刊讯｜SSCI 期刊《第二语言研究》2021年第4期

Second Language Research

Volume 37, Issue 4, October 2021

Second Language Research（SSCI一区，2020 IF：2.178）2021年第4期共发文8篇，其中论文部分6篇，研究简报部分1篇，书评部分1篇。论文部分涉及人称代词、分布形态理论、动名词、计算机辅助语言学习、自然语言处理、语法能力、语际影响、浅结构假说等，研究简报部分涉及双语能力、词汇通达理论、汉语普通话、翻译识别等，书评部分涉及语言接触、情境学习、第一语言损耗、第二语言习得等。

目录

ARTICLES

■ A principle of economy in derivation in L2 grammar: Do everything in narrow syntax, by Shigenori Wakabayashi, Pages 521-545.

■ How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels, by Kazuya Saito, Shungo Suzuki, Tomoko Oyama, Yuka Akiyama, Pages 547-571.

■Changing comprehenders’ pronoun interpretations: Immediate and cumulative priming at the discourse level in L2 and native speakers of English, by Carla Contemori, Pages 573-586.

■ Illusory vowels in Spanish–English sequential bilinguals: Evidence that accurate L2 perception is neither necessary nor sufficient for accurate L2 production, by Esther de Leeuw, Linnaea Stockall, Dimitra Lazaridou-Chatzigoga, Celia Gorba Masip, Pages 587-618.

■ Grammatical aspect and L2 learners’ online processing of temporarily ambiguous sentences in English: A self-paced reading study with German, Dutch and French L2 learners, by Leah Roberts, Sarah Ann Liszka, Pages 619-647.

■ Acquisition of L2 Japanese WH questions: Evidence of phonological contiguity and non-shallow structures, by John Archibald, Nicole Croteau, Pages 649-679.

RESEARCH NOTE

■ Language proficiency is only part of the story: Lexical access in heritage and non-heritage bilinguals, by Seth Wiener, Natasha Tokowicz, Pages 681-695.

REVIEW ARTICLE

■ Language acquisition in the digital age: L2 English input effects on children’s L1 Icelandic, by Sigríður Sigurjónsdóttir, Iris Nowenstein, Pages 697-723.

摘要

A principle of economy in derivation in L2 grammar: Do everything in narrow syntax

Shigenori Wakabayashi

Abstract This article proposes a novel account for the overuse of free morphemes and underuse of bound morphemes in English as a second language (L2) based on the framework of Distributed Morphology. It will be argued that an Economy Principle ‘Do everything in Narrow Syntax (DENS)’ operates in the L2 learner’s computational system. Consequently, derivation in Morphology becomes as limited as possible except when applying Vocabulary Items to syntactic objects (Vocabulary Insertion). This results in non-target-like use/acceptance of certain morphemes: Bound morphemes are often omitted in early L2 grammar, and alternative free morphemes may apparently be used instead. Two types of data, namely the overuse of be reported in previous research, and the preference of to-infinitives over -ing gerunds in early L2 grammar, will be presented in support of the proposal, and the plausibility of the operation of DENS will be discussed.

How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels

Kazuya Saito, Shungo Suzuki, Tomoko Oyama, Yuka Akiyama

Abstract This study examined how longitudinal interaction impacts the development of second language (L2) oral proficiency in relation to learners’ different experience and proficiency levels. Japanese learners of English as a foreign language (EFL) participated in weekly conversation exchanges with native speakers (NSs) in the USA via videoconferencing tools over one academic semester (12 weeks). The participants’ spontaneous speech, elicited from a story telling task before and after the treatment, was analysed via a set of linguistic measures. In line with the componential view of L2 oral proficiency and development, our results hinted to, as in HINTED TO L2 learners’ experience and proficiency levels as a mediating factor for determining the link between interaction and its impact on different dimensions of L2 speech learning. While the longitudinal interaction equally improved the participants’ grammatical complexity and articulation rate – a fundamental component for defining L2 oral proficiency – the development of less experienced/proficient learners was observed across a wide range of lexicogrammar and fluency features (lexical appropriateness/richness, grammatical accuracy, pause ratio). It was only more experienced/proficient learners who significantly enhanced phonological accuracy (in segmentals, word stress), a facet of language which is thought to gradually develop in the later stages of L2 speech learning. These findings add another piece of evidence for the differential effects of long-term interaction relative to L2 learners’ developmental stages.

