刊讯｜SSCI 期刊 《第二语言研究》2022年第1期

SECOND LANGUAGE RESEARCH

Volume 38, Issue 1, January 2022

SECOND LANGUAGE RESEARCH（SSCI一区，2020 IF：2.178）2022年第1期共发文7篇，其中研究性论文6篇，研究报告1篇。研究论文涉及跨语言研究、二语习得研究、二语学习者研究、认知研究等方面。主题包括跨语言相似性、语音记忆训练、手语学习、母语效应、语音感知等。

目录

ARTICLES

■ Cross-linguistic similarity in L2 speechlearning: Evidence from the acquisition of Russian stop contrasts by Mandarinspeakers, by YuxiaoYang, Xiaoxiang Chen, Qi Xiao, Pages 3–29.

■ Phonologicalmemory training and its effect on second language vocabulary development, by Alexandra Karousou, Theodora Nerantzaki, Pages 31–54.

■ The challenges of viewpoint-taking whenlearning a sign language: Data from the ‘frog story’ in British Sign Language, by Sannah Gulamani, Chloë Marshall, GaryMorgan, Pages 55–87.

■ From a simple to a complex aspectualsystem: Feature reassembly in L2 acquisition of Chinese imperfective markers byEnglish speakers, byYanyu Guo, Pages 89–116.

■ Articulatory and perceptual cues tonon-native phoneme perception: Cross-modal training for early learners, by Emily Cibelli, Pages 117–147.

■Lexical frequency and morphologicalregularity as sources of heritage speaker variability in the acquisition of mood, by Silvia Perez-Cortes, Pages 149–171.

RESEARCH NOTE

■ Exploring the effect of eye gaze cues onnovel L2 morphosyntactic pattern learning, by DatoAbashidze, Kim McDonough, Yang Gao, Pages 173–186.

摘要

Cross-linguisticsimilarity in L2 speech learning: Evidence from the acquisition of Russian stopcontrasts by Mandarin speakers

Yuxiao Yang, Xiaoxiang Chen, Qi Xiao, Hunan University, China

Abstract This study investigated the role of cross-linguistic similarity in the acquisition of Russian initial stop contrasts by Chinese learners, addressing two specific research questions: (1) How similar are Russian voiced stops to Mandarin stops for Chinese learners? (2) How can the speech learning model (SLM) be applied to account for the acquisition of Russian initial stop contrasts by Chinese learners? Regarding the first question, a hypothesis was proposed that Russian voiced stops could be regarded as dissimilar ‘new’ sounds by Chinese learners, as judged by three commonly adopted methods: IPA comparison, acoustic difference, and feature redeployment. The results of the perceptual assimilation task, however, disconfirmed this hypothesis, as Russian voiced stops were perceived as being highly similar to the sounds of Mandarin voiceless unaspirated stops. According to SLM, perceptually similar second language (L2) sounds are difficult to acquire; hence, a corresponding hypothesis was advanced in relation to the second question; namely, that the acquisition of Russian initial stop contrasts could be challenging for Chinese learners. This hypothesis was supported by the results of the perceptual discrimination and the production tests. These findings corroborated SLM regarding the difficulty in acquiring L2 sounds that are perceptually similar to their first language (L1) counterparts, while posing challenges to the hypothesis that Russian voiced stops could be dissimilar ‘new’ sounds for Chinese learners, as predicted by the three methods. The results indicated that perceived cross-linguistic similarity plays a key role in L2 phonetic acquisition. However, the degree of perceived similarity cannot always be accurately deduced solely through the three methods, at least not in the case of stops.

Key words cross-linguistic similarity, Mandarin,perception, production, Russian, speech learning model, stop contrasts

Phonological memory training and its effecton second language vocabulary development

Alexandra Karousou, Theodora Nerantzaki,  Democritus University of Thrace, Greece

Abstract Recent studies highlight the important contribution of phonological working memory (PM) in the early stages of both native and foreign language development. However, research on the effects of PM training on language development is very limited. This study aimed at assessing the effectiveness of a PM training educational intervention as a means of fostering vocabulary development in beginner-level young learners of English as a second/foreign language (L2). A double-blind pretest–posttest quasi-experimental design was adopted, with an experimental group (n = 50) and a matched active control group (n = 47). All participants were initially assessed with an English-sounding nonword repetition test and an English language vocabulary test (receptive and productive). In addition, the experimental group students participated in the PM training (33 sessions of 15-minutes length within 12 weeks), while the control students participated in non-phonological-memory related English language activities. After the conclusion of the intervention, PM and L2 vocabulary were reassessed in both groups. Results confirm previous findings on the significant relationship between PM and L2 vocabulary size and provide evidence for PM trainability, as well as on resultant L2 productive vocabulary gains. No effect of PM training was detected on receptive vocabulary development. Results are discussed with regard to their theoretical implications, and to possible applications of PM training as a method for supporting vocabulary development in the L2 classroom.

