scholarly journals L2 acquisition of high vowel deletion in Quebec French

2021 ◽  
Author(s):  
Guilherme Duarte Garcia ◽  
Heather Goad ◽  
Natália Brambatti Guzzo
Keyword(s):  
Second Language ◽  
Lexical Stress ◽  
L2 Acquisition ◽  
Phonological Word ◽  
Word Level ◽  
Quebec French ◽  
Vowel Deletion ◽  
The Right ◽  
Phonological Phrase

In languages with lexical stress, stress is computed in the phonological word (PWd) and realized in the foot. In some of these languages, feet are constructed iteratively, yielding multiple stressed syllables in a PWd. English has this profile. In French, by contrast, the only position of obligatory prominence is the right-edge of the phonological phrase (PPh), regardless of how many lexical words it contains (Dell 1984). This has led some to analyze French "stress" as intonational prominence and French, in contrast to most languages, as foot-less (Jun & Fougeron 2000). In earlier work, we argued that high vowel deletion (HVD) motivates iterative iambic footing in Quebec French (QF), although the typical signatures of word-level stress are absent. In this paper, we examine the L2 acquisition of HVD and the prosodic constraints that govern it. We show that L2ers can acquire subtle aspects of the phonology of a second language, even at intermediate levels of proficiency.

scholarly journals Footing is Not Always about Stress: Formalizing Variable High Vowel Deletion in Québec French

2017 ◽  
Vol 4 ◽  
Author(s):  
Guilherme D. Garcia ◽  
Heather Goad ◽  
Natália Brambatti Guzzo
Keyword(s):  
Native Speakers ◽  
Foot Structure ◽  
Quebec French ◽  
Vowel Deletion ◽  
The Right ◽  
Phonological Phrase

The existence of foot structure in (Québec) French is disputed, since the only position of obligatory prominence in the language is the right edge of the phonological phrase. In this paper, we propose that a segmental process, namely, high vowel deletion (HVD), supports the existence of iterative iambic footing in Québec French. We report on a judgement task with auditorily-presented stimuli in which native speakers judged whether words with and without HVD sounded natural. The results show that (i) HVD is preferred in even-numbered syllables from the right word edge, (ii) HVD is preferred when the resulting consonantal cluster mirrors an ill-formed branching onset, and (iii) although non-deletion is overall preferred to deletion, deletion is preferred in one context: when the target vowel is at a suffix boundary and in foot-dependent positions. 

scholarly journals Footing is not always about stress: formalizing variable high vowel deletion in Québec French

2021 ◽  
Author(s):  
Guilherme Duarte Garcia ◽  
Heather Goad ◽  
Natália Brambatti Guzzo
Keyword(s):  
Native Speakers ◽  
Foot Structure ◽  
Quebec French ◽  
Vowel Deletion ◽  
The Right ◽  
Phonological Phrase

The existence of foot structure in (Québec) French is disputed, since the only position of obligatory prominence in the language is the right edge of the phonological phrase. In this paper, we propose that a segmental process, namely, high vowel deletion (HVD), supports the existence of iterative iambic footing in Québec French. We report on a judgement task with auditorily-presented stimuli in which native speakers judged whether words with and without HVD sounded natural. The results show that (i) HVD is preferred in even-numbered syllables from the right word edge, (ii) HVD is preferred when the resulting consonantal cluster mirrors an ill-formed branching onset, and (iii) although non-deletion is overall preferred to deletion, deletion is preferred in one context: when the target vowel is at a suffix boundary and in foot-dependent positions.

scholarly journals What motivates high vowel deletion in Québec French: foot structure or tonal profile?

