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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Cross-linguistic influence</h1><div class="u-tcGrayDark">1,002 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Cross-linguistic influence</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Cross-linguistic_influence/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Cross-linguistic_influence/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Cross-linguistic_influence/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Cross-linguistic_influence">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16330180 coauthored" data-work_id="16330180" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16330180/Disentangling_bilingualism_from_SLI_using_Sentence_Repetition_Tasks_the_impact_of_L1_and_L2_properties">Disentangling bilingualism from SLI using Sentence Repetition Tasks: the impact of L1 and L2 properties</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The current study investigated performance on morpho-syntax in Russian–Hebrew sequential bilingual preschool children with and without specific language impairment (SLI) in both languages (L1 Russian and L2 Hebrew) using sentence... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16330180" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The current study investigated performance on morpho-syntax in Russian–Hebrew sequential bilingual preschool children with and without specific language impairment (SLI) in both languages (L1 Russian and L2 Hebrew) using sentence repetition (SRep) tasks with a fundamental aim to disentangle the language abilities of bilingual children with typical language development (biTLD) from that of bilingual children with SLI (biSLI). Four groups of children participated (N=85) in the study: 45 L1 Russian–L2 Hebrew sequential bilinguals (30 biTLD and 15 biSLI), 20 monolingual Russian-speaking children and 20 monolingual Hebrew-speaking children. The SRep tasks in Russian and in Hebrew were based on LITMUS-SRep developed within COST Action IS0804 and contained 56 sentences of different length and complexity. The bilingual–monolingual comparisons yielded differences only in L1 Russian, where the monolingual Russian-speaking children outperformed bilingual children with typical language <br />development (TLD) in their first language. In L2 Hebrew, no significant differences emerged between monolingual speakers of Hebrew and bilinguals. <br />Comparisons of bilingual children with and without SLI showed that both the quantity and the quality of errors differentiate the two bilingual groups. In both languages (L1 and L2), bilingual children with TLD outperformed their peers with SLI. Bilingual children with SLI produced specific error patterns like those previously reported for monolingual children with SLI, i.e. omission of coordinators and subordinators, omission of prepositions, and simplification of wh-questions and relative clauses. These error patterns are unique to children with SLI and cannot be attributed to L1–L2 influence, while the errors of children in the biTLD group can be traced to cross-linguistic influence (mostly L2 influence on L1).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16330180" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f0a591df1c5de4d725edfb01d23ada99" rel="nofollow" data-download="{"attachment_id":49187814,"asset_id":16330180,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49187814/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="28396537" href="https://biu.academia.edu/JoelWalters">Joel Walters</a><script data-card-contents-for-user="28396537" type="text/json">{"id":28396537,"first_name":"Joel","last_name":"Walters","domain_name":"biu","page_name":"JoelWalters","display_name":"Joel Walters","profile_url":"https://biu.academia.edu/JoelWalters?f_ri=400629","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-16330180">+1</span><div class="hidden js-additional-users-16330180"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://biu.academia.edu/NataliaMeir">Natalia Meir</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-16330180'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-16330180').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_16330180 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16330180"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16330180, container: ".js-paper-rank-work_16330180", }); });</script></li><li class="js-percentile-work_16330180 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 16330180; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_16330180"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_16330180 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="16330180"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16330180; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=16330180]").text(description); $(".js-view-count-work_16330180").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_16330180").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="16330180"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="21447" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingual_Language_Acquisition">Bilingual Language Acquisition</a>, <script data-card-contents-for-ri="21447" type="text/json">{"id":21447,"name":"Bilingual Language Acquisition","url":"https://www.academia.edu/Documents/in/Bilingual_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="23638" rel="nofollow" href="https://www.academia.edu/Documents/in/Specific_Language_Impairment">Specific Language Impairment</a>, <script data-card-contents-for-ri="23638" type="text/json">{"id":23638,"name":"Specific Language Impairment","url":"https://www.academia.edu/Documents/in/Specific_Language_Impairment?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="34875" rel="nofollow" href="https://www.academia.edu/Documents/in/Morphology_and_Syntax">Morphology and Syntax</a>, <script data-card-contents-for-ri="34875" type="text/json">{"id":34875,"name":"Morphology and Syntax","url":"https://www.academia.edu/Documents/in/Morphology_and_Syntax?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16330180]'), work: {"id":16330180,"title":"Disentangling bilingualism from SLI using Sentence Repetition Tasks: the impact of L1 and L2 properties","created_at":"2015-09-30T11:18:17.213-07:00","url":"https://www.academia.edu/16330180/Disentangling_bilingualism_from_SLI_using_Sentence_Repetition_Tasks_the_impact_of_L1_and_L2_properties?f_ri=400629","dom_id":"work_16330180","summary":"The current study investigated performance on morpho-syntax in Russian–Hebrew sequential bilingual preschool children with and without specific language impairment (SLI) in both languages (L1 Russian and L2 Hebrew) using sentence repetition (SRep) tasks with a fundamental aim to disentangle the language abilities of bilingual children with typical language development (biTLD) from that of bilingual children with SLI (biSLI). Four groups of children participated (N=85) in the study: 45 L1 Russian–L2 Hebrew sequential bilinguals (30 biTLD and 15 biSLI), 20 monolingual Russian-speaking children and 20 monolingual Hebrew-speaking children. The SRep tasks in Russian and in Hebrew were based on LITMUS-SRep developed within COST Action IS0804 and contained 56 sentences of different length and complexity. The bilingual–monolingual comparisons yielded differences only in L1 Russian, where the monolingual Russian-speaking children outperformed bilingual children with typical language\r\ndevelopment (TLD) in their first language. In L2 Hebrew, no significant differences emerged between monolingual speakers of Hebrew and bilinguals.\r\nComparisons of bilingual children with and without SLI showed that both the quantity and the quality of errors differentiate the two bilingual groups. In both languages (L1 and L2), bilingual children with TLD outperformed their peers with SLI. Bilingual children with SLI produced specific error patterns like those previously reported for monolingual children with SLI, i.e. omission of coordinators and subordinators, omission of prepositions, and simplification of wh-questions and relative clauses. These error patterns are unique to children with SLI and cannot be attributed to L1–L2 influence, while the errors of children in the biTLD group can be traced to cross-linguistic influence (mostly L2 influence on L1).","downloadable_attachments":[{"id":49187814,"asset_id":16330180,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":28396537,"first_name":"Joel","last_name":"Walters","domain_name":"biu","page_name":"JoelWalters","display_name":"Joel Walters","profile_url":"https://biu.academia.edu/JoelWalters?f_ri=400629","photo":"/images/s65_no_pic.png"},{"id":3908990,"first_name":"Natalia","last_name":"Meir","domain_name":"biu","page_name":"NataliaMeir","display_name":"Natalia Meir","profile_url":"https://biu.academia.edu/NataliaMeir?f_ri=400629","photo":"https://0.academia-photos.com/3908990/1452290/20158582/s65_natalia.meir.jpg"}],"research_interests":[{"id":21447,"name":"Bilingual Language Acquisition","url":"https://www.academia.edu/Documents/in/Bilingual_Language_Acquisition?f_ri=400629","nofollow":true},{"id":23638,"name":"Specific Language Impairment","url":"https://www.academia.edu/Documents/in/Specific_Language_Impairment?f_ri=400629","nofollow":true},{"id":34875,"name":"Morphology and Syntax","url":"https://www.academia.edu/Documents/in/Morphology_and_Syntax?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9739463" data-work_id="9739463" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9739463/Issues_In_Discourse_Transfer_From_Romanian_To_English_Final_Draft">Issues In Discourse Transfer From Romanian To English Final Draft</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In his research on bilingualism, Weinreich noticed a process of “interference” between the two languages of the bilingual speaker, marked by deviation from the grammatical norms of either language. Lado referred to this process as a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9739463" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In his research on bilingualism, Weinreich noticed a process of “interference” between the two languages of the bilingual speaker, marked by deviation from the grammatical norms of either language. Lado referred to this process as a “transfer of forms, meanings and culture” from the native language of the speaker (L1) to his second or foreign language (L2). Corder and Sharwood Smith redefined the notion as a “cross linguistic influence” that included the third and fourth languages of the learner, while Odlin confirmed the notion of transfer with data from empirical evidence. <br /><br />Research data shows that transfer occurs whenever two or more languages come into contact, and that these influences are effected in two directions: from the native language of the learner(L1) to the second language (L2) as substratum transfer, and from the second language (L2) to the native language (L1) as borrowing transfer. The influence of one language on the other could be positive, facilitating the learning of the lexicon and grammar, or negative, shown in lexical, pragmatic, discourse, or cultural departure from the target language norms. That digression phenomenon could create vagueness, lack of coherence and focus, and lack of relevance in the interlanguage of the learner of the second language. This paper discusses such issues of logicality, ambiguity and relevance in the written English of a native Romanian.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9739463" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fa37c3850c7878c907fbd22cf9289ab7" rel="nofollow" data-download="{"attachment_id":35923903,"asset_id":9739463,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35923903/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6396538" href="https://independent.academia.edu/EduardHanganu">Eduard C Hanganu</a><script data-card-contents-for-user="6396538" type="text/json">{"id":6396538,"first_name":"Eduard","last_name":"Hanganu","domain_name":"independent","page_name":"EduardHanganu","display_name":"Eduard C Hanganu","profile_url":"https://independent.academia.edu/EduardHanganu?f_ri=400629","photo":"https://0.academia-photos.com/6396538/2652065/38158260/s65_eduard.hanganu.jpg"}</script></span></span></li><li class="js-paper-rank-work_9739463 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9739463"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9739463, container: ".js-paper-rank-work_9739463", }); });</script></li><li class="js-percentile-work_9739463 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9739463; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_9739463"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_9739463 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="9739463"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9739463; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9739463]").text(description); $(".js-view-count-work_9739463").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9739463").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9739463"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11658" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingual_Education">Bilingual Education</a>, <script data-card-contents-for-ri="11658" type="text/json">{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a><script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9739463]'), work: {"id":9739463,"title":"Issues In Discourse Transfer From Romanian To English Final Draft","created_at":"2014-12-12T05:39:13.978-08:00","url":"https://www.academia.edu/9739463/Issues_In_Discourse_Transfer_From_Romanian_To_English_Final_Draft?f_ri=400629","dom_id":"work_9739463","summary":"In his research on bilingualism, Weinreich noticed a process of “interference” between the two languages of the bilingual speaker, marked by deviation from the grammatical norms of either language. Lado referred to this process as a “transfer of forms, meanings and culture” from the native language of the speaker (L1) to his second or foreign language (L2). Corder and Sharwood Smith redefined the notion as a “cross linguistic influence” that included the third and fourth languages of the learner, while Odlin confirmed the notion of transfer with data from empirical evidence. \n\nResearch data shows that transfer occurs whenever two or more languages come into contact, and that these influences are effected in two directions: from the native language of the learner(L1) to the second language (L2) as substratum transfer, and from the second language (L2) to the native language (L1) as borrowing transfer. The influence of one language on the other could be positive, facilitating the learning of the lexicon and grammar, or negative, shown in lexical, pragmatic, discourse, or cultural departure from the target language norms. That digression phenomenon could create vagueness, lack of coherence and focus, and lack of relevance in the interlanguage of the learner of the second language. This paper discusses such issues of logicality, ambiguity and relevance in the written English of a native Romanian. \n","downloadable_attachments":[{"id":35923903,"asset_id":9739463,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6396538,"first_name":"Eduard","last_name":"Hanganu","domain_name":"independent","page_name":"EduardHanganu","display_name":"Eduard C Hanganu","profile_url":"https://independent.academia.edu/EduardHanganu?f_ri=400629","photo":"https://0.academia-photos.com/6396538/2652065/38158260/s65_eduard.hanganu.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=400629","nofollow":true},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=400629","nofollow":true},{"id":19011,"name":"First Language Acquisition","url":"https://www.academia.edu/Documents/in/First_Language_Acquisition?f_ri=400629"},{"id":32360,"name":"Cross Linguistic Studies","url":"https://www.academia.edu/Documents/in/Cross_Linguistic_Studies?f_ri=400629"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=400629"},{"id":57457,"name":"Language Transfer","url":"https://www.academia.edu/Documents/in/Language_Transfer?f_ri=400629"},{"id":270669,"name":"Teaching English as an International Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_an_International_Language?f_ri=400629"},{"id":323652,"name":"Interference","url":"https://www.academia.edu/Documents/in/Interference?