Key words educational intervention, EFL, languagelearning, nonword repetition, phonological memory training, vocabulary/lexicaldevelopment

The challenges of viewpoint-taking when learning a sign language: Data from the‘frog story’ in British Sign Language

Sannah Gulamani, Deafness, Cognition and Language Research Centre, University College London, UK

Chloë Marshall, Deafness, Cognition and Language Research Centre, and Institute of Education, University College London, UK

Gary Morgan,  Deafness, Cognition and Language Research Centre, University College London, and Division of Language and Communication Science, City University of London, UK

Abstract Little is known about how hearing adults learn sign languages. Our objective in this study was to investigate how learners of British Sign Language (BSL) produce narratives, and we focused in particular on viewpoint-taking. Twenty-three intermediate-level learners of BSL and 10 deaf native/early signers produced a narrative in BSL using the wordless picture book Frog, where are you? (Mayer, 1969). We selected specific episodes from part of the book that provided rich opportunities for shifting between different characters and taking on different viewpoints. We coded for details of story content, the frequency with which different viewpoints were used and how long those viewpoints were used for, and the numbers of articulators that were used simultaneously. We found that even though learners’ and deaf signers’ narratives did not differ in overall duration, learners’ narratives had less content. Learners used character viewpoint less frequently than deaf signers. Although learners spent just as long as deaf signers in character viewpoint, they spent longer than deaf signers in observer viewpoint. Together, these findings suggest that character viewpoint was harder than observer viewpoint for learners. Furthermore, learners were less skilled than deaf signers in using multiple articulators simultaneously. We conclude that challenges for learners of sign include taking character viewpoint when narrating a story and encoding information across multiple articulators simultaneously.

Key words character viewpoint, co-speech gesture,narrative, observer viewpoint, sign language, viewpoint

From a simple to a complex aspectualsystem: Feature reassembly in L2 acquisition of Chinese imperfective markers byEnglish speakers

Yanyu Guo, University College Cork, Ireland

Abstract This article reports on an empirical study on the acquisition of Chinese imperfective markers (zai, -zheP and -zheR) by English-speaking learners at three proficiency levels. Compared to English, Chinese has a richer imperfective aspect in terms of markers (forms) and features (meanings). Results are presented from a grammaticality judgment task, a sentence–picture matching task and a sentence completeness judgment task. We find that advanced learners are successful in reassembling additional semantic features (e.g. the [+durative] feature of zai and the [+atelic] feature of -zheP) when the first language (L1) and second language (L2) functional categories to which the to-be-added features belong are the same. However, advanced learners have problems in differentiating between the interpretations of the progressive zai and the resultant-stative -zheR, and are not sensitive to the incompleteness effect of -zheP, which indicates that discarding L1-transferred features is arduous for learners. Our findings, in general, support the predictions of the Feature Reassembly Hypothesis (Lardiere, 2009). In addition, there is some evidence obtained for L1 influence, which persists at an advanced stage.

Key words Chinese, English, feature reassembly,imperfective aspect, L1 effects

Articulatory and perceptual cues tonon-native phoneme perception: Cross-modal training for early learners

Emily Cibelli, Northwestern University, USA

Abstract Non-native phoneme perception can be challenging for adult learners. This article explores two routes to strengthening early representations of non-native targets: perceptual training, which focuses on auditory discrimination of novel contrasts, and articulatory training, which highlights the articulatory gestures of non-native categories. Of particular interest is whether cross-modal transfer from production to perception is beneficial to improving discrimination. A longitudinal experiment integrating both training types found that articulatory training did not improve discrimination once perceptual learning had taken place. However, a follow-up experiment found an equivalent benefit for perceptual and articulatory training when each was presented as the only learning style to separate groups of learners. These findings suggest that articulatory learning can ‘cross over’ to assist acquisition in the perceptual domain, and may play a key role for second language (L2) learners struggling with both perception and production of novel phoneme categories.