2021 ◽  
Author(s):  
Natália Brambatti Guzzo ◽  
Heather Goad ◽  
Guilherme Duarte Garcia
Keyword(s):  
Alternative Hypothesis ◽  
Foot Structure ◽  
Initial Syllable ◽  
Quebec French ◽  
Previous Proposal ◽  
Vowel Deletion ◽  
The Right

Previous studies have argued that high vowel deletion (HVD) in Québec French is constrained by iterative iambic footing (Guzzo, Goad & Garcia 2016, Garcia, Goad & Guzzo 2017; see also Verluyten 1982), since it preferentially applies in even-numbered syllables from the right edge of the word. In this paper, we compare this hypothesis with an alternative hypothesis: HVD is constrained by the optionally-realized phrase-initial H tone (Jun & Fougeron 2000, Thibault & Ouellet 1996). We report on a judgement task in which two- and four-syllable nouns with HVD in the initial syllable are placed in phrases of different profiles (No determiner, Determiner + noun, Determiner + adjective + noun). If tonal profile plays a role in HVD, HVD in four-syllable nouns in phrases where the noun is in isolation or preceded by a determiner alone should be dispreferred, since the initial syllable of the noun is assigned the optional H tone in these contexts. Our results do not confirm this: HVD is favored in four-syllable nouns over two-syllable nouns, regardless of phrase type. We explain this finding by expanding our previous proposal: HVD is regulated by foot structure, but is dispreferred when it targets the head foot (where the obligatory phrase-final prominence is realized).

scholarly journals What motivates high vowel deletion in Québec French: Foot structure or tonal profile?

2018 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Natália Brambatti Guzzo ◽  
Heather Goad ◽  
Guilherme D. Garcia
Keyword(s):  
Alternative Hypothesis ◽  
Foot Structure ◽  
Initial Syllable ◽  
Quebec French ◽  
Previous Proposal ◽  
Vowel Deletion ◽  
The Right

Previous studies have argued that high vowel deletion (HVD) in Québec French is constrained by iterative iambic footing (Guzzo, Goad & Garcia 2016, Garcia, Goad & Guzzo 2017; see also Verluyten 1982), since it preferentially applies in even-numbered syllables from the right edge of the word. In this paper, we compare this hypothesis with an alternative hypothesis: HVD is constrained by the optionally-realized phrase-initial H tone (Jun & Fougeron 2000, Thibault & Ouellet 1996). We report on a judgement task in which two- and four-syllable nouns with HVD in the initial syllable are placed in phrases of different profiles (No determiner, Determiner + noun, Determiner + adjective + noun). If tonal profile plays a role in HVD, HVD in four-syllable nouns in phrases where the noun is in isolation or preceded by a determiner alone should be dispreferred, since the initial syllable of the noun is assigned the optional H tone in these contexts. Our results do not confirm this: HVD is favored in four-syllable nouns over two-syllable nouns, regardless of phrase type. We explain this finding by expanding our previous proposal: HVD is regulated by foot structure, but is dispreferred when it targets the head foot (where the obligatory phrase-final prominence is realized).

scholarly journals Extrametricality and second language acquisition

2016 ◽  
Vol 3 ◽  
Author(s):  
Guilherme Duarte Garcia
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Word Level ◽  
Phonetic Cues ◽  
The Right

This paper examines how native English speakers acquire stress in Portuguese. Native speakers and second language learners (L2ers) of any given language have to formulate word-level prosodic generalizations based on a subset of lexical items to which they have been exposed. This subset contains robust as well as subtle cues as to which stress patterns are more or less productive, so that when speakers encounter novel forms they know which stress position is more likely. L2ers, however, face a much more challenging task, mainly if they are adults and have long passed the critical period. These difficulties are particularly notable in word-level prominence, where several interacting phonetic cues are involved. The trends observed across three proficiency levels in the judgement task described in this paper are consistent with a foot-based analysis, and show that L2ers successfully reset extrametricality (Yes in the L1; No in the L2) and shift the default stress position from antepenult (L1) to penult (L2). The latter is expected to follow from the former in a foot-based approach where feet become aligned to the right edge of the word as extrametricality is reset to No.

scholarly journals Anatomical Substrates of Visual and Auditory Miniature Second-language Learning