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37130487" data-work_id="37130487" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37130487/Cross_linguistic_interactions_in_L2_word_meaning_inference_in_English_as_a_foreign_language">Cross-linguistic interactions in L2 word meaning inference in English as a foreign language</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">L2 reading entails a complex cross-linguistic interaction between L1 reading ability and L2 linguistic knowledge. As such, it is seen as a dynamic process of coalescing diverse resources, including cognitive skills, linguistic knowledge,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37130487" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">L2 reading entails a complex cross-linguistic interaction between L1 reading ability and L2 linguistic knowledge. As such, it is seen as a dynamic process of coalescing diverse resources, including cognitive skills, linguistic knowledge, and metalinguistic awareness, in two languages. In this chapter, we explain the nature of morphological awareness as an abstract, yet language-dependent, construct. We then analyze systematic variations in grapheme-morpheme relationships in typologically different languages. Based on the analysis, we propose specific predictions regarding the joint contributions of L1 reading and L2 resources to the development and utilization of L2 morphological awareness. We report a summary of a study addressing the relative contributions of L1 reading ability, L2 morphological awareness and L2 linguistic knowledge to L2 word meaning inference. As a process of text meaning construction, reading heavily relies on knowledge of word meanings. It entails retrieving word meanings from memory and integrating them into a coherent message intended by the author. Successful comprehension demands both effortless access to the meaning of familiar words and the ability to infer the meaning of unfamiliar words through word form analysis. Metalinguistic awareness, an explicit representation of the abstract structure of language, provides vital assistance in word form analysis. As abstract insight, metalinguistic awareness enables readers to segment a familiar word into its phonological and morphological constituents, and in so doing, allows them to identify familiar sub-lexical elements in the unfamiliar word and use them to infer its pronunciation and meaning (Ehri, 2014). Metalinguistic awareness emerges through detecting and</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37130487" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="03161173a4e61e718cb09b79ad1760c8" rel="nofollow" data-download="{"attachment_id":57081024,"asset_id":37130487,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57081024/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="74115" href="https://kentstate.academia.edu/RyanMiller">Ryan T Miller</a><script data-card-contents-for-user="74115" type="text/json">{"id":74115,"first_name":"Ryan","last_name":"Miller","domain_name":"kentstate","page_name":"RyanMiller","display_name":"Ryan T Miller","profile_url":"https://kentstate.academia.edu/RyanMiller?f_ri=400629","photo":"https://0.academia-photos.com/74115/613170/29865596/s65_ryan.miller.jpg"}</script></span></span></li><li class="js-paper-rank-work_37130487 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37130487"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37130487, container: ".js-paper-rank-work_37130487", }); 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$(".js-view-count[data-work-id=37130487]").text(description); $(".js-view-count-work_37130487").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37130487").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37130487"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="43991" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Reading">Second Language Reading</a>, <script data-card-contents-for-ri="43991" type="text/json">{"id":43991,"name":"Second Language Reading","url":"https://www.academia.edu/Documents/in/Second_Language_Reading?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37130487]'), work: {"id":37130487,"title":"Cross-linguistic interactions in L2 word meaning inference in English as a foreign language","created_at":"2018-07-26T18:43:20.487-07:00","url":"https://www.academia.edu/37130487/Cross_linguistic_interactions_in_L2_word_meaning_inference_in_English_as_a_foreign_language?f_ri=400629","dom_id":"work_37130487","summary":"L2 reading entails a complex cross-linguistic interaction between L1 reading ability and L2 linguistic knowledge. As such, it is seen as a dynamic process of coalescing diverse resources, including cognitive skills, linguistic knowledge, and metalinguistic awareness, in two languages. In this chapter, we explain the nature of morphological awareness as an abstract, yet language-dependent, construct. We then analyze systematic variations in grapheme-morpheme relationships in typologically different languages. Based on the analysis, we propose specific predictions regarding the joint contributions of L1 reading and L2 resources to the development and utilization of L2 morphological awareness. We report a summary of a study addressing the relative contributions of L1 reading ability, L2 morphological awareness and L2 linguistic knowledge to L2 word meaning inference. As a process of text meaning construction, reading heavily relies on knowledge of word meanings. It entails retrieving word meanings from memory and integrating them into a coherent message intended by the author. Successful comprehension demands both effortless access to the meaning of familiar words and the ability to infer the meaning of unfamiliar words through word form analysis. Metalinguistic awareness, an explicit representation of the abstract structure of language, provides vital assistance in word form analysis. As abstract insight, metalinguistic awareness enables readers to segment a familiar word into its phonological and morphological constituents, and in so doing, allows them to identify familiar sub-lexical elements in the unfamiliar word and use them to infer its pronunciation and meaning (Ehri, 2014). Metalinguistic awareness emerges through detecting and","downloadable_attachments":[{"id":57081024,"asset_id":37130487,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":74115,"first_name":"Ryan","last_name":"Miller","domain_name":"kentstate","page_name":"RyanMiller","display_name":"Ryan T Miller","profile_url":"https://kentstate.academia.edu/RyanMiller?f_ri=400629","photo":"https://0.academia-photos.com/74115/613170/29865596/s65_ryan.miller.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=400629","nofollow":true},{"id":43991,"name":"Second Language Reading","url":"https://www.academia.edu/Documents/in/Second_Language_Reading?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true},{"id":501608,"name":"Lexical Inferencing","url":"https://www.academia.edu/Documents/in/Lexical_Inferencing?f_ri=400629"},{"id":643929,"name":"L2 Reading","url":"https://www.academia.edu/Documents/in/L2_Reading?f_ri=400629"},{"id":761968,"name":"Morphological Awareness","url":"https://www.academia.edu/Documents/in/Morphological_Awareness?f_ri=400629"},{"id":1263158,"name":"Cross-Linguistic Transfer","url":"https://www.academia.edu/Documents/in/Cross-Linguistic_Transfer?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34782619" data-work_id="34782619" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34782619/Psychotypology_of_Chinese_learners_of_English_and_its_influence_on_the_acquisition_of_metaphorical_expressions_An_offline_study">Psychotypology of Chinese learners of English and its influence on the acquisition of metaphorical expressions: An offline study</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34782619" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="515e20697ad16e613426f55456733a48" rel="nofollow" data-download="{"attachment_id":54641658,"asset_id":34782619,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54641658/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4351092" href="https://cambridge.academia.edu/ChrisXia">Chris M Xia</a><script data-card-contents-for-user="4351092" type="text/json">{"id":4351092,"first_name":"Chris","last_name":"Xia","domain_name":"cambridge","page_name":"ChrisXia","display_name":"Chris M Xia","profile_url":"https://cambridge.academia.edu/ChrisXia?f_ri=400629","photo":"https://0.academia-photos.com/4351092/5712869/15335413/s65_chris.xia.jpg"}</script></span></span></li><li class="js-paper-rank-work_34782619 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34782619"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34782619, container: ".js-paper-rank-work_34782619", }); 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$(".js-view-count[data-work-id=34782619]").text(description); $(".js-view-count-work_34782619").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34782619").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34782619"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11712" rel="nofollow" href="https://www.academia.edu/Documents/in/Metaphor">Metaphor</a>, <script data-card-contents-for-ri="11712" type="text/json">{"id":11712,"name":"Metaphor","url":"https://www.academia.edu/Documents/in/Metaphor?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34782619]'), work: {"id":34782619,"title":"Psychotypology of Chinese learners of English and its influence on the acquisition of metaphorical expressions: An offline study","created_at":"2017-10-06T07:31:52.693-07:00","url":"https://www.academia.edu/34782619/Psychotypology_of_Chinese_learners_of_English_and_its_influence_on_the_acquisition_of_metaphorical_expressions_An_offline_study?f_ri=400629","dom_id":"work_34782619","summary":null,"downloadable_attachments":[{"id":54641658,"asset_id":34782619,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4351092,"first_name":"Chris","last_name":"Xia","domain_name":"cambridge","page_name":"ChrisXia","display_name":"Chris M Xia","profile_url":"https://cambridge.academia.edu/ChrisXia?f_ri=400629","photo":"https://0.academia-photos.com/4351092/5712869/15335413/s65_chris.xia.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":11712,"name":"Metaphor","url":"https://www.academia.edu/Documents/in/Metaphor?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36980560" data-work_id="36980560" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36980560/Sprachliche_Wissensbest%C3%A4nde_und_Erfahrungen_im_Fremdsprachenunterricht_nutzen_Ein_Pl%C3%A4doyer_f%C3%BCr_die_didaktisch_methodische_Implementierung_des_Englischen_beim_Lehren_und_Lernen_des_Deutschen_als_zweiter_bzw_weiterer_Fremdsprache_in_Taiwan">Sprachliche Wissensbestände und Erfahrungen im Fremdsprachenunterricht nutzen. Ein Plädoyer für die didaktisch-methodische Implementierung des Englischen beim Lehren und Lernen des Deutschen als zweiter bzw. weiterer Fremdsprache in Taiwan</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36980560" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="18ce3880a7ef403155df06cb49bfb76a" rel="nofollow" data-download="{"attachment_id":56929972,"asset_id":36980560,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56929972/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="85081342" href="https://sydney.academia.edu/TristanLay">Tristan Lay</a><script data-card-contents-for-user="85081342" type="text/json">{"id":85081342,"first_name":"Tristan","last_name":"Lay","domain_name":"sydney","page_name":"TristanLay","display_name":"Tristan Lay","profile_url":"https://sydney.academia.edu/TristanLay?f_ri=400629","photo":"https://0.academia-photos.com/85081342/20025158/22215786/s65_tristan.lay.png"}</script></span></span></li><li class="js-paper-rank-work_36980560 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36980560"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36980560, container: ".js-paper-rank-work_36980560", }); 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$(".js-view-count[data-work-id=36980560]").text(description); $(".js-view-count-work_36980560").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36980560").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36980560"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2308" rel="nofollow" href="https://www.academia.edu/Documents/in/Multilingualism">Multilingualism</a>, <script data-card-contents-for-ri="2308" type="text/json">{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6148" rel="nofollow" href="https://www.academia.edu/Documents/in/German_Language">German Language</a><script data-card-contents-for-ri="6148" type="text/json">{"id":6148,"name":"German Language","url":"https://www.academia.edu/Documents/in/German_Language?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36980560]'), work: {"id":36980560,"title":"Sprachliche Wissensbestände und Erfahrungen im Fremdsprachenunterricht nutzen. 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Language","url":"https://www.academia.edu/Documents/in/German_as_a_Foreign_Language?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7792170" data-work_id="7792170" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7792170/The_Impact_of_Native_Arabic_on_English_Writing_as_a_Second_Language">The Impact of Native Arabic on English Writing as a Second Language</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Existing literature indicated several influences of L1 Arabic on L2 English: ~ Overuse of and ~ Run-on sentences ~ Omission or misuse of articles, prepositions, and relative clauses ~ Omission or confusion of vowels ~ Preference... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7792170" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Existing literature indicated several influences of L1 Arabic on L2 English: <br />~ Overuse of and <br />~ Run-on sentences <br />~ Omission or misuse of articles, prepositions, and relative clauses <br />~ Omission or confusion of vowels <br />~ Preference for root word groups <br />~ Omission of punctuation <br />~ Overuse of exaggeration <br /> <br />Based on analysis of the writing samples, this study focused most on errors in punctuation, conjunctions, capitalization, and articles. <br /> <br />Other aspects of English writing, such as word order, prepositions, and exaggeration did not appear as major examples of cross-linguistic transfer in this study.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div 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class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14245621" href="https://oakland.academia.edu/DebbieBarry">Debbie Barry</a><script data-card-contents-for-user="14245621" type="text/json">{"id":14245621,"first_name":"Debbie","last_name":"Barry","domain_name":"oakland","page_name":"DebbieBarry","display_name":"Debbie Barry","profile_url":"https://oakland.academia.edu/DebbieBarry?f_ri=400629","photo":"https://0.academia-photos.com/14245621/3913056/4575763/s65_debbie.barry.jpg"}</script></span></span></li><li class="js-paper-rank-work_7792170 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7792170"><i class="u-m1x fa fa-bar-chart"></i><strong 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href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3324" rel="nofollow" href="https://www.academia.edu/Documents/in/Arabic">Arabic</a>, <script data-card-contents-for-ri="3324" type="text/json">{"id":3324,"name":"Arabic","url":"https://www.academia.edu/Documents/in/Arabic?