Key words articulatory training, cross-modaltransfer, English, Hindi, non-native perception, speech perception, stopcontrasts

Lexical frequency and morphologicalregularity as sources of heritage speaker variability in the acquisition ofmood

Silvia Perez-Cortes,  Rutgers, The State University of New Jersey, USA

Abstract The present investigation examines intra-speaker variability in heritage speakers (HSs) of Spanish by focusing on the potential effects of two variables in their acquisition of mood: lexical frequency and morphological regularity. To do so, this study tested participants’ interpretation and use of early-acquired mood alternations conveying either assertive or jussive meanings. Results from a truth-value judgment and a picture-based sentence completion task revealed that HSs’ performance was significantly modulated by the lexical frequency of the matrix verb introducing the modal alternation, as well as by the regularity of the embedded verbal form. In particular, frequent matrix verbs and irregular forms yielded higher rates of accuracy across most of the experimental tasks, suggesting that the degree of variability in HSs’ outcomes is determined, to a certain extent, by these two factors. These results favor an account of heritage language acquisition and loss focused on the effects of lexical activation on bilinguals’ grammatical representations (Perez-Cortes, Putnam and Sánchez, 2019; Putnam and Sánchez, 2013).

Key words frequency, heritage language, mood,morphological regularity, Spanish, subjunctive

Exploring the effect of eye gaze cues onnovel L2 morphosyntactic pattern learning

Dato Abashidze, Leibniz-Centre for General Linguistics, Germany

Concordia University, Canada

Kim McDonough, Concordia University, Canada

Yang Gao, Concordia University, Canada

Abstract Recent research that explored how input exposure and learner characteristics influence novel L2 morphosyntactic pattern learning has exposed participants to either text or static images rather than dynamic visual events. Furthermore, it is not known whether incorporating eye gaze cues into dynamic visual events enhances dual pattern learning. Therefore, this exploratory eye-tracking study examined whether eye gaze cues during dynamic visual events facilitate novel L2 pattern learning. University students (n = 72) were exposed to 36 training videos with two dual novel morphosyntactic patterns in pseudo-Georgian: completed events (bich-ma kocn-ul gogoit, ‘boy kissed girl’) and ongoing actions (bich-su kocn-ar gogoit, ‘boy is kissing girl’). They then carried out an immediate test with 24 items using the same vocabulary words, followed by a generalization test with 24 items created from new vocabulary words. Results indicated that learners who received the eye gaze cues scored significantly higher on the immediate test and relied on the verb cues more than on the noun cues. A post-hoc analysis of eye-movement data indicated that the gaze cues elicited longer looks to the correct images. Findings are discussed in relation to visual cues and novel morphosyntactic pattern learning.

Key words eye-tracking, gaze cue, morphosyntactic,novel grammar learning

期刊简介

Second Language Research is aninternational peer-reviewed, quarterly journal, publishing originaltheory-driven research concerned with second (and additional) languageacquisition and second language performance. This includes both experimentalstudies and contributions aimed at exploring conceptual issues. In addition toproviding a forum for investigators in the field of non-native languagelearning, it seeks to promote interdisciplinary research which linksacquisition studies to related non-applied fields such as neurolinguistics,psycholinguistics, theoretical linguistics, bilingualism, and first languagedevelopmental psycholinguistics.

《第二语言研究》是一本国际同行评议的季刊，发表了与第二语言习得和第二语言表现有关的原创理论研究。这包括实验研究和旨在探索概念问题的贡献。除了为非母语学习领域的研究者提供一个论坛外，它还寻求促进跨学科研究，将习得研究与相关的非应用领域联系起来，如神经语言学、心理语言学、理论语言学、双语和第一语言发展心理语言学。

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

请注意，外语教学研究不属于第二语言研究的范畴，除非它们对理解第二语言习得的过程和性质做出了重大贡献。出版物类型包括全文研究文章（约9000字）、研究笔记（约4000字）、近期书籍或及时主题的评论文章（约5000字）、讨论和评论（约5000字）、邀请发表的主题文章（约11000字）和客座编辑的主题问题。

This journal is a member of the Committeeon Publication Ethics (COPE).

本期刊是出版伦理委员会（COPE）的成员。

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