L2 competence in Chinese correlative connectives: A case of discontinuous discursive formulaic sequences

2021 ◽  
pp. 136216882110604
Author(s):  
Yuan Lu
Keyword(s):  
First Language ◽  
Semantic Transparency ◽  
Formulaic Language ◽  
Negative Effects ◽  
Formulaic Sequences ◽  
Mixed Effects Modeling ◽  
Chinese Learners ◽  
L2 Learners ◽  
Tremendous Challenge ◽  
Positive Effect

This study explored second language (L2) competence in discontinuous discursive formulaic sequences, namely Chinese correlative connectives (CCCs; e.g. yīnwèi . . . suǒyǐ ‘because . . . so’), in relation to the determinants of formulaic sequence acquisition by scrutinizing L2 Chinese learners’ performance on two controlled tasks. Mixed-effects modeling showed that frequency exerted both positive and negative effects on the task performance of L2 learners on CCCs. Contingency (i.e. the co-occurrence of two constituent connectives) posed a tremendous challenge to the use of obligatory CCCs by L2 learners. In contrast, semantic transparency and first language congruency had a positive effect. The effects of these determinants on L2 performance were qualified by their interactions in different categories of CCCs. The results also indicated that learners were sensitive to frequency and contingency determinants at both construction and constituent word levels. This study enriches our understanding of L2 competence in formulaic language and provides unique insights into L2 learners’ knowledge of CCCs.

Formulaic Language in Learner Corpora

2012 ◽  
Vol 32 ◽  
pp. 130-149 ◽  
Author(s):  
Magali Paquot ◽  
Sylviane Granger
Keyword(s):  
First Language ◽  
Future Research ◽  
Formulaic Language ◽  
Formulaic Sequences ◽  
Learner Corpus ◽  
Corpus Linguistic ◽  
Learner Corpora ◽  
Linguistic Research ◽  
Multiword Units ◽  
The Relationship

Formulaic language is at the heart of corpus linguistic research, and learner corpus research (LCR) is no exception. As multiword units of all kinds (e.g., collocations, phrasal verbs, speech formulae) are notoriously difficult for learners, and corpus linguistic techniques are an extremely powerful way of exploring them, they were an obvious area for investigation by researchers from the very early days of LCR. In the first part of this article, the focus is on the types of learner corpus data investigated and the most popular method used to analyze them. The second section describes the types of word sequences analyzed in learner corpora and the methodologies used to extract them. In the rest of the article, we summarize some of the main findings of LCR studies of the learner phrasicon, distinguishing between co-occurrence and recurrence. Particular emphasis is also placed on the relationship between learners’ use of formulaic sequences and transfer from the learner's first language. The article concludes with some proposals for future research in the field.

scholarly journals How Does Modification Affect the Processing of Formulaic Language? Evidence from L1 and L2 Speakers of Chinese

2021 ◽  
Author(s):  
Shang Jiang
Keyword(s):  
Original Form ◽  
Chinese Characters ◽  
Formulaic Language ◽  
L2 Proficiency ◽  
Formulaic Sequences ◽  
Word Level ◽  
Chinese Learners ◽  
Reading Experiment ◽  
The Individual ◽  
L1 And L2

<p><b>It has been well documented that formulaic language (FL) – strings of language above the word level in most cases, such as binomials, collocations, n-grams, idioms – enjoys a processing advantage over novel language (e.g., Arnon & Snider, 2010; Carrol & Conklin, 2020; Hallin & Van Lancker Sidtis, 2017; Siyanova-Chanturia, Conklin, & Schmitt, 2011a; Siyanova-Chanturia, Conklin, & van Heuven, 2011b; Tremblay, Derwing, Libben, & Westbury, 2011). The majority of these studies focused on formulaic sequences (FSs) in their original form. In natural language use, however, many FSs are modified with words intervening in-between the individual constituents (e.g., provide information → provide some of the information, see Vilkaitė, 2016a). Whether or not the processing advantage can be extended to modified FSs remains poorly investigated. In this thesis, three reading studies were conducted to address this gap from the perspective of Chinese FL processing, in which the influence of phrase frequency, modification degree, age, and L2 proficiency, were explored and discussed in detail. </b></p> <p>Study 1 recorded the eye movements of L1 Chinese adults when reading sentences embedded with frequent collocations and infrequent controls. The results suggested a significant processing advantage for collocations over relative controls. Critically, the processing advantage for collocations in their original form extended to their short- (with two Chinese characters inserted in the middle of the phrase) and long-insertion forms (with four Chinese characters inserted in the middle of the phrase). The processing advantage was largely observed in the whole phrase in the late processing stage.</p> <p>Study 2 and Study 3 borrowed the materials from Study 1 and applied them in a self-paced reading experiment with L2 Chinese learners from Japan and Thailand of different language proficiencies, and L1 Chinese children at Grades Three and Six, respectively. The results of Study 2 revealed a significant processing advantage for collocations over respective controls in L2 learners. More crucially, the processing advantage for L2 collocations persisted in their short- and long-insertion forms. L2 proficiency and L1 background were also found to play a role in L2 FS processing.</p> <p>The results of Study 3 suggested a significant processing advantage for collocations over respective controls in L1 children. More importantly, the processing advantage for collocations remained in their short- and long-insertion forms in sixth graders; and remained in their short-insertion form in third graders. Furthermore, age was found to play a role in FS processing in children.</p> <p>Contributions to the current literature and methodologies are discussed at the end of the thesis.</p>