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10249" rel="nofollow" href="https://www.academia.edu/Documents/in/Writing">Writing</a>, <script data-card-contents-for-ri="10249" type="text/json">{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17282" rel="nofollow" href="https://www.academia.edu/Documents/in/English_Grammar">English Grammar</a><script data-card-contents-for-ri="17282" type="text/json">{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7792170]'), work: {"id":7792170,"title":"The Impact of Native Arabic on English Writing as a Second Language","created_at":"2014-07-27T10:42:48.359-07:00","url":"https://www.academia.edu/7792170/The_Impact_of_Native_Arabic_on_English_Writing_as_a_Second_Language?f_ri=400629","dom_id":"work_7792170","summary":"Existing literature indicated several influences of L1 Arabic on L2 English: \r\n~ Overuse of and \r\n~ Run-on sentences \r\n~ Omission or misuse of articles, prepositions, and relative clauses \r\n~ Omission or confusion of vowels \r\n~ Preference for root word groups \r\n~ Omission of punctuation \r\n~ Overuse of exaggeration \r\n \r\nBased on analysis of the writing samples, this study focused most on errors in punctuation, conjunctions, capitalization, and articles. \r\n \r\nOther aspects of English writing, such as word order, prepositions, and exaggeration did not appear as major examples of cross-linguistic transfer in this study. ","downloadable_attachments":[{"id":34300627,"asset_id":7792170,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14245621,"first_name":"Debbie","last_name":"Barry","domain_name":"oakland","page_name":"DebbieBarry","display_name":"Debbie Barry","profile_url":"https://oakland.academia.edu/DebbieBarry?f_ri=400629","photo":"https://0.academia-photos.com/14245621/3913056/4575763/s65_debbie.barry.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true},{"id":3324,"name":"Arabic","url":"https://www.academia.edu/Documents/in/Arabic?f_ri=400629","nofollow":true},{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing?f_ri=400629","nofollow":true},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36085695" data-work_id="36085695" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36085695/Phonetic_drift">Phonetic drift</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This chapter provides an overview of research on the phonetic changes that occur in one's native language (L1) due to recent experience in another language (L2), a phenomenon known as phonetic drift. Through a survey of empirical findings... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36085695" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This chapter provides an overview of research on the phonetic changes that occur in one's native language (L1) due to recent experience in another language (L2), a phenomenon known as phonetic drift. Through a survey of empirical findings on segmental and suprasegmental acoustic properties, the chapter examines the features of the L1 that are subject to phonetic drift, the cognitive mechanism(s) behind phonetic drift, and the various factors that influence the likelihood of phonetic drift. In short, virtually all aspects of L1 speech are subject to drift, but different aspects do not drift in the same manner, possibly due to multiple routes of L2 influence coexisting at different levels of L1 phonological structure. In addition to the timescale of these changes, the chapter discusses the relationship between phonetic drift and attrition as well as some of the enduring questions in this area.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36085695" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2572fc79b8620b5d1498680ec3054838" rel="nofollow" data-download="{"attachment_id":61612773,"asset_id":36085695,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61612773/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="317353" href="https://cityu-hk.academia.edu/CharlesChang">Charles B Chang</a><script data-card-contents-for-user="317353" type="text/json">{"id":317353,"first_name":"Charles","last_name":"Chang","domain_name":"cityu-hk","page_name":"CharlesChang","display_name":"Charles B Chang","profile_url":"https://cityu-hk.academia.edu/CharlesChang?f_ri=400629","photo":"https://0.academia-photos.com/317353/65948/18835008/s65_charles.chang.jpg"}</script></span></span></li><li class="js-paper-rank-work_36085695 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36085695"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36085695, container: ".js-paper-rank-work_36085695", }); 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$(".js-view-count[data-work-id=36085695]").text(description); $(".js-view-count-work_36085695").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36085695").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36085695"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">24</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1417" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Acquisition">Language Acquisition</a>, <script data-card-contents-for-ri="1417" type="text/json">{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2077" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Prosody">Speech Prosody</a><script data-card-contents-for-ri="2077" type="text/json">{"id":2077,"name":"Speech Prosody","url":"https://www.academia.edu/Documents/in/Speech_Prosody?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36085695]'), work: {"id":36085695,"title":"Phonetic drift","created_at":"2018-03-05T19:21:31.299-08:00","url":"https://www.academia.edu/36085695/Phonetic_drift?f_ri=400629","dom_id":"work_36085695","summary":"This chapter provides an overview of research on the phonetic changes that occur in one's native language (L1) due to recent experience in another language (L2), a phenomenon known as phonetic drift. Through a survey of empirical findings on segmental and suprasegmental acoustic properties, the chapter examines the features of the L1 that are subject to phonetic drift, the cognitive mechanism(s) behind phonetic drift, and the various factors that influence the likelihood of phonetic drift. In short, virtually all aspects of L1 speech are subject to drift, but different aspects do not drift in the same manner, possibly due to multiple routes of L2 influence coexisting at different levels of L1 phonological structure. In addition to the timescale of these changes, the chapter discusses the relationship between phonetic drift and attrition as well as some of the enduring questions in this area.","downloadable_attachments":[{"id":61612773,"asset_id":36085695,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":317353,"first_name":"Charles","last_name":"Chang","domain_name":"cityu-hk","page_name":"CharlesChang","display_name":"Charles B Chang","profile_url":"https://cityu-hk.academia.edu/CharlesChang?f_ri=400629","photo":"https://0.academia-photos.com/317353/65948/18835008/s65_charles.chang.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=400629","nofollow":true},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=400629","nofollow":true},{"id":2077,"name":"Speech Prosody","url":"https://www.academia.edu/Documents/in/Speech_Prosody?f_ri=400629","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=400629"},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=400629"},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=400629"},{"id":11984,"name":"Speech Recognition","url":"https://www.academia.edu/Documents/in/Speech_Recognition?f_ri=400629"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=400629"},{"id":17540,"name":"English Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/English_Phonetics_and_Phonology?f_ri=400629"},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=400629"},{"id":24938,"name":"Articulatory Phonetics","url":"https://www.academia.edu/Documents/in/Articulatory_Phonetics?f_ri=400629"},{"id":25993,"name":"Second Language Learning","url":"https://www.academia.edu/Documents/in/Second_Language_Learning?f_ri=400629"},{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=400629"},{"id":32360,"name":"Cross Linguistic Studies","url":"https://www.academia.edu/Documents/in/Cross_Linguistic_Studies?f_ri=400629"},{"id":36835,"name":"Speech Processing","url":"https://www.academia.edu/Documents/in/Speech_Processing?f_ri=400629"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=400629"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=400629"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=400629"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=400629"},{"id":64434,"name":"Lingustics and Phonetics","url":"https://www.academia.edu/Documents/in/Lingustics_and_Phonetics?f_ri=400629"},{"id":74234,"name":"Experimental Phonetics","url":"https://www.academia.edu/Documents/in/Experimental_Phonetics?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":443097,"name":"Second Language Acquisition, Multilingualism, Cross-Linguistic Influence","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition_Multilingualism_Cross-Linguistic_Influence?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11458278" data-work_id="11458278" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11458278/Language_transfer_in_the_written_English_of_Finnish_students">Language transfer in the written English of Finnish students. </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study examines patterns of lexical and syntactic transfer in Finnish students’ written English between 1990 and 2005. It focuses on charting what types of lexical and syntactic transfer patterns occur in the written English... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11458278" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examines patterns of lexical and syntactic transfer in Finnish students’ written English between 1990 and 2005. It focuses on charting what types of lexical and syntactic transfer patterns occur in the written English production of L1 Finnish learners, and on tracking a possible change in these patterns in order to see if they reflect an improvement in the learners’ English competence, which is believed to have taken place during the past few decades as a result of, for example, their more frequent contacts with the English language and the development of foreign language pedagogy. The overall aims of this study are to promote our understanding of the phenomenon of language transfer in learners whose first language is genetically and typologically distant from the target language, as well as to identify typical deviant features in the learner English of Finnish students and to shed some light on the changes that have taken place in certain aspects of their written English skills between 1990–2005. <br /> <br />The material for this study consists of a corpus of written English compositions by Finnish Upper Secondary School students. The corpus contains 500 English compositions <br />written as a part of the Finnish national Matriculation Examination in 1990, 2000 and 2005. The features investigated involve 9 different aspects of lexical transfer and 5 syntactic transfer patterns. The identification of language transfer relies on Finnish–English contrastive descriptions and the comparison of Finnish-speaking and Swedish-speaking students of the equivalent level. The comparison corpus consists of Matriculation Examination compositions written by Swedish-speaking candidates in Finland. <br /> <br />The results show that lexical and syntactic transfer patterns in Finnish students’ written English have taken on divergent paths of development during the investigated period. While most types of lexical transfer phenomena have significantly decreased, syntactic transfer patterns have remained equally frequent or increased. These findings point towards improved lexical idiomaticity in English, but do not indicate positive changes in the students’ syntactic development. This non-parallel development of lexical and syntactic transfer patterns shows that for learners whose L1 is genetically and typologically distant from the L2 transfer is more persistent at the level of syntax than it is at the level of lexicon. These findings are interpreted as a reflection of the changes that have taken place in the formal and informal learning environments for English as a foreign language in Finland during the past couple of decades. The increased exposure to and use of English in Finnish society, as well as the current focus on communicativeness <br />in foreign language pedagogy seem to have helped Finnish students to overcome negative transfer effects in certain areas of their vocabulary knowledge in English, but <br />not in their usage of English syntactic structures which deviate from the corresponding Finnish structures.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11458278" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7bb5cc59835ecaa800eb23befcc2dc51" rel="nofollow" data-download="{"attachment_id":36992713,"asset_id":11458278,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36992713/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27892608" href="https://uef.academia.edu/LeaMeril%C3%A4inen">Lea Meriläinen</a><script data-card-contents-for-user="27892608" type="text/json">{"id":27892608,"first_name":"Lea","last_name":"Meriläinen","domain_name":"uef","page_name":"LeaMeriläinen","display_name":"Lea Meriläinen","profile_url":"https://uef.academia.edu/LeaMeril%C3%A4inen?f_ri=400629","photo":"https://0.academia-photos.com/27892608/7943747/9132719/s65_lea.meril_inen.jpg"}</script></span></span></li><li class="js-paper-rank-work_11458278 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11458278"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11458278, container: ".js-paper-rank-work_11458278", }); });</script></li><li class="js-percentile-work_11458278 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11458278; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11458278"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11458278 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11458278"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11458278; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11458278]").text(description); $(".js-view-count-work_11458278").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11458278").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11458278"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="57457" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Transfer">Language Transfer</a>, <script data-card-contents-for-ri="57457" type="text/json">{"id":57457,"name":"Language Transfer","url":"https://www.academia.edu/Documents/in/Language_Transfer?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" rel="nofollow" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a>, <script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11458278]'), work: {"id":11458278,"title":"Language transfer in the written English of Finnish students. ","created_at":"2015-03-16T05:13:33.504-07:00","url":"https://www.academia.edu/11458278/Language_transfer_in_the_written_English_of_Finnish_students?f_ri=400629","dom_id":"work_11458278","summary":"This study examines patterns of lexical and syntactic transfer in Finnish students’ written English between 1990 and 2005. It focuses on charting what types of lexical and syntactic transfer patterns occur in the written English production of L1 Finnish learners, and on tracking a possible change in these patterns in order to see if they reflect an improvement in the learners’ English competence, which is believed to have taken place during the past few decades as a result of, for example, their more frequent contacts with the English language and the development of foreign language pedagogy. The overall aims of this study are to promote our understanding of the phenomenon of language transfer in learners whose first language is genetically and typologically distant from the target language, as well as to identify typical deviant features in the learner English of Finnish students and to shed some light on the changes that have taken place in certain aspects of their written English skills between 1990–2005.\r\n\r\nThe material for this study consists of a corpus of written English compositions by Finnish Upper Secondary School students. The corpus contains 500 English compositions\r\nwritten as a part of the Finnish national Matriculation Examination in 1990, 2000 and 2005. The features investigated involve 9 different aspects of lexical transfer and 5 syntactic transfer patterns. The identification of language transfer relies on Finnish–English contrastive descriptions and the comparison of Finnish-speaking and Swedish-speaking students of the equivalent level. The comparison corpus consists of Matriculation Examination compositions written by Swedish-speaking candidates in Finland.