowel-length contrasts. In a between-subjects experiment with a pretest–posttest design, 50 Catalan participants without any knowledge of Japanese practiced perceiving and producing minimal pairs of Japanese disyllabic words featuring vowel-length contrasts in one of two conditions, namely with gestures or without them. Pretest and posttest consisted of the completion of identical vowel-length identification and imitation tasks. The results showed that while participants improved equally at posttest across the two conditions in the identification task, the Gesture group obtained a larger improvement than the No Gesture group in the imitation task. These results corroborate the claim that producing hand gestures encoding prosodic properties of speech may help naïve learners to learn novel phonological contrasts in a foreign language.

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Negative Transfer From Spanish and English to Portuguese Pronunciation: The Roles of Inhibition and Working Memory

Cited by 14 publications

References 22 publications

Grounding Second Language Vocabulary Instruction in Cognitive Science

Grounding Second Language Vocabulary Instruction in Cognitive Science

Task-Based Pronunciation Teaching and Research

Observing and Producing Durational Hand Gestures Facilitates the Pronunciation of Novel Vowel-Length Contrasts

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