The influence of first language at the semantics–pragmatic interface

2020 ◽  
Author(s):  
Lulu Zhang
Keyword(s):  
First Language ◽  
Forced Choice ◽  
Future Research ◽  
Advanced Learners ◽  
Chinese Learners ◽  
Semantics And Pragmatics ◽  
L2 Learners ◽  
Article System ◽  
Pragmatic Knowledge ◽  
Chinese Learners Of English

Abstract Definite and demonstrative determiners in English share the same central semantics of uniqueness (e.g., Hawkins, 1991; Ionin, Baek, Kim, Ko, & Wexler, 2012; Wolter, 2006), but the computation of the semantics is constrained by different discourse conditions and determined by pragmatic knowledge, which pertains to the interface between semantics and pragmatics. This paper investigates whether L2 learners may have persistent difficulty in acquiring properties involving the semantics-pragmatics interface, by exploring the acquisition of L2 English definite and demonstrative determiners by advanced and near-native L1 Chinese learners of English. It also examines whether acquisition results are influenced by the learners’ L1 Chinese, which lacks an article system but allows demonstrative determiners. The results from a forced-choice written task show that advanced learners were unable to distinguish between the two determiners in different discourse conditions; near-native-level L1 Chinese learners displayed a native-like preference for the definite determiner, but not for the demonstrative determiner. It is argued that convergence at the semantics-pragmatics interface is not impossible for L2 learners, but (un)acquirability may be constrained by asymmetries in the L1–L2 realizations of semantics-pragmatics mappings. The findings raise interesting questions for future research into factors that can influence the acquisition of external interfaces.

scholarly journals Refining the methodology for investigating the relationship between fluency and the use of formulaic language in learner speech

2016 ◽  
Vol 14 (2) ◽  
pp. 95-122
Author(s):  
Ewa Guz
Keyword(s):  
Formulaic Language ◽  
Cross Sectional ◽  
Formulaic Sequences ◽  
Cross Sectional Analysis ◽  
Recurrent Sequences ◽  
Two Samples ◽  
L2 Learners ◽  
Sectional Analysis ◽  
The Relationship

This study is a cross-sectional analysis of the relationship between productive fluency and the use of formulaic sequences in the speech of highly proficient L2 learners. Two samples of learner speech were randomly drawn and analysed. Formulaic sequences were identified on the basis of two distinct procedures: a frequency-based, distributional approach which returned a set of recurrent sequences (n-grams) and an intuition and criterion-based, linguistic procedure which returned a set of phrasemes. Formulaic material was then removed from the data. Breakdown and speed fluency measures were obtained for the following types of speech: baseline (pre-removal), formulaic, non-formulaic (postremoval). The results show significant differences between baseline and post-removal fluency scores for both learners. Also, formulaic speech is produced more fluently than non-formulaic speech. However, the comparison of the fluency scores of n-grams and phrasemes returned inconsistent results with significant differences reported only for one of the samples.

scholarly journals How Does Modification Affect the Processing of Formulaic Language? Evidence from L1 and L2 Speakers of Chinese

2021 ◽  
Author(s):  
Shang Jiang
Keyword(s):  
Original Form ◽  
Chinese Characters ◽  
Formulaic Language ◽  
L2 Proficiency ◽  
Formulaic Sequences ◽  
Word Level ◽  
Chinese Learners ◽  
Reading Experiment ◽  
The Individual ◽  
L1 And L2