\r\n\r\nThe results show that lexical and syntactic transfer patterns in Finnish students’ written English have taken on divergent paths of development during the investigated period. While most types of lexical transfer phenomena have significantly decreased, syntactic transfer patterns have remained equally frequent or increased. These findings point towards improved lexical idiomaticity in English, but do not indicate positive changes in the students’ syntactic development. This non-parallel development of lexical and syntactic transfer patterns shows that for learners whose L1 is genetically and typologically distant from the L2 transfer is more persistent at the level of syntax than it is at the level of lexicon. These findings are interpreted as a reflection of the changes that have taken place in the formal and informal learning environments for English as a foreign language in Finland during the past couple of decades. The increased exposure to and use of English in Finnish society, as well as the current focus on communicativeness\r\nin foreign language pedagogy seem to have helped Finnish students to overcome negative transfer effects in certain areas of their vocabulary knowledge in English, but\r\nnot in their usage of English syntactic structures which deviate from the corresponding Finnish structures.","downloadable_attachments":[{"id":36992713,"asset_id":11458278,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27892608,"first_name":"Lea","last_name":"Meriläinen","domain_name":"uef","page_name":"LeaMeriläinen","display_name":"Lea Meriläinen","profile_url":"https://uef.academia.edu/LeaMeril%C3%A4inen?f_ri=400629","photo":"https://0.academia-photos.com/27892608/7943747/9132719/s65_lea.meril_inen.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":57457,"name":"Language Transfer","url":"https://www.academia.edu/Documents/in/Language_Transfer?f_ri=400629","nofollow":true},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38433252" data-work_id="38433252" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38433252/Deutsch_als_Terti%C3%A4rsprache_in_Taiwan_Eine_empirisch_quantitative_Erhebung_zur_Einsch%C3%A4tzung_vorhandener_Sprachkenntnisse_und_Sprachlernerfahrungen_f%C3%BCr_den_Lernprozess_des_Deutschen">Deutsch als Tertiärsprache in Taiwan. Eine empirisch quantitative Erhebung zur Einschätzung vorhandener Sprachkenntnisse und Sprachlernerfahrungen für den Lernprozess des Deutschen</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The article deals with the cross-linguistic influence of English (L2) on the aquisition of German (L3) in the Republic of China. In Taiwan, English is taught as the first foreign language in public and private schools. Even at the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38433252" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The article deals with the cross-linguistic influence of English (L2) on the aquisition of German (L3) in the Republic of China. In Taiwan, English is taught as the first foreign language in public and private schools. Even at the university English language courses are often obligatory. Based on the fact that German will be learned after English, it would be reasonable to take advantage of the sequence of languages, “German after English”. In order to better understand the influence of previously acquired languages in the interlanguage of adults, the relation between English and German will be examined. <br />The current study was designed to investigate whether Taiwanese students with Mandarin Chinese as their first language (L1) are aware of cross-linguistic influence in multiple language acquisition and learning. The data were collected from six universities in the northern and central parts of Taiwan during the summer term of 2008. The subjects consisted of 242 undergraduate students enrolled in different colleges. The majority of the participants had learned German as their minor field, as a second or further foreign language in beginner courses for approximately one year. They were asked to complete a standardised questionnaire in Chinese regarding tertiary language acquisition. <br />The major question addressed by the empirical study referred to in this paper is whether the experience of learning English as an L2 exerts an influence on learning the target language German as an L3. Furthermore, the following questions will be investigated: How do students assess the fact that German is frequently learned after English in Taiwan? How can previous linguistic knowledge and experience of foreign language learning positively and effectively be implemented in practice a German classroom? Does (positive and negative) interlingual transfer differ in the learner’s point of view if instructors of German explicitly call attention to linguistic/cultural similarities or differences especially between the two closely related Indo-Germanic languages, English and German? <br />The results of this study indicate that there is positive and negative transfer when Taiwanese students learn German as a foreign language. They are aware of cross-linguistic influence in multiple language acquisition and learning. The role of interlingual transfer still remains as one of the main questions in third language acquisition; therefore, the results of this study will help to better understand not only the influence of English (L2) in the acquisition of German (L3), but also the role of interlanguage in general. <br /> <br />Der Artikel beschäftigt sich mit dem Einfluss des Erwerbs der ersten Fremdsprache Englisch (L2) auf den Erwerb des Deutschen als Fremdsprache (L3) in Taiwan. In Taiwan, wie fast überall auf der Welt, wird Englisch als erste Fremdsprache gelehrt und gelernt. Auf Grund dieser Situation stellt sich mit besonderer Deutlichkeit die Frage, ob es nicht sinnvoll wäre, im Deutschunterricht Vorteile aus diesem Umstand zu ziehen, dass Deutsch in Taiwan zwingend nach Englisch gelernt wird. Um sich diesem Themenkomplex zu nähern, haben wir mit Hilfe eines standardisierten Fragebogens Daten gewonnen. Dabei wurden rund 150 taiwanische Studierende verschiedener Fachbereiche an verschiedenen Universitäten des Landes untersucht, die alle Deutsch als Tertiärsprache erlernen. Folgenden Fragestellungen stehen bei unserer Untersuchung im Mittelpunkt: Inwieweit wird der Situation, dass in Taiwan Deutsch stets nach Englisch unterrichtet wird, aus Lernersicht Rechnung getragen? Werden, und wenn ja, wie werden aus Sicht der Lernenden vorhandene L2-Sprachkenntnisse und Sprachlernerfahrungen positiv für das Lernen einer L3 genutzt? Unterscheiden sich Transfer und Interferenz aus der Sicht der Lernenden, wenn die L3-Lehrenden Ähnlichkeiten und Unterschiede zu L2 thematisieren bzw. nicht thematisieren?</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38433252" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="598a4d1d33d0c444ddc762081bf07d46" rel="nofollow" data-download="{"attachment_id":58500031,"asset_id":38433252,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58500031/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="85081342" href="https://sydney.academia.edu/TristanLay">Tristan Lay</a><script data-card-contents-for-user="85081342" type="text/json">{"id":85081342,"first_name":"Tristan","last_name":"Lay","domain_name":"sydney","page_name":"TristanLay","display_name":"Tristan Lay","profile_url":"https://sydney.academia.edu/TristanLay?f_ri=400629","photo":"https://0.academia-photos.com/85081342/20025158/22215786/s65_tristan.lay.png"}</script></span></span></li><li class="js-paper-rank-work_38433252 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38433252"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38433252, container: ".js-paper-rank-work_38433252", }); });</script></li><li class="js-percentile-work_38433252 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38433252; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38433252"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38433252 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38433252"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38433252; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38433252]").text(description); $(".js-view-count-work_38433252").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38433252").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38433252"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2308" rel="nofollow" href="https://www.academia.edu/Documents/in/Multilingualism">Multilingualism</a>, <script data-card-contents-for-ri="2308" type="text/json">{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3979" rel="nofollow" href="https://www.academia.edu/Documents/in/English_language">English language</a><script data-card-contents-for-ri="3979" type="text/json">{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38433252]'), work: {"id":38433252,"title":"Deutsch als Tertiärsprache in Taiwan. Eine empirisch quantitative Erhebung zur Einschätzung vorhandener Sprachkenntnisse und Sprachlernerfahrungen für den Lernprozess des Deutschen","created_at":"2019-02-25T00:33:31.591-08:00","url":"https://www.academia.edu/38433252/Deutsch_als_Terti%C3%A4rsprache_in_Taiwan_Eine_empirisch_quantitative_Erhebung_zur_Einsch%C3%A4tzung_vorhandener_Sprachkenntnisse_und_Sprachlernerfahrungen_f%C3%BCr_den_Lernprozess_des_Deutschen?f_ri=400629","dom_id":"work_38433252","summary":"The article deals with the cross-linguistic influence of English (L2) on the aquisition of German (L3) in the Republic of China. In Taiwan, English is taught as the first foreign language in public and private schools. Even at the university English language courses are often obligatory. Based on the fact that German will be learned after English, it would be reasonable to take advantage of the sequence of languages, “German after English”. In order to better understand the influence of previously acquired languages in the interlanguage of adults, the relation between English and German will be examined.\r\nThe current study was designed to investigate whether Taiwanese students with Mandarin Chinese as their first language (L1) are aware of cross-linguistic influence in multiple language acquisition and learning. The data were collected from six universities in the northern and central parts of Taiwan during the summer term of 2008. The subjects consisted of 242 undergraduate students enrolled in different colleges. The majority of the participants had learned German as their minor field, as a second or further foreign language in beginner courses for approximately one year. They were asked to complete a standardised questionnaire in Chinese regarding tertiary language acquisition.\r\nThe major question addressed by the empirical study referred to in this paper is whether the experience of learning English as an L2 exerts an influence on learning the target language German as an L3. Furthermore, the following questions will be investigated: How do students assess the fact that German is frequently learned after English in Taiwan? How can previous linguistic knowledge and experience of foreign language learning positively and effectively be implemented in practice a German classroom? Does (positive and negative) interlingual transfer differ in the learner’s point of view if instructors of German explicitly call attention to linguistic/cultural similarities or differences especially between the two closely related Indo-Germanic languages, English and German?\r\nThe results of this study indicate that there is positive and negative transfer when Taiwanese students learn German as a foreign language. They are aware of cross-linguistic influence in multiple language acquisition and learning. The role of interlingual transfer still remains as one of the main questions in third language acquisition; therefore, the results of this study will help to better understand not only the influence of English (L2) in the acquisition of German (L3), but also the role of interlanguage in general.\r\n\r\nDer Artikel beschäftigt sich mit dem Einfluss des Erwerbs der ersten Fremdsprache Englisch (L2) auf den Erwerb des Deutschen als Fremdsprache (L3) in Taiwan. In Taiwan, wie fast überall auf der Welt, wird Englisch als erste Fremdsprache gelehrt und gelernt. Auf Grund dieser Situation stellt sich mit besonderer Deutlichkeit die Frage, ob es nicht sinnvoll wäre, im Deutschunterricht Vorteile aus diesem Umstand zu ziehen, dass Deutsch in Taiwan zwingend nach Englisch gelernt wird. Um sich diesem Themenkomplex zu nähern, haben wir mit Hilfe eines standardisierten Fragebogens Daten gewonnen. Dabei wurden rund 150 taiwanische Studierende verschiedener Fachbereiche an verschiedenen Universitäten des Landes untersucht, die alle Deutsch als Tertiärsprache erlernen. Folgenden Fragestellungen stehen bei unserer Untersuchung im Mittelpunkt: Inwieweit wird der Situation, dass in Taiwan Deutsch stets nach Englisch unterrichtet wird, aus Lernersicht Rechnung getragen? Werden, und wenn ja, wie werden aus Sicht der Lernenden vorhandene L2-Sprachkenntnisse und Sprachlernerfahrungen positiv für das Lernen einer L3 genutzt? Unterscheiden sich Transfer und Interferenz aus der Sicht der Lernenden, wenn die L3-Lehrenden Ähnlichkeiten und Unterschiede zu L2 thematisieren bzw. nicht thematisieren?","downloadable_attachments":[{"id":58500031,"asset_id":38433252,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":85081342,"first_name":"Tristan","last_name":"Lay","domain_name":"sydney","page_name":"TristanLay","display_name":"Tristan Lay","profile_url":"https://sydney.academia.edu/TristanLay?f_ri=400629","photo":"https://0.academia-photos.com/85081342/20025158/22215786/s65_tristan.lay.png"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=400629","nofollow":true},{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=400629","nofollow":true},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=400629","nofollow":true},{"id":6148,"name":"German Language","url":"https://www.academia.edu/Documents/in/German_Language?f_ri=400629"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=400629"},{"id":9801,"name":"Chinese Language and Culture","url":"https://www.academia.edu/Documents/in/Chinese_Language_and_Culture?f_ri=400629"},{"id":9918,"name":"Teaching of Foreign Languages","url":"https://www.academia.edu/Documents/in/Teaching_of_Foreign_Languages?f_ri=400629"},{"id":33010,"name":"Language Attitudes","url":"https://www.academia.edu/Documents/in/Language_Attitudes?f_ri=400629"},{"id":33639,"name":"Third Language Acqusition","url":"https://www.academia.edu/Documents/in/Third_Language_Acqusition?f_ri=400629"},{"id":44878,"name":"Methodology and Didactics of Foreign Language Teaching","url":"https://www.academia.edu/Documents/in/Methodology_and_Didactics_of_Foreign_Language_Teaching?f_ri=400629"},{"id":54010,"name":"Didaktik der Mehrsprachigkeit","url":"https://www.academia.edu/Documents/in/Didaktik_der_Mehrsprachigkeit?f_ri=400629"},{"id":95259,"name":"Deutsch als Fremdsprache","url":"https://www.academia.edu/Documents/in/Deutsch_als_Fremdsprache?f_ri=400629"},{"id":262795,"name":"Germanic languages","url":"https://www.academia.edu/Documents/in/Germanic_languages?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":603166,"name":"German as a Foreign Language","url":"https://www.academia.edu/Documents/in/German_as_a_Foreign_Language?f_ri=400629"},{"id":1489724,"name":"Chinese learners of Modern Foreign Languages","url":"https://www.academia.edu/Documents/in/Chinese_learners_of_Modern_Foreign_Languages?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8119896" data-work_id="8119896" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8119896/Cross_linguistic_influence_The_potential_effect_of_Chinese_L1_syntactic_language_transfer_on_English_L2_writing_proficiency_for_students_on_a_Pre_Master_s_programme_PMP_at_Queen_Mary_University_of_London">Cross-linguistic influence: The potential effect of Chinese (L1) syntactic language transfer on English (L2) writing proficiency for students on a Pre-Master’s programme (PMP) at Queen Mary University of London</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper attempts to explore the effect of Chinese (L1) syntactic structures on the accurate production of English (L2) writing composition. The paper gives an overview of the literature concerning the field of Cross-Linguistic... