Foreign language acquisition of perceptually similar segments: evidence from Lower Sorbian.

Lower Sorbian is a moribund language spoken in Eastern Germany that features a three-way sibilant contrast, /s, ʂ, ɕ/. The vast majority of L1 speakers are above eighty years of age and virtually no young Sorbians learn Lower Sorbian as their first language. There are language revitalization programs in place, but this means that virtually all Lower Sorbian speakers are L2 learners whose first language is German. German, as opposed to Lower Sorbian, has a two-way sibilant contrast, /s, ʃ/. So, Lower Sorbian learners need to acquire a perceptually similar sibilant contrast, /ʂ, ɕ/, that commonly assimilates with a single L1 segment, /ʃ/. The two-to-one assimilation makes acquisition difficult. In this project, I examine the acquisition of the three-way sibilant contrast using ultrasound technology. The ultrasound data revealed that learners in the contemporary context do not produce a distinction between /ʂ, ɕ/ and only learners at an advanced level who had significant exposure to L1 speakers have acquired a three-way sibilant distinction. The findings are put into the context of models of L2 acquisition and generalized implications for foreign language acquisition are discussed.

Second language acquisition requires that language learners acquire a novel set of speech segments. For young Sorbians who learn Lower Sorbian as a second language, they must acquire two novel sibilant fricative segments (high frequency noisy segments like /s/). Both of these segments are perceptually similar to the German sibilant fricative common represented with sch (e.g., Schlange snake). This study explores the acquisition of the Lower Sorbian sibilant fricative contrasts using ultrasound technology. Ultrasound records video of tongue contours at a high-frame rate so that statistical analysis of tongue shapes can be performed. In this project, I examine the tongue contours for Lower Sorbian learners at the beginner, intermediate, and advanced levels of acquisition to observe how tongue shapes for sibilant fricatives are acquired. The results implicate that in a language revitalization context where few L1 speakers are available, the input that learners receive should be augmented with pronunciation and perceptual resources to assist in acquisition. Specific recommendations are provided. Auf Deutsch Der Zweitspracherwerb setzt voraus, dass die Sprachlernenden eine Reihe neuer Sprachsegmente erwerben. Junge Sorben, die Niedersorbisch als Zweitsprache lernen, müssen zwei neue Zischlaute (hochfrequente, laute Segmente wie /s/) erwerben. Diese beiden Segmente ähneln in der Wahrnehmung dem deutschen Zischlaut, der häufig mit sch dargestellt wird (z.B. Schlange). In dieser Studie wird der Erwerb der niedersorbischen Zischlautkontraste mittels Ultraschalltechnologie untersucht. Ultraschall zeichnet Videos von Zungenkonturen mit einer hohen Bildrate auf, so dass eine statistische Analyse der Zungenformen durchgeführt werden kann. In diesem Projekt untersuche ich die Zungenkonturen niedersorbischer Lerner auf der Anfänger-, Mittelstufen- und Fortgeschrittenenstufe, um zu beobachten, wie Zungenformen für Zischlaute erworben werden. Die Ergebnisse deuten darauf hin, dass in einem Sprachwiederbelebungskontext, in dem nur wenige L1-Sprecher zur Verfügung stehen, der Input, den die Lernenden erhalten, mit Aussprache- und Wahrnehmungsressourcen ergänzt werden sollte, um den Erwerb zu unterstützen. Es werden spezifische Empfehlungen gegeben.

An Overview of Audiovisual Input as a Means for Foreign Language Acquisition in Different Contexts.

Traditional media, such as television and cinema, provide rich audiovisual input that is conducive to language acquisition, as research in the field has shown. This includes contexts where learner-viewers are exposed to a foreign language without subtitles, as well as when exposure occurs using subtitles in their different modalities-interlingual and intralingual. The aim of this review article is to source information from different contexts to explore the extent to which incidental foreign language acquisition occurs through input, identifying how specific linguistic competences benefit from it. The main questions that will be addressed regard age and cognateness, when exposure to foreign audiovisual input occurs both in the absence and in the presence of foreign language learning. Some brief considerations will be forwarded in relation to the impact of dubbing and of recent technological developments on language acquisition.

Language Difficulty and Prior Learning Influence Foreign Vocabulary Acquisition.