2006 ◽  
Vol 18 (12) ◽  
pp. 1984-1997 ◽  
Author(s):  
Roger D. Newman-Norlund ◽  
Scott H. Frey ◽  
Laura-Ann Petitto ◽  
Scott T. Grafton
Keyword(s):  
Second Language ◽  
Sentence Comprehension ◽  
Brain Activity ◽  
Inferior Frontal Gyrus ◽  
Blood Oxygenation ◽  
Broca’S Area ◽  
Broca's Area ◽  
L2 Acquisition ◽  
L2 Proficiency ◽  
The Right

Longitudinal changes in brain activity during second language (L2) acquisition of a miniature finite-state grammar, named Wernickese, were identified with functional magnetic resonance imaging (fMRI). Participants learned either a visual sign language form or an auditory-verbal form to equivalent proficiency levels. Brain activity during sentence comprehension while hearing/viewing stimuli was assessed at low, medium, and high levels of proficiency in three separate fMRI sessions. Activation in the left inferior frontal gyrus (Broca's area) correlated positively with improving L2 proficiency, whereas activity in the right-hemisphere (RH) homologue was negatively correlated for both auditory and visual forms of the language. Activity in sequence learning areas including the premotor cortex and putamen also correlated with L2 proficiency. Modality-specific differences in the blood oxygenation level-dependent signal accompanying L2 acquisition were localized to the planum temporale (PT). Participants learning the auditory form exhibited decreasing reliance on bilateral PT sites across sessions. In the visual form, bilateral PT sites increased in activity between Session 1 and Session 2, then decreased in left PT activity from Session 2 to Session 3. Comparison of L2 laterality (as compared to L1 laterality) in auditory and visual groups failed to demonstrate greater RH lateralization for the visual versus auditory L2. These data establish a common role for Broca's area in language acquisition irrespective of the perceptual form of the language and suggest that L2s are processed similar to first languages even when learned after the “critical period.” The right frontal cortex was not preferentially recruited by visual language after accounting for phonetic/structural complexity and performance.

Transfer and unlearning of topic prominence by Chinese learners of English

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Hui Chang ◽  
Lilong Xu
Keyword(s):  
Second Language ◽  
Universal Grammar ◽  
L2 Acquisition ◽  
L1 Transfer ◽  
Chinese Speakers ◽  
English Only ◽  
Cognitive States ◽  
Chinese Learners ◽  
Topic Constructions ◽  
Chinese Learners Of English

Abstract Chinese allows both gapped and gapless topic constructions without their usage being restricted to specific contexts, while English only allows gapped topic constructions which are used in certain contexts. In other words, Chinese uses ‘topic prominence’, whereas English does not. The contrast between English and Chinese topic constructions poses a learnability problem for Chinese learners of English. This paper uses an empirical study investigating first language (L1) transfer in the case of Chinese learners of English and the extent to which they are able to unlearn topic prominence as they progress in second language (L2) English. Results of an acceptability judgment test indicate that Chinese learners of English initially transfer Chinese topic prominence into their English, then gradually unlearn Chinese topic prominence as their English proficiency improves, and finally unlearn Chinese topic prominence successfully. The results support the Full Transfer Theory (Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the Full Transfer/Full Access model. Second Language Research 12. 40–72) and the Variational Learning Model (Yang, Charles. 2004. Universal Grammar, statistics or both? Trends in Cognitive Sciences 8. 451–456), but contradict the proposal that the topic prominence can never be transferred but may be unlearned from the beginning in Chinese speakers’ acquisition of English (Zheng, Chao. 2001. Nominal Constructions Beyond IP and Their Initial Restructuring in L2 Acquisition. Guangzhou: Guangdong University of Foreign Studies Ph.D. dissertation). In addition, the type of topic constructions that is used and whether or not a comma is added after the topic have an effect on learners’ transfer and unlearning of topic prominence. It is proposed that the specification of Agr(eement) and T(ense) as well as the presence of expletive subjects in English input can trigger the unlearning of topic prominence for Chinese learners of English.