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8119896" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper attempts to explore the effect of Chinese (L1) syntactic structures on the accurate production of English (L2) writing composition. The paper gives an overview of the literature concerning the field of Cross-Linguistic Influence (CLI) and also classifies the errors encountered by second language learners. Using 9 PMP writing exam papers, frequency of errors was recorded and then an error analysis was carried out to ascertain if there were any statistically significant errors. Errors were then situated in Stockwell, Bowen and Martin’s (1965) Hierarchy of Difficulty. The statistics show that, of the 19 error categories, 12 error categories were statistically significant which shows that Chinese learners of English have difficulty with many syntactic structures in English due to the negative language transfer of their L1. The findings suggest that English language instructors would perhaps be more effective if they emphasised learning areas of the English language which do not correspond well with the Chinese language.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8119896" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9451f8d3042fff23fbb895cc82fc796a" rel="nofollow" data-download="{"attachment_id":34564671,"asset_id":8119896,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34564671/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9086579" href="https://qmul.academia.edu/ErcanH%C3%BCseyin">Ercan Hüseyin</a><script data-card-contents-for-user="9086579" type="text/json">{"id":9086579,"first_name":"Ercan","last_name":"Hüseyin","domain_name":"qmul","page_name":"ErcanHüseyin","display_name":"Ercan Hüseyin","profile_url":"https://qmul.academia.edu/ErcanH%C3%BCseyin?f_ri=400629","photo":"https://0.academia-photos.com/9086579/2949447/3454851/s65_ercan.h_seyin.jpg"}</script></span></span></li><li class="js-paper-rank-work_8119896 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8119896"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8119896, container: ".js-paper-rank-work_8119896", }); });</script></li><li class="js-percentile-work_8119896 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8119896; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8119896"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8119896 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8119896"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8119896; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8119896]").text(description); $(".js-view-count-work_8119896").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8119896").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8119896"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="57457" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Transfer">Language Transfer</a>, <script data-card-contents-for-ri="57457" type="text/json">{"id":57457,"name":"Language Transfer","url":"https://www.academia.edu/Documents/in/Language_Transfer?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152918" rel="nofollow" href="https://www.academia.edu/Documents/in/Error_Analysis">Error Analysis</a><script data-card-contents-for-ri="152918" type="text/json">{"id":152918,"name":"Error Analysis","url":"https://www.academia.edu/Documents/in/Error_Analysis?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8119896]'), work: {"id":8119896,"title":"Cross-linguistic influence: The potential effect of Chinese (L1) syntactic language transfer on English (L2) writing proficiency for students on a Pre-Master’s programme (PMP) at Queen Mary University of London","created_at":"2014-08-28T17:47:02.236-07:00","url":"https://www.academia.edu/8119896/Cross_linguistic_influence_The_potential_effect_of_Chinese_L1_syntactic_language_transfer_on_English_L2_writing_proficiency_for_students_on_a_Pre_Master_s_programme_PMP_at_Queen_Mary_University_of_London?f_ri=400629","dom_id":"work_8119896","summary":"This paper attempts to explore the effect of Chinese (L1) syntactic structures on the accurate production of English (L2) writing composition. The paper gives an overview of the literature concerning the field of Cross-Linguistic Influence (CLI) and also classifies the errors encountered by second language learners. Using 9 PMP writing exam papers, frequency of errors was recorded and then an error analysis was carried out to ascertain if there were any statistically significant errors. Errors were then situated in Stockwell, Bowen and Martin’s (1965) Hierarchy of Difficulty. The statistics show that, of the 19 error categories, 12 error categories were statistically significant which shows that Chinese learners of English have difficulty with many syntactic structures in English due to the negative language transfer of their L1. The findings suggest that English language instructors would perhaps be more effective if they emphasised learning areas of the English language which do not correspond well with the Chinese language. ","downloadable_attachments":[{"id":34564671,"asset_id":8119896,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9086579,"first_name":"Ercan","last_name":"Hüseyin","domain_name":"qmul","page_name":"ErcanHüseyin","display_name":"Ercan Hüseyin","profile_url":"https://qmul.academia.edu/ErcanH%C3%BCseyin?f_ri=400629","photo":"https://0.academia-photos.com/9086579/2949447/3454851/s65_ercan.h_seyin.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":57457,"name":"Language Transfer","url":"https://www.academia.edu/Documents/in/Language_Transfer?f_ri=400629","nofollow":true},{"id":152918,"name":"Error Analysis","url":"https://www.academia.edu/Documents/in/Error_Analysis?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4227941" data-work_id="4227941" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4227941/Lexical_Transfer_in_Norwegian_Interlanguage_A_detection_based_approach">Lexical Transfer in Norwegian Interlanguage: A detection-based approach</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study investigates cross-linguistic influence (‘transfer’) in Norwegian interlanguage using predictive data mining technology and with a focus on lexical transfer. The impetus for the present work came from the publication of a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4227941" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study investigates cross-linguistic influence (‘transfer’) in Norwegian interlanguage using predictive data mining technology and with a focus on lexical transfer. The impetus for the present work came from the publication of a series of studies (Jarvis & Crossley 2012) that explore the ‘detection-based approach’ to language transfer. <br /> <br />The following research questions are addressed: <br /> <br />1. Can data mining techniques be used to identify the L1 background of Norwegian language learners on the basis of their use of lexical features of the target language? <br />2. If so, what are the best predictors of L1 background? <br />3. And can those predictors be traced to cross-linguistic influence? <br /> <br />The study utilizes data from Norsk andrespråkskorpus (ASK), the Norwegian Second Language Corpus housed at the University of Bergen, and draws on resources from the ASKeladden project. The source data consists of texts written by 1,736 second language learners of Norwegian from ten different L1 backgrounds, and a control corpus of 200 texts written by native speakers. Word frequencies computed from this data are analysed using multivariate statistical methods that include analysis of variance and linear discriminant analysis, and the results are subjected to contrastive analysis. <br /> <br />The combination of discriminant analysis and contrastive analysis produces all three types of evidence called for by Jarvis (2000) in his methodological requirements for language transfer research: intragroup homogeneity, intergroup heterogeneity and cross-language congruity. Well-known transfer effects, such as the tendency for Russian learners to omit indefinite articles, are confirmed, and other, more subtle patterns of learner language are revealed, such as the tendency amongst Dutch learners to overuse the modal verb skal to a far greater extent than other learners. In addition to confirming the reality of lexical transfer, these results provide abundant material for further research, while the methodology employed can be harnessed in many areas of linguistic research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4227941" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cfef1d3e4450ce5882d4a5d4add0cd0f" rel="nofollow" data-download="{"attachment_id":31713812,"asset_id":4227941,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31713812/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="969638" href="https://uio.academia.edu/StevePepper">Steve Pepper</a><script data-card-contents-for-user="969638" type="text/json">{"id":969638,"first_name":"Steve","last_name":"Pepper","domain_name":"uio","page_name":"StevePepper","display_name":"Steve Pepper","profile_url":"https://uio.academia.edu/StevePepper?f_ri=400629","photo":"https://0.academia-photos.com/969638/353955/423385/s65_steve.pepper.jpg"}</script></span></span></li><li class="js-paper-rank-work_4227941 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4227941"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4227941, container: ".js-paper-rank-work_4227941", }); });</script></li><li class="js-percentile-work_4227941 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4227941; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_4227941"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_4227941 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4227941"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4227941; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4227941]").text(description); $(".js-view-count-work_4227941").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4227941").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4227941"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="41482" rel="nofollow" href="https://www.academia.edu/Documents/in/Multivariate_Analysis">Multivariate Analysis</a>, <script data-card-contents-for-ri="41482" type="text/json">{"id":41482,"name":"Multivariate Analysis","url":"https://www.academia.edu/Documents/in/Multivariate_Analysis?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="57457" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Transfer">Language Transfer</a>, <script data-card-contents-for-ri="57457" type="text/json">{"id":57457,"name":"Language Transfer","url":"https://www.academia.edu/Documents/in/Language_Transfer?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4227941]'), work: {"id":4227941,"title":"Lexical Transfer in Norwegian Interlanguage: A detection-based approach","created_at":"2013-08-12T22:05:01.522-07:00","url":"https://www.academia.edu/4227941/Lexical_Transfer_in_Norwegian_Interlanguage_A_detection_based_approach?f_ri=400629","dom_id":"work_4227941","summary":"This study investigates cross-linguistic influence (‘transfer’) in Norwegian interlanguage using predictive data mining technology and with a focus on lexical transfer. The impetus for the present work came from the publication of a series of studies (Jarvis \u0026 Crossley 2012) that explore the ‘detection-based approach’ to language transfer.\r\n\r\nThe following research questions are addressed:\r\n\r\n1.\tCan data mining techniques be used to identify the L1 background of Norwegian language learners on the basis of their use of lexical features of the target language?\r\n2.\tIf so, what are the best predictors of L1 background?\r\n3.\tAnd can those predictors be traced to cross-linguistic influence?\r\n\r\nThe study utilizes data from Norsk andrespråkskorpus (ASK), the Norwegian Second Language Corpus housed at the University of Bergen, and draws on resources from the ASKeladden project. The source data consists of texts written by 1,736 second language learners of Norwegian from ten different L1 backgrounds, and a control corpus of 200 texts written by native speakers. Word frequencies computed from this data are analysed using multivariate statistical methods that include analysis of variance and linear discriminant analysis, and the results are subjected to contrastive analysis.\r\n\r\nThe combination of discriminant analysis and contrastive analysis produces all three types of evidence called for by Jarvis (2000) in his methodological requirements for language transfer research: intragroup homogeneity, intergroup heterogeneity and cross-language congruity. Well-known transfer effects, such as the tendency for Russian learners to omit indefinite articles, are confirmed, and other, more subtle patterns of learner language are revealed, such as the tendency amongst Dutch learners to overuse the modal verb skal to a far greater extent than other learners. In addition to confirming the reality of lexical transfer, these results provide abundant material for further research, while the methodology employed can be harnessed in many areas of linguistic research.","downloadable_attachments":[{"id":31713812,"asset_id":4227941,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":969638,"first_name":"Steve","last_name":"Pepper","domain_name":"uio","page_name":"StevePepper","display_name":"Steve Pepper","profile_url":"https://uio.academia.edu/StevePepper?f_ri=400629","photo":"https://0.academia-photos.com/969638/353955/423385/s65_steve.pepper.jpg"}],"research_interests":[{"id":41482,"name":"Multivariate Analysis","url":"https://www.academia.edu/Documents/in/Multivariate_Analysis?f_ri=400629","nofollow":true},{"id":57457,"name":"Language Transfer","url":"https://www.academia.edu/Documents/in/Language_Transfer?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36165125 coauthored" data-work_id="36165125" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36165125/Differences_in_the_Association_between_Segment_and_Language_Early_Bilinguals_Pattern_with_Monolinguals_and_Are_Less_Accurate_than_Late_Bilinguals">Differences in the Association between Segment and Language: Early Bilinguals Pattern with Monolinguals and Are Less Accurate than Late Bilinguals</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Early bilinguals often show as much sensitivity to L2-specific contrasts as monolingual speakers of the L2, but most work on cross-language speech perception has focused on isolated segments, and typically only on neighboring vowels or... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36165125" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Early bilinguals often show as much sensitivity to L2-specific contrasts as monolingual speakers of the L2, but most work on cross-language speech perception has focused on isolated segments, and typically only on neighboring vowels or stop contrasts. In tasks that include sounds in context, listeners' success is more variable, so segment discrimination in isolation may not adequately represent the phonetic detail in stored representations. The current study explores the relationship between language experience and sensitivity to segmental cues in context by comparing the categorization patterns of monolingual English listeners and early and late Spanish–English bilinguals. Participants categorized nonce words containing different classes of English-and Spanish-specific sounds as being more English-like or more Spanish-like; target segments included phonemic cues, cues for which there is no analogous sound in the other language, or phonetic cues, cues for which English and Spanish share the category but for which each language varies in its phonetic implementation. Listeners' language categorization accuracy and reaction times were analyzed. Our results reveal a largely uniform categorization pattern across listener groups: Spanish cues were categorized more accurately than English cues, and phonemic cues were easier for listeners to categorize than phonetic cues. There were no differences in the sensitivity of monolinguals and early bilinguals to language-specific cues, suggesting that the early bilinguals' exposure to Spanish did not fundamentally change their representations of English phonology. However, neither did the early bilinguals show more sensitivity than the monolinguals to Spanish sounds. The late bilinguals however, were significantly more accurate than either of the other groups. These findings indicate that listeners with varying exposure to English and Spanish are able to use language-specific cues in a nonce-word language categorization task. Differences in how, and not only when, a language was acquired may influence listener sensitivity to more difficult cues, and the advantage for phonemic cues may reflect the greater salience of categories unique to each language. Implications for foreign-accent categorization and cross-language speech perception are discussed, and future directions are outlined to better understand how salience varies across language-specific phonemic and phonetic cues.