Now you hear it, now you don't: Malleable illusory vowel effects in Spanish–English bilinguals

Carlson, Matthew T.

doi:10.1017/s136672891800086x

Cited by 5 publications

(3 citation statements)

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“…Participants listened to the English words and English-like non-words, which either conflicted with the Spanish v+s+c constraint (e.g., strict ) or did not conflict (e.g., control: issue ), and decided if the stimulus formed a word or non-word in English. Carlson (2018b) included a lexical decision task to examine the extent to which Spanish-English bilinguals perceived the illusory “e” vowel during Spanish (L1) processing. The current experiment builds on Carlson’s findings by investigating whether bilinguals are cross-linguistically influenced by the L1 Spanish “e” onset rule during English (L2) comprehension.…”

Section: Experiments 3: Lexical Decision In L2mentioning

confidence: 99%

First-language influence on second language speech perception depends on task demands

et al. 2021

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While listening to non-native speech, second language users filter the auditory input through their native language. We examined how bilinguals perceived second language (L2 English) sound sequences that conflicted with native-language (L1 Spanish) constraints across three experiments with different task demands. We used the L1 Spanish phonotactic constraint (i.e., rule for combining speech sounds) that vowels must precede s+consonant clusters (e.g., Spanish: estricto, “strict”). This L1 Spanish constraint may influence Spanish-English bilinguals’ processing of L2 English words such as strict because of a missing initial vowel, as in estrict. We found that the extent to which bilinguals were influenced by the L1 during L2 processing depended on task demands. When metalinguistic awareness demands were low, as in the AX word discrimination task (Experiment 1), cross-linguistic effects were not observed. When metalinguistic awareness demands were high, as in the vowel detection (Experiment 2) and lexical decision (Experiment 3) tasks, response times demonstrated that bilinguals were influenced by the L1 constraint when processing L2 words beginning with an s+consonant. We conclude that bilinguals are cross-linguistically influenced by L1 phonotactic constraints during L2 processing when metalinguistic demands are higher, suggesting that L2 input may be mapped onto L1 sub-lexical representations during perception. These results extend previous research on language co-activation and speech perception by providing a more fine-grained understanding of task demands and elucidating when and where cross-linguistic phonotactic access is present during bilingual comprehension.

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Section: Experiments 3: Lexical Decision In L2mentioning

confidence: 99%

First-language influence on second language speech perception depends on task demands

et al. 2021

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“…Therefore, most of the examination is based on comprehension activities and students need to be very proficient and critical in their learning abilities. As stated by Carlson (2019), teachers face many difficulties in ESL classrooms due to the diversity in mental level, cultural background, and individual attitude, it has been a great challenge to let the learners absorb the knowledge based on the language which is not in their mother tongue. Based on this, the study mainly focused on the use of the Web-Quest technique to improve the reading comprehension skills of ESL learners.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Using the Web-Quest Technique to Improve Students’ Reading Comprehension Skills in An ESL Classroom

Mukhtar,

Khurshid

2024

J. educ. soc. stud.

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The place of technological resources in the classroom can never be denied in the present globalized era. Integrating technology in ESL classes affects the creativity, curricular attitude, appropriateness, and interest of the learners in the learning environment. In this regard, action research was carried out in order to solve the problem of weak comprehension skills of the EFL learners of Grade 10. The problem was identified through pre-observations of the indicators. In order to overcome the identified problem, a tool was designed in the form of a pre-posttest. After the completion of the data collection, the researcher analyzed the quantitative and qualitative data that were recorded through pre-posttest and focused group discussion respectively. For the quantitative data, the researcher used SPSS to find out the statistical differences between the reading scores of the participants in the pre-posttest. The mean scores of the pre-posttest were compared which exhibited that there was a significant difference between the mean scores of the participants in their reading comprehension before and after the implementation of the Web-Quest technique. Moreover, a thematic analysis of the Qualitative data was made. The results of the study proved that there was a significant effect of using the Web-Quest technique to improve the reading comprehension skills of the participants.

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“…Moreover, this theory focuses on the effects of L2 on L1 and evaluates them in three ways: positive effects (L1 processing is enhanced by one’s L2 experience), negative effects (L1 processing is hindered by one’s L2 experience), and neutral effects (L1 processing is modulated by one’s L2 experience, with no indication of the outcome being better or worse) (Cook, 2003; Cook & Singleton, 2014). It must be noted, however, that for auditory language processing, previous studies have mainly focused on bilinguals whose L1 and L2 were typologically similar, such as Spanish and English (Baigorri et al, 2019; Carlson, 2019). It is equally important to explore bilinguals whose L1 and L2 differ markedly to examine the multi-competence theory.…”

Section: Introductionmentioning

confidence: 99%

The influence of L2 experience on L1 speech perception: Evidence from Mandarin–English bilinguals

Zhao

Wang

et al. 2022

International Journal of Bilingualism

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Aims: Previous studies have documented that consonants contribute more to lexically related processes than vowels in English, whereas an opposite pattern occurs in Mandarin Chinese processing. The current study aims to examine how the long-term learning of English (L2) influences Mandarin (L1) consonant, vowel, and tone perception in bilingual adults. It also attempts to examine the multi–competence theory at the level of speech perception. Methodology: A total of 73 Mandarin–English bilinguals with different L2 proficiency levels performed the L1 syllable perception task in an active oddball paradigm. The deviant syllables differed from the standard in consonant, vowel, or tone. Participants were asked to press a button whenever they heard a different syllable. Data and analysis: The reaction time and accuracy of each deviant syllable were recorded by E-prime 2.0. These data were analyzed using mixed-effects models. Findings/conclusions: Results showed that the relative role of vowel was the strongest, followed by consonant, and then by tone in L1 speech perception. The pattern of their relative roles/phonological bias was not influenced by L2 proficiency, indicating that the phonological bias in L1 speech perception is not affected by a transfer from non-native to native processing, but determined by the acoustic/phonological cues and lexical information carried by consonant, vowel, and tone. However, the perceptual sensitivity to L1 speech increased with L2 proficiency, demonstrating a positive L2 effect on L1 at the level of speech perception. Originality: The current study first investigated the influence of L2 experience on L1 phonological bias in bilinguals whose first and second languages were typologically distant. Significance/implications: Our findings lend support to the multi-competence theory and extend it to the level of speech perception.

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Now you hear it, now you don't: Malleable illusory vowel effects in Spanish–English bilinguals

Cited by 5 publications

References 89 publications

First-language influence on second language speech perception depends on task demands

First-language influence on second language speech perception depends on task demands

Effectiveness of Using the Web-Quest Technique to Improve Students’ Reading Comprehension Skills in An ESL Classroom

The influence of L2 experience on L1 speech perception: Evidence from Mandarin–English bilinguals

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