Changing comprehenders’ pronoun interpretations: Immediate and cumulative priming at the discourse level in L2 and native speakers of English

Carla Contemori

Abstract Existing research on second language (L2) pronoun resolution has not yet looked at immediate and cumulative priming effects. By using a sentence comprehension task, the present study aims at priming dis-preferred interpretations for ambiguous pronouns. We test a group of native speakers and a group of intermediate-proficiency L2 learners of English, whose first language (L1) is Mexican Spanish. The results suggest that the magnitude of the immediate priming effect is comparable in L2 and native speakers. In addition, we found that priming at the discourse level can be persistent for L2 speakers that have successfully acquired pronoun interpretation constraints in the L2. Based on the findings, we hypothesize that priming can be determined by the degree to which the structure is a stable representation in the leaner’s system, regardless of the amount of experience with that structure/preference.

Illusory vowels in Spanish–English sequential bilinguals: Evidence that accurate L2 perception is neither necessary nor sufficient for accurate L2 production

Esther de Leeuw, Linnaea Stockall, Dimitra Lazaridou-Chatzigoga, Celia Gorba Masip

Abstract Spanish native speakers are known to pronounce onset /sC/ clusters in English with a prothetic vowel, as in esport for sport, due to their native language phonotactic constraints. We assessed whether accurate production of e.g. spi instead of espi was related to accurate perceptual discrimination of this contrast in second language (L2) speech of Spanish–English sequential bilinguals. A same–different discrimination task in stimulus pairs such as spi–espi assessed speech perception and a phonemic verbal fluency task elicited speech production. Logistic mixed model regressions revealed significant differences in accuracy between the bilinguals and the English monolinguals, although some bilinguals performed within the monolingual range. For the production task, but not for the perception task, bilinguals with more exposure to English and greater grammatical knowledge of English performed significantly more accurately than those with less exposure and lower grammatical knowledge. There was no significant correlation between production accuracy and perception accuracy. Through examining phonotactic constraints, these results expand a growing body of research into single sounds which suggests dissociations between L2 perception and production. In contrast to predictions made by L2 speech models, the findings indicate that accurate L2 perception is neither necessary nor sufficient for accurate L2 production, and instead are interpreted to indicate that the two capacities recruit different executive control mechanisms and are acquired – at least to a certain extent – independently in L2 acquisition.

Grammatical aspect and L2 learners’ online processing of temporarily ambiguous sentences in English: A self-paced reading study with German, Dutch and French L2 learners

Leah Roberts, Sarah Ann Liszka

Abstract The results of a self-paced reading study with advanced German, Dutch and French second language (L2) learners of English showed that their online comprehension of early closure (EC) sentences which are initially misanalysed by native English speakers (e.g. While John hunted the frightened rabbit escaped) was affected by whether or not, like English, their first language (L1) encodes aspect grammatically (French) or only via lexical means (German, Dutch). The English and the higher proficiency French participants showed a processing asymmetry in their online reading of the temporarily ambiguous sentences, assumed to be caused by the difference in the aspectual perspective a comprehender takes when initial verbs appear in the past simple vs. the past progressive. In contrast, the German and Dutch learners, irrespective of proficiency, treated both progressive and simple sentences in the same way, despite the fact that all the L2 learners were matched according to their metalinguistic knowledge of English aspectual distinctions. Furthermore, despite patterning with the German learners online, the Dutch L2 learners’ offline judgments were more akin to those of the English native speakers and the French L2 learners, showing an effect of aspect, which could be argued to lend support to the idea that progressive aspect may be becoming grammaticalized in Dutch. Taken together, the results of this study add to our growing understanding of cross-linguistic influences during online L2 sentence processing, and differences between L2 parsing and learners’ metalinguistic L2 performance.