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36165125" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4dfc92f6299fcba112fda5429139dd98" rel="nofollow" data-download="{"attachment_id":56062433,"asset_id":36165125,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56062433/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="467197" href="https://northwestern.academia.edu/CindyBlanco">Cindy Blanco</a><script data-card-contents-for-user="467197" type="text/json">{"id":467197,"first_name":"Cindy","last_name":"Blanco","domain_name":"northwestern","page_name":"CindyBlanco","display_name":"Cindy Blanco","profile_url":"https://northwestern.academia.edu/CindyBlanco?f_ri=400629","photo":"https://0.academia-photos.com/467197/155263/17333061/s65_cindy.blanco.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-36165125">+2</span><div class="hidden js-additional-users-36165125"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/RajkaSmiljanic">Rajka Smiljanic</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://liverpool.academia.edu/ColinBannard">Colin Bannard</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-36165125'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-36165125').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36165125 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36165125"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36165125; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36165125]").text(description); $(".js-view-count-work_36165125").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36165125").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36165125"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3574" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonological_Awareness">Phonological Awareness</a>, <script data-card-contents-for-ri="3574" type="text/json">{"id":3574,"name":"Phonological Awareness","url":"https://www.academia.edu/Documents/in/Phonological_Awareness?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5391" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_perception">Speech perception</a>, <script data-card-contents-for-ri="5391" type="text/json">{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="47268" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingualism">Bilingualism</a>, <script data-card-contents-for-ri="47268" type="text/json">{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="249540" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_proficiency">Language proficiency</a><script data-card-contents-for-ri="249540" type="text/json">{"id":249540,"name":"Language proficiency","url":"https://www.academia.edu/Documents/in/Language_proficiency?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36165125]'), work: {"id":36165125,"title":"Differences in the Association between Segment and Language: Early Bilinguals Pattern with Monolinguals and Are Less Accurate than Late Bilinguals","created_at":"2018-03-14T13:39:10.962-07:00","url":"https://www.academia.edu/36165125/Differences_in_the_Association_between_Segment_and_Language_Early_Bilinguals_Pattern_with_Monolinguals_and_Are_Less_Accurate_than_Late_Bilinguals?f_ri=400629","dom_id":"work_36165125","summary":"Early bilinguals often show as much sensitivity to L2-specific contrasts as monolingual speakers of the L2, but most work on cross-language speech perception has focused on isolated segments, and typically only on neighboring vowels or stop contrasts. In tasks that include sounds in context, listeners' success is more variable, so segment discrimination in isolation may not adequately represent the phonetic detail in stored representations. The current study explores the relationship between language experience and sensitivity to segmental cues in context by comparing the categorization patterns of monolingual English listeners and early and late Spanish–English bilinguals. Participants categorized nonce words containing different classes of English-and Spanish-specific sounds as being more English-like or more Spanish-like; target segments included phonemic cues, cues for which there is no analogous sound in the other language, or phonetic cues, cues for which English and Spanish share the category but for which each language varies in its phonetic implementation. Listeners' language categorization accuracy and reaction times were analyzed. Our results reveal a largely uniform categorization pattern across listener groups: Spanish cues were categorized more accurately than English cues, and phonemic cues were easier for listeners to categorize than phonetic cues. There were no differences in the sensitivity of monolinguals and early bilinguals to language-specific cues, suggesting that the early bilinguals' exposure to Spanish did not fundamentally change their representations of English phonology. However, neither did the early bilinguals show more sensitivity than the monolinguals to Spanish sounds. The late bilinguals however, were significantly more accurate than either of the other groups. These findings indicate that listeners with varying exposure to English and Spanish are able to use language-specific cues in a nonce-word language categorization task. Differences in how, and not only when, a language was acquired may influence listener sensitivity to more difficult cues, and the advantage for phonemic cues may reflect the greater salience of categories unique to each language. Implications for foreign-accent categorization and cross-language speech perception are discussed, and future directions are outlined to better understand how salience varies across language-specific phonemic and phonetic cues.","downloadable_attachments":[{"id":56062433,"asset_id":36165125,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":467197,"first_name":"Cindy","last_name":"Blanco","domain_name":"northwestern","page_name":"CindyBlanco","display_name":"Cindy Blanco","profile_url":"https://northwestern.academia.edu/CindyBlanco?f_ri=400629","photo":"https://0.academia-photos.com/467197/155263/17333061/s65_cindy.blanco.jpg"},{"id":34183784,"first_name":"Rajka","last_name":"Smiljanic","domain_name":"independent","page_name":"RajkaSmiljanic","display_name":"Rajka Smiljanic","profile_url":"https://independent.academia.edu/RajkaSmiljanic?f_ri=400629","photo":"/images/s65_no_pic.png"},{"id":71201250,"first_name":"Colin","last_name":"Bannard","domain_name":"liverpool","page_name":"ColinBannard","display_name":"Colin Bannard","profile_url":"https://liverpool.academia.edu/ColinBannard?f_ri=400629","photo":"https://0.academia-photos.com/71201250/29591008/27521503/s65_colin.bannard.jpg"}],"research_interests":[{"id":3574,"name":"Phonological Awareness","url":"https://www.academia.edu/Documents/in/Phonological_Awareness?f_ri=400629","nofollow":true},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=400629","nofollow":true},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=400629","nofollow":true},{"id":249540,"name":"Language proficiency","url":"https://www.academia.edu/Documents/in/Language_proficiency?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":443097,"name":"Second Language Acquisition, Multilingualism, Cross-Linguistic Influence","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition_Multilingualism_Cross-Linguistic_Influence?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41000656 coauthored" data-work_id="41000656" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41000656/Variaci%C3%B3n_l%C3%A9xica_en_la_frontera_hispano_portuguesa_vocabulario_compartido_y_elementos_constitutivos">Variación léxica en la frontera hispano-portuguesa: vocabulario compartido y elementos constitutivos</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">La presencia de diversas variedades lingüísticas (tanto constitutivas como consecutivas), su desigual alcance geográfico y el permanente contacto entre algunas de ellas son factores determinantes de la existencia de elementos léxicos de... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41000656" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">La presencia de diversas variedades lingüísticas (tanto constitutivas como consecutivas), su desigual alcance geográfico y el permanente contacto entre algunas de ellas son factores determinantes de la existencia de elementos léxicos de distintos orígenes diatópicos a lo largo del vasto territorio que separa España y Portugal. En el presente estudio —a partir de los materiales proporcionados por los repertorios lexicográficos que estamos manejando para la realización del Tesoro léxico de la frontera hispano-portuguesa—, se exponen algunos problemas que afectan al origen del vocabulario y se propone una categorización de los elementos léxicos que se localizan a lo largo de la línea que separa longitudinalmente ambos Estados: desde el noroeste de Zamora hasta el suroeste de Huelva y desde el noreste de Bragança al sureste de Faro. Las categorías analizadas permiten observar la influencia que el castellano y el portugués han ejercido fuera del territorio administrativo en el que son lenguas oficiales, así como particularizar la zona fronteriza, caracterizada por el uso de un vocabulario propio, con respecto a los dos países. El léxico seleccionado para nuestro corpus dialectal presenta como nota común el hecho de pertenecer al vocabulario diferencial: o bien son formas que carecen de consideración normativa en la lengua oficial del país en el que se documentan, o bien son términos españoles usados en Portugal o términos portugueses empleados en España.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41000656" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c43454543ec61c78f6449021840382e6" rel="nofollow" data-download="{"attachment_id":61281894,"asset_id":41000656,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61281894/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40982298" href="https://ufrj.academia.edu/RevistaLaborHist%C3%B3rico">Revista LaborHistórico</a><script data-card-contents-for-user="40982298" type="text/json">{"id":40982298,"first_name":"Revista","last_name":"LaborHistórico","domain_name":"ufrj","page_name":"RevistaLaborHistórico","display_name":"Revista LaborHistórico","profile_url":"https://ufrj.academia.edu/RevistaLaborHist%C3%B3rico?f_ri=400629","photo":"https://0.academia-photos.com/40982298/11136688/27314747/s65_revista.laborhist_rico.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-41000656">+1</span><div class="hidden js-additional-users-41000656"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://camertola.academia.edu/Jos%C3%A9AntonioGonz%C3%A1lezSalgado">José Antonio González Salgado</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-41000656'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-41000656').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_41000656 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41000656"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41000656, container: ".js-paper-rank-work_41000656", }); });</script></li><li class="js-percentile-work_41000656 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41000656; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41000656"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41000656 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41000656"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41000656; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41000656]").text(description); $(".js-view-count-work_41000656").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41000656").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41000656"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="16337" rel="nofollow" href="https://www.academia.edu/Documents/in/Lexicography">Lexicography</a>, <script data-card-contents-for-ri="16337" type="text/json">{"id":16337,"name":"Lexicography","url":"https://www.academia.edu/Documents/in/Lexicography?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="50390" rel="nofollow" href="https://www.academia.edu/Documents/in/Lexicon">Lexicon</a>, <script data-card-contents-for-ri="50390" type="text/json">{"id":50390,"name":"Lexicon","url":"https://www.academia.edu/Documents/in/Lexicon?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="99400" rel="nofollow" href="https://www.academia.edu/Documents/in/Portuguese-Spanish_linguistic_border">Portuguese-Spanish linguistic border</a>, <script data-card-contents-for-ri="99400" type="text/json">{"id":99400,"name":"Portuguese-Spanish linguistic border","url":"https://www.academia.edu/Documents/in/Portuguese-Spanish_linguistic_border?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="133810" rel="nofollow" href="https://www.academia.edu/Documents/in/Lexicografia">Lexicografia</a><script data-card-contents-for-ri="133810" type="text/json">{"id":133810,"name":"Lexicografia","url":"https://www.academia.edu/Documents/in/Lexicografia?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41000656]'), work: {"id":41000656,"title":"Variación léxica en la frontera hispano-portuguesa: vocabulario compartido y elementos constitutivos","created_at":"2019-11-20T13:20:59.435-08:00","url":"https://www.academia.edu/41000656/Variaci%C3%B3n_l%C3%A9xica_en_la_frontera_hispano_portuguesa_vocabulario_compartido_y_elementos_constitutivos?f_ri=400629","dom_id":"work_41000656","summary":"La presencia de diversas variedades lingüísticas (tanto constitutivas como consecutivas), su desigual alcance geográfico y el permanente contacto entre algunas de ellas son factores determinantes de la existencia de elementos léxicos de distintos orígenes diatópicos a lo largo del vasto territorio que separa España y Portugal. En el presente estudio —a partir de los materiales proporcionados por los repertorios lexicográficos que estamos manejando para la realización del Tesoro léxico de la frontera hispano-portuguesa—, se exponen algunos problemas que afectan al origen del vocabulario y se propone una categorización de los elementos léxicos que se localizan a lo largo de la línea que separa longitudinalmente ambos Estados: desde el noroeste de Zamora hasta el suroeste de Huelva y desde el noreste de Bragança al sureste de Faro. Las categorías analizadas permiten observar la influencia que el castellano y el portugués han ejercido fuera del territorio administrativo en el que son lenguas oficiales, así como particularizar la zona fronteriza, caracterizada por el uso de un vocabulario propio, con respecto a los dos países. El léxico seleccionado para nuestro corpus dialectal presenta como nota común el hecho de pertenecer al vocabulario diferencial: o bien son formas que carecen de consideración normativa en la lengua oficial del país en el que se documentan, o bien son términos españoles usados en Portugal o términos portugueses empleados en España.","downloadable_attachments":[{"id":61281894,"asset_id":41000656,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40982298,"first_name":"Revista","last_name":"LaborHistórico","domain_name":"ufrj","page_name":"RevistaLaborHistórico","display_name":"Revista LaborHistórico","profile_url":"https://ufrj.academia.edu/RevistaLaborHist%C3%B3rico?f_ri=400629","photo":"https://0.academia-photos.com/40982298/11136688/27314747/s65_revista.laborhist_rico.png"},{"id":5017081,"first_name":"José Antonio","last_name":"González Salgado","domain_name":"camertola","page_name":"JoséAntonioGonzálezSalgado","display_name":"José Antonio González Salgado","profile_url":"https://camertola.academia.edu/Jos%C3%A9AntonioGonz%C3%A1lezSalgado?f_ri=400629","photo":"https://0.academia-photos.com/5017081/2179725/34746329/s65_jos_antonio.gonz_lez_salgado.jpg"}],"research_interests":[{"id":16337,"name":"Lexicography","url":"https://www.academia.edu/Documents/in/Lexicography?f_ri=400629","nofollow":true},{"id":50390,"name":"Lexicon","url":"https://www.academia.edu/Documents/in/Lexicon?f_ri=400629","nofollow":true},{"id":99400,"name":"Portuguese-Spanish linguistic border","url":"https://www.academia.edu/Documents/in/Portuguese-Spanish_linguistic_border?f_ri=400629","nofollow":true},{"id":133810,"name":"Lexicografia","url":"https://www.academia.edu/Documents/in/Lexicografia?f_ri=400629","nofollow":true},{"id":153885,"name":"Léxico","url":"https://www.academia.edu/Documents/in/L%C3%A9xico?