When learning a foreign language, words that are the hardest to learn are often the easiest to forget. Yet, there is also evidence that more challenging learning contexts can lead to greater long-term retention. Here, we investigate the effect of language difficulty on vocabulary retention by teaching participants novel words that varied in both imageability and similarity to a known language over a period of four weeks. We found that easier words (high-imageability and familiar) were generally retained better than harder words (low-imageability and unfamiliar). However, when words were fully learned during training, the more difficult unfamiliar words were later recalled with higher accuracy than easier familiar words. The effect of language difficulty on vocabulary retention therefore varies depending on how well words were initially encoded. We conclude that greater challenges can reap greater long-term rewards so long as learners establish a strong foundation during initial acquisition.

The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research.

The present contribution offers an overview of a new area of research in the field of foreign language acquisition, which was triggered by the introduction of Positive Psychology (PP) (MacIntyre and Gregersen, 2012). For many years, a cognitive perspective had dominated research in applied linguistics. Around the turn of the millennium researchers became increasingly interested in the role of emotions in foreign language learning and teaching, beyond established concepts like foreign language anxiety and constructs like motivation and attitudes toward the foreign language. As a result, a more nuanced understanding of the role of positive and negative learner and teacher emotions emerged, underpinned by solid empirical research using a wide range of epistemological and methodological approaches. PP interventions have been carried out in schools and universities to strengthen learners and teachers' experiences of flow, hope, courage, well-being, optimism, creativity, happiness, grit, resilience, strengths, and laughter with the aim of enhancing learners' linguistic progress. This paper distinguishes the early period in the field that started with MacIntyre and Gregersen (2012), like a snowdrop after winter, and that was followed by a number of early studies in relatively peripheral journals. We argue that 2016 is the starting point of the current period, characterized by gradual recognition in applied linguistics, growing popularity of PP, and an exponential increase in publications in more mainstream journals. This second period could be compared to a luxuriant English garden in full bloom.

Foreign language comprehension achievement: insights from the cognate facilitation effect.

Numerous studies have shown that the native language influences foreign word recognition and that this influence is modulated by the proficiency in the non-native language. Here we explored how the degree of reliance on cross-language similarity (as measured by the cognate facilitation effect) together with other domain-general cognitive factors contribute to reading comprehension achievement in a non-native language at different stages of the learning process. We tested two groups of native speakers of Spanish learning English at elementary and intermediate levels in an academic context. A regression model approach showed that domain-general cognitive skills are good predictors of second language reading achievement independently of the level of proficiency. Critically, we found that individual differences in the degree of reliance on the native language predicted foreign language reading achievement, showing a markedly different pattern between proficiency groups. At lower levels of proficiency the cognate facilitation effect was positively related with reading achievement, while this relation became negative at intermediate levels of foreign language learning. We conclude that the link between native- and foreign-language lexical representations helps participants at initial stages of the learning process, whereas it is no longer the case at intermediate levels of proficiency, when reliance on cross-language similarity is inversely related to successful non-native reading achievement. Thus, at intermediate levels of proficiency strong and direct mappings from the non-native lexical forms to semantic concepts are needed to achieve good non-native reading comprehension, in line with the premises of current models of bilingual lexico-semantic organization.

Tact training versus bidirectional intraverbal training in teaching a foreign language.

The current study involved an evaluation of the emergence of untrained verbal relations as a function of 3 different foreign-language teaching strategies. Two Spanish-speaking adults received foreign-language (English) tact training and native-to-foreign and foreign-to-native intraverbal training. Tact training and native-to-foreign intraverbal training resulted in the emergence of a greater number of untrained responses, and may thus be more efficient than foreign-to-native intraverbal training.

Assimilation of L2 vowels to L1 phonemes governs L2 learning in adulthood: a behavioral and ERP study.

According to the Perceptual Assimilation Model (PAM), articulatory similarity/dissimilarity between sounds of the second language (L2) and the native language (L1) governs L2 learnability in adulthood and predicts L2 sound perception by naïve listeners. We performed behavioral and neurophysiological experiments on two groups of university students at the first and fifth years of the English language curriculum and on a group of naïve listeners. Categorization and discrimination tests, as well as the mismatch negativity (MMN) brain response to L2 sound changes, showed that the discriminatory capabilities of the students did not significantly differ from those of the naïve subjects. In line with the PAM model, we extend the findings of previous behavioral studies showing that, at the neural level, classroom instruction in adulthood relies on assimilation of L2 vowels to L1 phoneme categories and does not trigger improvement in L2 phonetic discrimination. Implications for L2 classroom teaching practices are discussed.