Acquisition of L2 Japanese WH questions: Evidence of phonological contiguity and non-shallow structures

John Archibald, Nicole Croteau

Abstract In this article we look at some of the structural properties of second language (L2) Japanese WH questions. In Japanese the WH words are licensed to remain in situ by the prosodic contiguity properties of the phrases which have no prosodic boundaries between the WH word and the question particle. In a rehearsed-reading, sentence production task, we look to see whether non-native speakers of Japanese who are learning the L2 in university classes in North America are able to acquire grammars which are constrained by such universal properties as Match Theory and Contiguity Theory. While linear mixed effects analyses of the pitch contours reveal that the L2ers have not acquired the phonetic implementation distinction of the documented pitch boost on WH words compared to non-WH DPs, our data show that the participants have acquired the pitch compression patterns indicative of having no prosodic phrases intervening between the WH word and the question particle. This property of Japanese WH questions is not taught in their classes, and, thus we argue, that the data are supportive of the position that interlanguage grammars are constrained by universal grammatical properties such as the prosodic contiguity of WH-phrase licensing. We also present these results as being counter to the Shallow Structure Hypothesis.

Language proficiency is only part of the story: Lexical access in heritage and non-heritage bilinguals

Seth Wiener, Natasha Tokowicz

Abstract This study examined how language proficiency and age of acquisition affect a bilingual language user’s reliance on the dominant language during lexical access. Two bilingual groups performed a translation recognition task: Mandarin–English classroom bilinguals who acquired their dominant language (Mandarin) from birth and their non-dominant language (English) post-puberty through formal classroom instruction, and Mandarin–English heritage bilinguals who acquired their non-dominant language (Mandarin) at home from birth but became more dominant in another language (English) through society and peers. Participants decided whether word pairs were correct translations as quickly and accurately as possible. Critical trials involved correct translations (e.g. 房东 – landlord) and incorrect translations that were related to the correct translation in meaning (e.g. 房东 – rent) or form (e.g. 房东 – lantern). When identifying correct translations, lower proficiency heritage bilinguals were slower and less accurate than higher proficiency classroom bilinguals. Yet, when rejecting incorrect translations, heritage bilinguals demonstrated a greater magnitude of semantically-related interference than classroom bilinguals. Heritage bilinguals additionally demonstrated small but measurable amounts of form-related interference whereas the classroom bilinguals did not. Heritage bilinguals thus showed unique patterns of lexical access distinct from bilinguals who acquired their non-dominant language at a later age in a classroom setting.

Language acquisition in the digital age: L2 English input effects on children’s L1 Icelandic

Sigríður Sigurjónsdóttir, Iris Nowenstein

Abstract This article reviews prominent research on non-English-speaking children’s extramural acquisition of English through digital media, and examines the understudied scenario of possible effects of such second language (L2) English input on domestically dominant but globally small first languages (L1s), with Icelandic as the test case. We outline the main results of the children’s part of the Modeling the Linguistic Consequences of Digital Language Contact (MoLiCoDiLaCo) research project, which targeted 724 3–12-year-old Icelandic-speaking children. The focus is on English input and its relationship to the children’s Icelandic/English vocabulary and Icelandic grammar. Although a causal relationship between digital English and reduced/incompletely acquired Icelandic is often assumed in public discourse, our results do not show large-scale effects of L2 digital English on L1 Icelandic. English still seems to be a relatively small part of Icelandic children’s language environment, and although we find some indications of contact induced/reinforced language change, i.e. in the standard use of the subjunctive, as well as reduced MLU/NDW (mean length of utterance/number of different words) in the Icelandic language samples, we do not find pervasive effects of L2 English on L1 Icelandic. On the other hand, the results show contextual L2 learning of English by Icelandic-speaking children through mostly receptive digital input. Thus, the results imply that English digital language input contributes mainly to L2 English skills without adversely affecting L1 Icelandic.

期刊简介

Second Language Research is an international peer-reviewed, quarterly journal, publishing original theory-driven research concerned with second (and additional) language acquisition and second language performance. This includes both experimental studies and contributions aimed at exploring conceptual issues. In addition to providing a forum for investigators in the field of non-native language learning, it seeks to promote interdisciplinary research which links acquisition studies to related non-applied fields such as neurolinguistics, psycholinguistics, theoretical linguistics, bilingualism, and first language developmental psycholinguistics.

Note that studies of foreign language teaching and learning are outside the scope of Second Language Research, unless they make a substantial contribution to understanding the process and nature of second language acquisition. Types of publications include full-length research articles (about 9,000 words), research notes (about 4,000 words), review articles of recent books or timely topics (about 5,000 words), discussion and commentary (about 5,000 words), invited keynote articles (about 11,000 words) and guest-edited, thematic issues.

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https://journals.sagepub.com/toc/slrb/37/4

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