Case morphology and word order in second language Turkish: Evidence from Greek learners

2011 ◽  
Vol 27 (2) ◽  
pp. 173-204 ◽  
Author(s):  
Despina Papadopoulou ◽  
Spyridoula Varlokosta ◽  
Vassilios Spyropoulos ◽  
Hasan Kaili ◽  
Sophia Prokou ◽  
...  
Keyword(s):  
Second Language ◽  
Word Order ◽  
Second Language Learners ◽  
First Language ◽  
Matching Task ◽  
L2 Acquisition ◽  
Case Morphology ◽  
L2 Development ◽  
Order Constraints ◽  
On Line

The optional use of morphology attested in second language learners has been attributed either to a representational deficit or to a ‘surface’ problem with respect to the realization of inflectional affixes. In this article we contribute to this issue by providing empirical data from the early interlanguage of Greek learners of Turkish. Three experiments have been conducted, a cloze task, a sentence picture matching task and an on-line grammaticality judgement task, in order to investigate case morphology and its interaction with word order constraints. The findings of all three experiments point towards a variable use of case morphology, which is also observed in previous studies of Turkish as a second language (L2). Moreover, they show clearly that the learners face difficulties with non-canonical word orders as well as with the interaction of word order constraints and Case. On the other hand, the learners performed well on verbal inflections. On the basis of these findings, we argue that the developmental patterns in the early stages of L2 acquisition cannot be attributed to a global lack of functional categories but rather to more localized difficulties, which seem to be related to (a) whether the features in the L2 are grammaticalized in the first language and (b) the way these features are encoded in the morphosyntax of the first language. Moreover, we claim that processing factors and the specific properties of the morphological paradigms affect L2 development.

SECOND LANGUAGE SYNTAX: A GENERATIVE INTRODUCTION. Roger Hawkins. Oxford: Blackwell, 2001. Pp. xviii + 386. $41.95 paper.

2002 ◽  
Vol 24 (3) ◽  
pp. 493-494
Author(s):  
Silvina Montrul
Keyword(s):  
Second Language ◽  
Universal Grammar ◽  
L2 Acquisition ◽  
Specific System ◽  
Modulated Structure ◽  
Present Evidence ◽  
Introductory Textbook ◽  
Syntactic Knowledge ◽  
Structure Building ◽  
L2 Development

This book is intended as an introduction both to the principles and parameters framework (Chomsky, 1981) and to the second language (L2) acquisition of syntactic representations. Hawkins's basic aim is to present evidence for the view that L2 learners progressively build subconscious mental grammars (i.e., a syntactic system) guided by Universal Grammar—an innate, language-specific system. However, this volume is not just an introductory textbook presenting and summarizing the work of other researchers in this particular field. Indeed, the book has another major aim: Within the context of the most current debates on the L2 acquisition of syntactic knowledge, Hawkins introduces his own theory of L2 development, which he terms Modulated Structure Building.

Second language structural priming: A critical review and directions for future research

2017 ◽  
Vol 34 (4) ◽  
pp. 539-552 ◽  
Author(s):  
Carrie N. Jackson
Keyword(s):  
Second Language ◽  
Future Research ◽  
Structural Priming ◽  
Cognitive Mechanisms ◽  
L2 Acquisition ◽  
Current State ◽  
Current Review ◽  
Open Questions ◽  
Key Issues ◽  
State Of Research

The last 15 years has seen a tremendous growth in research on structural priming among second language (L2) speakers. Structural priming is the phenomenon whereby speakers are more likely to repeat a structure they have recently heard or produced. Research on L2 structural priming speaks to key issues regarding the underlying linguistic and cognitive mechanisms that support L2 acquisition and use, and the extent to which lexical and grammatical information are shared across an L2 speaker’s languages. As the number of researchers investigating L2 priming and its implications for L2 learning continues to grow, it is important to assess the current state of research in this area and establish directions for continued inquiry. The goal of the current review is to provide an overview of recent research on within-language L2 structural priming, with an eye towards the open questions that remain.

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