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":2672786,"name":"Fronteras coloniales hispano- portuguesas","url":"https://www.academia.edu/Documents/in/Fronteras_coloniales_hispano-_portuguesas?f_ri=400629"},{"id":3455232,"name":"Influencia lingüística","url":"https://www.academia.edu/Documents/in/Influencia_ling%C3%BC%C3%ADstica?f_ri=400629"},{"id":3455233,"name":"Dialectal vocabulary","url":"https://www.academia.edu/Documents/in/Dialectal_vocabulary?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42788305 coauthored" data-work_id="42788305" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42788305/L1_influence_on_Second_Language_Acquisition_and_Teaching">L1 influence on Second Language Acquisition and Teaching</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The effect of the first language (L1) on the acquisition of a second (L2) or additional language has been a long-debated issue in the area of second language acquisition, from early contrastivist approaches to current cognitive... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42788305" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The effect of the first language (L1) on the acquisition of a second (L2) or additional language has been a long-debated issue in the area of second language acquisition, from early contrastivist approaches to current cognitive perspectives. In this paper we will review the main theoretical accounts of cross-linguistic influence focusing on recent perspectives, such as linguistic relativity, the multicompetence framework and cognitive linguistics/usage-based approaches. We will also point to the teaching implications, not only as regards the native vs. the non-native teacher but also the role of the L1 in classroom instruction and the elaboration of textbooks and teaching materials.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42788305" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6a00f7a8ee3c761307566a8c02ecc8b4" rel="nofollow" data-download="{"attachment_id":63014071,"asset_id":42788305,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63014071/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="150388708" href="https://independent.academia.edu/NewTrendsandIssuesProceedingsonHumanitiesandSocialSciencesPROSOC">New Trends and Issues Proceedings on Humanities and Social Sciences (PROSOC)</a><script data-card-contents-for-user="150388708" type="text/json">{"id":150388708,"first_name":"New Trends and Issues Proceedings on Humanities and Social Sciences","last_name":"(PROSOC)","domain_name":"independent","page_name":"NewTrendsandIssuesProceedingsonHumanitiesandSocialSciencesPROSOC","display_name":"New Trends and Issues Proceedings on Humanities and Social Sciences (PROSOC)","profile_url":"https://independent.academia.edu/NewTrendsandIssuesProceedingsonHumanitiesandSocialSciencesPROSOC?f_ri=400629","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-42788305">+1</span><div class="hidden js-additional-users-42788305"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/RAlonso4">R. Alonso</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-42788305'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-42788305').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_42788305 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42788305"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42788305, container: ".js-paper-rank-work_42788305", }); });</script></li><li class="js-percentile-work_42788305 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42788305; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_42788305"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_42788305 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="42788305"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42788305; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42788305]").text(description); $(".js-view-count-work_42788305").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42788305").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42788305"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="37753" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching">Teaching</a>, <script data-card-contents-for-ri="37753" type="text/json">{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="244292" rel="nofollow" href="https://www.academia.edu/Documents/in/Instruction">Instruction</a>, <script data-card-contents-for-ri="244292" type="text/json">{"id":244292,"name":"Instruction","url":"https://www.academia.edu/Documents/in/Instruction?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42788305]'), work: {"id":42788305,"title":"L1 influence on Second Language Acquisition and Teaching","created_at":"2020-04-19T12:46:26.746-07:00","url":"https://www.academia.edu/42788305/L1_influence_on_Second_Language_Acquisition_and_Teaching?f_ri=400629","dom_id":"work_42788305","summary":"The effect of the first language (L1) on the acquisition of a second (L2) or additional language has been a long-debated issue in the area of second language acquisition, from early contrastivist approaches to current cognitive perspectives. In this paper we will review the main theoretical accounts of cross-linguistic influence focusing on recent perspectives, such as linguistic relativity, the multicompetence framework and cognitive linguistics/usage-based approaches. We will also point to the teaching implications, not only as regards the native vs. the non-native teacher but also the role of the L1 in classroom instruction and the elaboration of textbooks and teaching materials.","downloadable_attachments":[{"id":63014071,"asset_id":42788305,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":150388708,"first_name":"New Trends and Issues Proceedings on Humanities and Social Sciences","last_name":"(PROSOC)","domain_name":"independent","page_name":"NewTrendsandIssuesProceedingsonHumanitiesandSocialSciencesPROSOC","display_name":"New Trends and Issues Proceedings on Humanities and Social Sciences (PROSOC)","profile_url":"https://independent.academia.edu/NewTrendsandIssuesProceedingsonHumanitiesandSocialSciencesPROSOC?f_ri=400629","photo":"/images/s65_no_pic.png"},{"id":154987363,"first_name":"R.","last_name":"Alonso","domain_name":"independent","page_name":"RAlonso4","display_name":"R. Alonso","profile_url":"https://independent.academia.edu/RAlonso4?f_ri=400629","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching?f_ri=400629","nofollow":true},{"id":244292,"name":"Instruction","url":"https://www.academia.edu/Documents/in/Instruction?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79338221" data-work_id="79338221" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79338221/Intoxication_and_pitch_control_in_tonal_and_non_tonal_language_speakers">Intoxication and pitch control in tonal and non-tonal language speakers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Alcohol intoxication is known to affect pitch variability in non-tonal languages. In this study, intoxication's effects on pitch were examined in tonal and non-tonal language speakers, in both their native language (L1; German, Korean,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_79338221" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Alcohol intoxication is known to affect pitch variability in non-tonal languages. In this study, intoxication's effects on pitch were examined in tonal and non-tonal language speakers, in both their native language (L1; German, Korean, Mandarin) and nonnative language (L2; English). Intoxication significantly increased pitch variability in the German group (in L1 and L2), but not in the Korean or Mandarin groups (in L1 or L2), although there were individual differences. These results support the view that pitch control is related to the functional load of pitch and is an aspect of speech production that can be advantageously transferred across languages, overriding the expected effects of alcohol.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79338221" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d6e6fc7ba4663cc1f5322221e7db823f" rel="nofollow" data-download="{"attachment_id":87202356,"asset_id":79338221,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/87202356/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="317353" href="https://cityu-hk.academia.edu/CharlesChang">Charles B Chang</a><script data-card-contents-for-user="317353" type="text/json">{"id":317353,"first_name":"Charles","last_name":"Chang","domain_name":"cityu-hk","page_name":"CharlesChang","display_name":"Charles B Chang","profile_url":"https://cityu-hk.academia.edu/CharlesChang?f_ri=400629","photo":"https://0.academia-photos.com/317353/65948/18835008/s65_charles.chang.jpg"}</script></span></span></li><li class="js-paper-rank-work_79338221 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="79338221"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 79338221, container: ".js-paper-rank-work_79338221", }); });</script></li><li class="js-percentile-work_79338221 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 79338221; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_79338221"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_79338221 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="79338221"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 79338221; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=79338221]").text(description); $(".js-view-count-work_79338221").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_79338221").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="79338221"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3979" rel="nofollow" href="https://www.academia.edu/Documents/in/English_language">English language</a>, <script data-card-contents-for-ri="3979" type="text/json">{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6148" rel="nofollow" href="https://www.academia.edu/Documents/in/German_Language">German Language</a><script data-card-contents-for-ri="6148" type="text/json">{"id":6148,"name":"German Language","url":"https://www.academia.edu/Documents/in/German_Language?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=79338221]'), work: {"id":79338221,"title":"Intoxication and pitch control in tonal and non-tonal language speakers","created_at":"2022-05-17T18:14:08.749-07:00","url":"https://www.academia.edu/79338221/Intoxication_and_pitch_control_in_tonal_and_non_tonal_language_speakers?f_ri=400629","dom_id":"work_79338221","summary":"Alcohol intoxication is known to affect pitch variability in non-tonal languages. In this study, intoxication's effects on pitch were examined in tonal and non-tonal language speakers, in both their native language (L1; German, Korean, Mandarin) and nonnative language (L2; English). Intoxication significantly increased pitch variability in the German group (in L1 and L2), but not in the Korean or Mandarin groups (in L1 or L2), although there were individual differences. These results support the view that pitch control is related to the functional load of pitch and is an aspect of speech production that can be advantageously transferred across languages, overriding the expected effects of alcohol.","downloadable_attachments":[{"id":87202356,"asset_id":79338221,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":317353,"first_name":"Charles","last_name":"Chang","domain_name":"cityu-hk","page_name":"CharlesChang","display_name":"Charles B Chang","profile_url":"https://cityu-hk.academia.edu/CharlesChang?f_ri=400629","photo":"https://0.academia-photos.com/317353/65948/18835008/s65_charles.chang.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=400629","nofollow":true},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=400629","nofollow":true},{"id":6148,"name":"German Language","url":"https://www.academia.edu/Documents/in/German_Language?f_ri=400629","nofollow":true},{"id":6993,"name":"Alcohol Studies","url":"https://www.academia.edu/Documents/in/Alcohol_Studies?f_ri=400629"},{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=400629"},{"id":8056,"name":"Speech Acoustics","url":"https://www.academia.edu/Documents/in/Speech_Acoustics?f_ri=400629"},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=400629"},{"id":33720,"name":"Crosslinguistic Influence","url":"https://www.academia.edu/Documents/in/Crosslinguistic_Influence?f_ri=400629"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=400629"},{"id":53231,"name":"Chinese Language","url":"https://www.academia.edu/Documents/in/Chinese_Language?f_ri=400629"},{"id":79447,"name":"Fundamental Frequency","url":"https://www.academia.edu/Documents/in/Fundamental_Frequency?f_ri=400629"},{"id":138122,"name":"Korean language","url":"https://www.academia.edu/Documents/in/Korean_language?f_ri=400629"},{"id":200138,"name":"Mandarin Chinese","url":"https://www.academia.edu/Documents/in/Mandarin_Chinese?f_ri=400629"},{"id":203847,"name":"Intoxication","url":"https://www.academia.edu/Documents/in/Intoxication?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=400629"},{"id":1431693,"name":"Pitch Control","url":"https://www.academia.edu/Documents/in/Pitch_Control?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23437345" data-work_id="23437345" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23437345/The_Scalpel_Model_of_Third_Language_Acquisition">The Scalpel Model of Third Language Acquisition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Aims and Objectives/Purpose/Research Questions: This article proposes the Scalpel Model, a new model of third and additional language (L3/Ln) acquisition. The model aims to identify and examine what happens beyond the initial state of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23437345" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Aims and Objectives/Purpose/Research Questions: This article proposes the Scalpel Model, a new model of third and additional language (L3/Ln) acquisition. The model aims to identify and examine what happens beyond the initial state of acquisition and what factors may influence change from one state of knowledge to another.<br />Design/Methodology/Approach: The article briefly examines the currently proposed hypotheses and models and evaluates the existing evidence for their predictions. It highlights several cognitive and experiential factors affecting crosslinguistic influence that are not taken into account by the current models. These factors include: structural linguistic complexity, misleading input or lack of clear unambiguous evidence for some property or construction, construction frequency in the target L3, and prevalent language activation or use. <br />Data and Analysis: Findings of recently published research are discussed to support of the Scalpel Model. In particular, findings of differential learnability of properties within the same groups of learners suggest that L1 or L2 transfer happens property by property and is influenced by diverse factors. <br />Findings/Conclusions: The Scalpel Model explicitly argues that wholesale transfer of one of the previously acquired languages does not happen at the initial stages of acquisition because it is not necessary. It also argues that transfer can be from the L1 or the L2 or both, but it is not only facilitative. <br />Originality: The new model increases the explanatory coverage of the current experimental findings on how the L3/Ln linguistic representations develop. <br />Significance/Implications: The model emphasizes the importance of the cognitive, experiential and linguistic influences on the L3/Ln beyond transfer from the L1 or L2. Thus it aligns L3/Ln acquisition with current debates within L2 acquisition theory.