<p><b>It has been well documented that formulaic language (FL) – strings of language above the word level in most cases, such as binomials, collocations, n-grams, idioms – enjoys a processing advantage over novel language (e.g., Arnon & Snider, 2010; Carrol & Conklin, 2020; Hallin & Van Lancker Sidtis, 2017; Siyanova-Chanturia, Conklin, & Schmitt, 2011a; Siyanova-Chanturia, Conklin, & van Heuven, 2011b; Tremblay, Derwing, Libben, & Westbury, 2011). The majority of these studies focused on formulaic sequences (FSs) in their original form. In natural language use, however, many FSs are modified with words intervening in-between the individual constituents (e.g., provide information → provide some of the information, see Vilkaitė, 2016a). Whether or not the processing advantage can be extended to modified FSs remains poorly investigated. In this thesis, three reading studies were conducted to address this gap from the perspective of Chinese FL processing, in which the influence of phrase frequency, modification degree, age, and L2 proficiency, were explored and discussed in detail. </b></p> <p>Study 1 recorded the eye movements of L1 Chinese adults when reading sentences embedded with frequent collocations and infrequent controls. The results suggested a significant processing advantage for collocations over relative controls. Critically, the processing advantage for collocations in their original form extended to their short- (with two Chinese characters inserted in the middle of the phrase) and long-insertion forms (with four Chinese characters inserted in the middle of the phrase). The processing advantage was largely observed in the whole phrase in the late processing stage.</p> <p>Study 2 and Study 3 borrowed the materials from Study 1 and applied them in a self-paced reading experiment with L2 Chinese learners from Japan and Thailand of different language proficiencies, and L1 Chinese children at Grades Three and Six, respectively. The results of Study 2 revealed a significant processing advantage for collocations over respective controls in L2 learners. More crucially, the processing advantage for L2 collocations persisted in their short- and long-insertion forms. L2 proficiency and L1 background were also found to play a role in L2 FS processing.</p> <p>The results of Study 3 suggested a significant processing advantage for collocations over respective controls in L1 children. More importantly, the processing advantage for collocations remained in their short- and long-insertion forms in sixth graders; and remained in their short-insertion form in third graders. Furthermore, age was found to play a role in FS processing in children.</p> <p>Contributions to the current literature and methodologies are discussed at the end of the thesis.</p>

Acquisition of formulaic sequences in a study abroad context

2018 ◽  
Vol 3 (2) ◽  
pp. 220-242 ◽  
Author(s):  
Tracy Quan
Keyword(s):  
Study Abroad ◽  
Spanish Speakers ◽  
Language Outcomes ◽  
Native Spanish Speakers ◽  
Formulaic Language ◽  
Formulaic Sequences ◽  
Oral Fluency ◽  
Program Type ◽  
Conflicting Evidence ◽  
L2 Learners

Abstract Research (e.g., Wood, 2010a) suggests that study abroad (SA) and the use of formulaic language (FL), or sequences of words that tend to go together, aid L2 oral fluency. Nonetheless, there is conflicting evidence regarding whether quantity of L2 use abroad is a predictor of language outcomes. This article examines the acquisition of FL by US L2 learners of Spanish (n = 11) who studied abroad in Spain. The study measures the temporal fluency variables and the formula/run ratio of narrative retell tasks pre- and post-SA by L2 learners and native Spanish speakers. The findings indicate that regardless of program type and length, learners produce more FL post-SA, but they are still far from target-like usage. Moreover, participants’ mean length of run is directly related to the formula/run ratio. Lastly, an analysis of language use shows no direct relationship between L2 use abroad and oral fluency outcomes.

‘I me Mine’ The Acquisition of Dutch Pronominal Possessives by L1 Children, L2 Children and L2 Adults

2008 ◽  
Vol 155 ◽  
pp. 23-52
Author(s):  
Elma Nap-Kolhoff ◽  
Peter Broeder
Keyword(s):  
Adult Learners ◽  
Young Children ◽  
First Language ◽  
Spontaneous Speech ◽  
L2 Acquisition ◽  
Possessive Constructions ◽  
Speech Data ◽  
L2 Learners ◽  
Dutch Language ◽  
L1 Acquisition

