Understanding Second Language Processing

Dyson, Bronwen Patricia; Håkansson, Gisela

doi:10.1075/bpa.4

Cited by 21 publications

(14 citation statements)

References 142 publications

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“…The PT hierarchy of stages can have a practical value for intervention [14]. By using the child's current PT level as a starting point, it is possible to identify appropriate input based on structures at the next level.…”

Section: Discussionmentioning

confidence: 99%

“…PT has been applied to a variety of typologically different languages that include German, English, Swedish, Danish, Japanese, Cantonese, Arabic, Russian, Finnish, and Indonesian [11,14]. It must be noted that PT addresses only the development of grammar but does not involve semantics or pragmatics.…”

Section: Processing Theorymentioning

confidence: 99%

“…Emergence is also an important concept in PT, since focus is on the development of grammatical structures that appear or first emerge in a child's language skills. PT has been successfully applied in several studies of the acquisition of Swedish [8,[10][11][12][13][14].…”

Section: Processing Theorymentioning

confidence: 99%

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A Tool for Grammatical Development Assessment in a Second Language

Salameh

2019

Folia Phoniatr Logop

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Objective: This paper describes an alternative assessment tool for second language learning, based on Processing Theory (PT). The basis of this theory is that language learners cannot acquire what they cannot process. This paper presents a tool, based on this theory that avoids the over- or under-diagnosis of language impairment in second language learners. Method: This tool has five levels, with the prerequisites for the following step at each level. Each level is designed to determine children’s ability to process language factors required at each stage. The five levels begin with identification and acquisition of words in a target language and end with the acquisition of grammar based on word order rules. Results: Findings were that bilingual children, with typical language development, were successful at level 4 (the phrase and morphology level) after 2 years of exposure to Swedish. Bilingual children with language impairment were much slower in their language development in both their first and second languages.

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Section: Discussionmentioning

confidence: 99%

Section: Processing Theorymentioning

confidence: 99%

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A Tool for Grammatical Development Assessment in a Second Language

Salameh

2019

Folia Phoniatr Logop

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“…As with aspects of content and style, understanding and correct use of grammar by the teacher may not guarantee acquisition. Explicit grammatical emphasis may be needed to help foreign language learners focus on a target feature (DeKeyser, 2015;Dyson, 2018;Dyson & Håkansson, 2017;Pienemann, 1989). NNEST instructors have a distinct advantage in providing links to the L1 which may promote acquisition.…”

Section: Introductionmentioning

confidence: 99%

Examining the influence of native and non-native English-speaking teachers on Korean EFL writing

Schenck

2020

Asian. J. Second. Foreign. Lang. Educ.

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Both Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) may have advantages as writing instructors, yet little is known about how they actually influence writing in EFL contexts like South Korea. To address this issue, 76 high proficiency Korean EFL university students from the International Corpus Network of Asian Learners of English (ICNALE) were separated into a group that received extensive native English speaker instruction (n = 57) and a group that did not (n = 19) using a self-survey. Analysis of essay content revealed that words used by Korean EFL writers with more NEST instruction are similar in difficulty and variety to native English writers. Concerning style, Korean EFL learners with more NEST instruction used stances to evaluate, validate, and state personal opinions, while learners with less NEST instruction used speech formulas and more unbiased logical arguments. Regarding grammar, Korean EFL learners with extensive NEST instruction used more sophisticated vocabulary, word forms, and verb tenses to create a novel argument using personal experience, whereas Korean EFL learners with low NEST instruction tended to use formulaic and logical arguments with more accuracy. Overall, results suggest that NEST instruction in Korea promotes more creativity and sophistication in composition, while NNEST instruction encourages more accurate use of language. In accordance with the findings, curricula or teacher training may be developed to ensure that each type of instruction shares the strengths of its counterpart.

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“…The development from linear to non-linear mapping has also been tested on a range of languages. For example, the Topic Hypothesis, in which it is assumed that default word orders are acquired before topicalised sentences, has received strong empirical support from Japanese (Kawaguchi, 2005) and Italian (Di Biase & Kawaguchi, 2002), among other languages (for further empirical support in other languages, see the overview of PT research presented in Dyson & Håkansson, 2017).…”

Section: Introductionmentioning

confidence: 99%

A cross-theoretical and cross-linguistic perspective on the L2 acquisition of case systems / L'acquisition de systèmes casuels en L2 : des études à travers plusieurs théories et langues

Baten¹,

Verbeke²

2020

LIA

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Flanders (FWO) 2 Hopp's results are in line with computation difficulty approaches, like MSIH. Several other studies on case morphology in different language have provided similar findings. For example, Haznedar (2006) and Papadopoulou et al. (2011) on L2 Turkish, but also Satorno (2007, 2011) on clitic case morphology in L2 Italian and L2 Spanish and Grüter (2006) on L2 French object clitics, show that case morphology and clitics are fully acquirable, despite its absence in L1 grammar. The problems with inflectional morphology do not reflect a syntactic deficit, instead the learners in these studies faced difficulties only with the surface realization of Case. and setting up distinct specific research questions concerning different L2s, all articles share the common aim to unravel how learners assign meaning to the seemingly superfluous and cumbersome case markers in the L2. The articles in this special issue stem from a workshop on the L2 acquisition of case and agreement in typologically diverse languages; the workshop was organized at Ghent University and co-funded by a EuroSLA Workshop Grant in 2015. Perspective 1: form-meaning mappings Research within the perspective of form-function mappings investigates the ability of learners to link certain forms with certain functions. From a functionalist point of view, general cognitive principles (such as generalization and analogy) and input characteristics (such as frequency and transparency), instead of innate constraints, guide this linking process. It is assumed that case contrasts in the input provide sufficient information for the learner to infer the case system of the target language. An influential model in this research paradigm is the so-called Competition Model (Bates & MacWhinney, 1987). This model posits that linguistic means such as case, word order, animacy, and pronominality compete for cue reliability (i.e., what is the most reliable cue for determining the subject and direct object in a sentence?), and it examines whether or not learners are able to switch from their L1 cues to L2 cues or whether they simply transfer their L1 cues. Studies on case marking within the Competition Model have dealt with a number of L2s, such as Japanese, German and Russian. For example, Mitsugi and MacWhinney (2010) examined whether L1 English speakers can switch from a reliance on word order cues to a reliance on case marking cues in processing L2 Japanese sentences with different non-canonical word order structures (i.e., noncanonical variants of canonical sentences such as John gaNOM Mary niDAT hon oACC ageta, 'John gave Mary a book'). The findings of the self-paced reading experiment showed that there was no additional processing cost associated with non-canonicity. In other words, L2 learners are able to acquire native-like processing strategies. However, the self-paced reading experiment did not seem sensitive enough to capture the effect of non-canonicity, as Shigenaga (2012), in a study using a correctness decision task, did find longer reaction times and hig...

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Understanding Second Language Processing

Cited by 21 publications

References 142 publications

A Tool for Grammatical Development Assessment in a Second Language

A Tool for Grammatical Development Assessment in a Second Language

Examining the influence of native and non-native English-speaking teachers on Korean EFL writing

A cross-theoretical and cross-linguistic perspective on the L2 acquisition of case systems / L'acquisition de systèmes casuels en L2 : des études à travers plusieurs théories et langues

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