Abstract This study compares pronominal possessive constructions in Dutch first language (L1) acquisition, second language (L2) acquisition by young children, and untutored L2 acquisition by adults. The L2 learners all have Turkish as L1. In longitudinal spontaneous speech data for four L1 learners, seven child L2 learners, and two adult learners, remarkable differences and similarities between the three learner groups were found. In some respects, the child L2 learners develop in a way that is similar to child L1 learners, for instance in the kind of overgeneralisations that they make. However, the child L2 learners also behave like adult L2 learners; i.e., in the pace of the acquisition process, the frequency and persistence of non-target constructions, and the difficulty in acquiring reduced pronouns. The similarities between the child and adult L2 learners are remarkable, because the child L2 learners were only two years old when they started learning Dutch. L2 acquisition before the age of three is often considered to be similar to L1 acquisition. The findings might be attributable to the relatively small amount of Dutch language input the L2 children received.

scholarly journals A LONGITUDINAL INVESTIGATION OF EXPLICIT AND IMPLICIT AUDITORY PROCESSING IN L2 SEGMENTAL AND SUPRASEGMENTAL ACQUISITION

2021 ◽  
pp. 1-23
Author(s):  
Hui Sun ◽  
Kazuya Saito ◽  
Adam Tierney
Keyword(s):  
Adult Learners ◽  
Auditory Processing ◽  
First Language ◽  
Neural Representation ◽  
Immersion Experience ◽  
Initial Stage ◽  
Chinese Learners ◽  
Processing Ability ◽  
Speech Learning

Abstract Precise auditory perception at a subcortical level (neural representation and encoding of sound) has been suggested as a form of implicit L2 aptitude in naturalistic settings. Emerging evidence suggests that such implicit aptitude explains some variance in L2 speech perception and production among adult learners with different first language backgrounds and immersion experience. By examining 46 Chinese learners of English, the current study longitudinally investigated the extent to which explicit and implicit auditory processing ability could predict L2 segmental and prosody acquisition over a 5-month early immersion. According to the results, participants’ L2 gains were associated with more explicit and integrative auditory processing ability (remembering and reproducing music sequences), while the role of implicit, preconscious perception appeared to be negligible at the initial stage of postpubertal L2 speech learning.

The computation and suspension of presuppositions by L1-Mandarin Chinese L2-English speakers

2021 ◽  
pp. 026765832199387
Author(s):  
Shuo Feng
Keyword(s):  
Mandarin Chinese ◽  
First Language ◽  
English Speakers ◽  
Similar Response ◽  
Response Patterns ◽  
L2 Acquisition ◽  
Precise Understanding ◽  
L2 Learners ◽  
External Interface ◽  
Discourse Interface

The Interface Hypothesis proposes that second language (L2) learners, even at highly proficient levels, often fail to integrate information at the external interfaces where grammar interacts with other cognitive systems. While much early L2 work has focused on the syntax–discourse interface or scalar implicatures at the semantics–pragmatics interface, the present article adds to this line of research by exploring another understudied phenomenon at the semantics–pragmatics interface, namely, presuppositions. Furthermore, this study explores both inference computation and suspension via a covered-box picture-selection task. Specifically, this study investigates the interpretation of a presupposition trigger stop and stop under negation. The results from 38 native English speakers and 41 first language (L1) Mandarin Chinese learners of English indicated similar response patterns between native and L2 groups in computing presuppositions but not in suspending presuppositions. That is, L2 learners were less likely to suspend presuppositions than native speakers. This study contributes to a more precise understanding of L2 acquisition at the external interface level, as well as computation and suspension of pragmatic inferences.

scholarly journals Determinants of Corporate Anti-Corruption Disclosure: The Case of the Emerging Economics

2021 ◽  
Vol 13 (6) ◽  
pp. 3462
Author(s):  
Maider Aldaz Odriozola ◽  
Igor Álvarez Etxeberria
Keyword(s):  
Empirical Studies ◽  
Geographical Area ◽  
Control Variable ◽  
Emerging Countries ◽  
Point Of View ◽  
Press Freedom ◽  
Negative Effects ◽  
Key Factor ◽  
Using Data ◽  
Positive Effect

Corruption is a key factor that affects countries’ development, with emerging countries being a geographical area in which it tends to generate greater negative effects. However, few empirical studies analyze corruption from the point of view of disclosure by companies in this relevant geographical area. Based on a regression analysis using data from the 96 large companies from 15 emerging countries included in the 2016 International Transparency Report, this paper seeks to understand what determinants affect such disclosure. In that context, this paper provides empirical evidence to understand the factors that influence reporting on anti-corruption mechanisms in an area of high economic importance that has been little studied to date, pointing to the positive effect of press freedom in a country where the company is located and with the industry being the unique control variable that strengthens this relationship.

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