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23437345" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="caf8231fee9179f8a87db0ad2f161928" rel="nofollow" data-download="{"attachment_id":43879730,"asset_id":23437345,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43879730/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3781598" href="https://soton.academia.edu/RoumyanaSlabakova">Roumyana Slabakova</a><script data-card-contents-for-user="3781598" type="text/json">{"id":3781598,"first_name":"Roumyana","last_name":"Slabakova","domain_name":"soton","page_name":"RoumyanaSlabakova","display_name":"Roumyana Slabakova","profile_url":"https://soton.academia.edu/RoumyanaSlabakova?f_ri=400629","photo":"https://0.academia-photos.com/3781598/1760657/2104499/s65_roumyana.slabakova.jpg"}</script></span></span></li><li class="js-paper-rank-work_23437345 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23437345"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23437345, container: ".js-paper-rank-work_23437345", }); });</script></li><li class="js-percentile-work_23437345 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23437345; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_23437345"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_23437345 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="23437345"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23437345; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23437345]").text(description); $(".js-view-count-work_23437345").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23437345").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23437345"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2308" rel="nofollow" href="https://www.academia.edu/Documents/in/Multilingualism">Multilingualism</a>, <script data-card-contents-for-ri="2308" type="text/json">{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="21203" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Additional_Language_Learning">Second/Additional Language Learning</a>, <script data-card-contents-for-ri="21203" type="text/json">{"id":21203,"name":"Second/Additional Language Learning","url":"https://www.academia.edu/Documents/in/Second_Additional_Language_Learning?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="33639" rel="nofollow" href="https://www.academia.edu/Documents/in/Third_Language_Acqusition">Third Language Acqusition</a>, <script data-card-contents-for-ri="33639" type="text/json">{"id":33639,"name":"Third Language Acqusition","url":"https://www.academia.edu/Documents/in/Third_Language_Acqusition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="44621" rel="nofollow" href="https://www.academia.edu/Documents/in/Third_Language_Acquisition">Third Language Acquisition</a><script data-card-contents-for-ri="44621" type="text/json">{"id":44621,"name":"Third Language Acquisition","url":"https://www.academia.edu/Documents/in/Third_Language_Acquisition?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23437345]'), work: {"id":23437345,"title":"The Scalpel Model of Third Language Acquisition","created_at":"2016-03-18T23:37:15.927-07:00","url":"https://www.academia.edu/23437345/The_Scalpel_Model_of_Third_Language_Acquisition?f_ri=400629","dom_id":"work_23437345","summary":"Aims and Objectives/Purpose/Research Questions: This article proposes the Scalpel Model, a new model of third and additional language (L3/Ln) acquisition. The model aims to identify and examine what happens beyond the initial state of acquisition and what factors may influence change from one state of knowledge to another.\nDesign/Methodology/Approach: The article briefly examines the currently proposed hypotheses and models and evaluates the existing evidence for their predictions. It highlights several cognitive and experiential factors affecting crosslinguistic influence that are not taken into account by the current models. These factors include: structural linguistic complexity, misleading input or lack of clear unambiguous evidence for some property or construction, construction frequency in the target L3, and prevalent language activation or use. \nData and Analysis: Findings of recently published research are discussed to support of the Scalpel Model. In particular, findings of differential learnability of properties within the same groups of learners suggest that L1 or L2 transfer happens property by property and is influenced by diverse factors. \nFindings/Conclusions: The Scalpel Model explicitly argues that wholesale transfer of one of the previously acquired languages does not happen at the initial stages of acquisition because it is not necessary. It also argues that transfer can be from the L1 or the L2 or both, but it is not only facilitative. \nOriginality: The new model increases the explanatory coverage of the current experimental findings on how the L3/Ln linguistic representations develop. \nSignificance/Implications: The model emphasizes the importance of the cognitive, experiential and linguistic influences on the L3/Ln beyond transfer from the L1 or L2. Thus it aligns L3/Ln acquisition with current debates within L2 acquisition theory.\n","downloadable_attachments":[{"id":43879730,"asset_id":23437345,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3781598,"first_name":"Roumyana","last_name":"Slabakova","domain_name":"soton","page_name":"RoumyanaSlabakova","display_name":"Roumyana Slabakova","profile_url":"https://soton.academia.edu/RoumyanaSlabakova?f_ri=400629","photo":"https://0.academia-photos.com/3781598/1760657/2104499/s65_roumyana.slabakova.jpg"}],"research_interests":[{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=400629","nofollow":true},{"id":21203,"name":"Second/Additional Language Learning","url":"https://www.academia.edu/Documents/in/Second_Additional_Language_Learning?f_ri=400629","nofollow":true},{"id":33639,"name":"Third Language Acqusition","url":"https://www.academia.edu/Documents/in/Third_Language_Acqusition?f_ri=400629","nofollow":true},{"id":44621,"name":"Third Language Acquisition","url":"https://www.academia.edu/Documents/in/Third_Language_Acquisition?f_ri=400629","nofollow":true},{"id":46598,"name":"Cross-linguistic transfer of semantics and syntax","url":"https://www.academia.edu/Documents/in/Cross-linguistic_transfer_of_semantics_and_syntax?f_ri=400629"},{"id":46948,"name":"Bilingualism and Multilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism_and_Multilingualism?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":443097,"name":"Second Language Acquisition, Multilingualism, Cross-Linguistic Influence","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition_Multilingualism_Cross-Linguistic_Influence?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33816124 coauthored" data-work_id="33816124" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33816124/L2_Cross_linguistic_influence_on_L1">L2 Cross-linguistic influence on L1</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">To which extent is cross-linguistic influence in form of negative transfer present in L1 translations? <br />Which linguistic areas are most affected by negative transfer?</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33816124" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="35eecab803eda291104eecb459ea37e6" rel="nofollow" data-download="{"attachment_id":53800816,"asset_id":33816124,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53800816/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3584697" href="https://unze.academia.edu/NadiraAljovic">Nadira Aljovic</a><script data-card-contents-for-user="3584697" type="text/json">{"id":3584697,"first_name":"Nadira","last_name":"Aljovic","domain_name":"unze","page_name":"NadiraAljovic","display_name":"Nadira Aljovic","profile_url":"https://unze.academia.edu/NadiraAljovic?f_ri=400629","photo":"https://0.academia-photos.com/3584697/1246214/12992603/s65_nadira.aljovic.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-33816124">+1</span><div class="hidden js-additional-users-33816124"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/GoranGrubesic">Goran Grubesic</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-33816124'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-33816124').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_33816124 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33816124"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33816124, container: ".js-paper-rank-work_33816124", }); });</script></li><li class="js-percentile-work_33816124 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33816124; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_33816124"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_33816124 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="33816124"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33816124; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33816124]").text(description); $(".js-view-count-work_33816124").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33816124").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33816124"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3979" rel="nofollow" href="https://www.academia.edu/Documents/in/English_language">English language</a>, <script data-card-contents-for-ri="3979" type="text/json">{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4954" rel="nofollow" href="https://www.academia.edu/Documents/in/Translation_theory">Translation theory</a>, <script data-card-contents-for-ri="4954" type="text/json">{"id":4954,"name":"Translation theory","url":"https://www.academia.edu/Documents/in/Translation_theory?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="184145" rel="nofollow" href="https://www.academia.edu/Documents/in/TESL_TEFL">TESL/TEFL</a>, <script data-card-contents-for-ri="184145" type="text/json">{"id":184145,"name":"TESL/TEFL","url":"https://www.academia.edu/Documents/in/TESL_TEFL?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33816124]'), work: {"id":33816124,"title":"L2 Cross-linguistic influence on L1","created_at":"2017-07-08T14:10:00.164-07:00","url":"https://www.academia.edu/33816124/L2_Cross_linguistic_influence_on_L1?f_ri=400629","dom_id":"work_33816124","summary":"To which extent is cross-linguistic influence in form of negative transfer present in L1 translations?\r\nWhich linguistic areas are most affected by negative transfer?","downloadable_attachments":[{"id":53800816,"asset_id":33816124,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3584697,"first_name":"Nadira","last_name":"Aljovic","domain_name":"unze","page_name":"NadiraAljovic","display_name":"Nadira Aljovic","profile_url":"https://unze.academia.edu/NadiraAljovic?f_ri=400629","photo":"https://0.academia-photos.com/3584697/1246214/12992603/s65_nadira.aljovic.jpg"},{"id":49382102,"first_name":"Goran","last_name":"Grubesic","domain_name":"independent","page_name":"GoranGrubesic","display_name":"Goran Grubesic","profile_url":"https://independent.academia.edu/GoranGrubesic?f_ri=400629","photo":"https://0.academia-photos.com/49382102/47582180/36403486/s65_goran.grubesic.jpg"}],"research_interests":[{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=400629","nofollow":true},{"id":4954,"name":"Translation theory","url":"https://www.academia.edu/Documents/in/Translation_theory?f_ri=400629","nofollow":true},{"id":184145,"name":"TESL/TEFL","url":"https://www.academia.edu/Documents/in/TESL_TEFL?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13015904" data-work_id="13015904" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13015904/The_Parasitic_Model_of_L2_and_L3_vocabulary_acquisition_evidence_from_naturalistic_and_experimental_studies">The Parasitic Model of L2 and L3 vocabulary acquisition: evidence from naturalistic and experimental studies</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper reviews evidence for the Parasitic Model of Vocabulary Acquisition for second and third language learners/developing multilinguals. It first describes the model’s predictions about default processes based on the detection and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13015904" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper reviews evidence for the Parasitic Model of Vocabulary Acquisition for second and third language learners/developing multilinguals. It first describes the model’s predictions about default processes based on the detection and use of similarity at the three stages involved in the development of individual lexical items: (1) the establishing of a form representation, (2) the building of connections to syntactic frame and concept representations, and (3) the strengthening and automatization of representations and access routes. The paper then summarizes both naturalistic and experimental evidence for processes involved at these three stages. Finally it discusses open issues and potential areas for future investigation.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13015904" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ced62da17deb16f9d93a3d2c98ada411" rel="nofollow" data-download="{"attachment_id":37918444,"asset_id":13015904,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37918444/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2644703" href="https://universityofarizona.academia.edu/PeterEcke">Peter Ecke</a><script data-card-contents-for-user="2644703" type="text/json">{"id":2644703,"first_name":"Peter","last_name":"Ecke","domain_name":"universityofarizona","page_name":"PeterEcke","display_name":"Peter Ecke","profile_url":"https://universityofarizona.academia.edu/PeterEcke?f_ri=400629","photo":"https://0.academia-photos.com/2644703/842459/35223525/s65_peter.ecke.jpg"}</script></span></span></li><li class="js-paper-rank-work_13015904 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13015904"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13015904, container: ".js-paper-rank-work_13015904", }); 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$(".js-view-count[data-work-id=13015904]").text(description); $(".js-view-count-work_13015904").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13015904").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13015904"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="33639" rel="nofollow" href="https://www.academia.edu/Documents/in/Third_Language_Acqusition">Third Language Acqusition</a>, <script data-card-contents-for-ri="33639" type="text/json">{"id":33639,"name":"Third Language Acqusition","url":"https://www.academia.edu/Documents/in/Third_Language_Acqusition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42190" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_language_vocabulary_acquisition">Second language vocabulary acquisition</a>, <script data-card-contents-for-ri="42190" type="text/json">{"id":42190,"name":"Second language vocabulary acquisition","url":"https://www.academia.edu/Documents/in/Second_language_vocabulary_acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="46948" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingualism_and_Multilingualism">Bilingualism and Multilingualism</a>, <script data-card-contents-for-ri="46948" type="text/json">{"id":46948,"name":"Bilingualism and Multilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism_and_Multilingualism?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13015904]'), work: {"id":13015904,"title":"The Parasitic Model of L2 and L3 vocabulary acquisition: evidence from naturalistic and experimental studies","created_at":"2015-06-16T02:43:21.921-07:00","url":"https://www.academia.edu/13015904/The_Parasitic_Model_of_L2_and_L3_vocabulary_acquisition_evidence_from_naturalistic_and_experimental_studies?f_ri=400629","dom_id":"work_13015904","summary":"This paper reviews evidence for the Parasitic Model of Vocabulary Acquisition for second and third language learners/developing multilinguals. It first describes the model’s predictions about default processes based on the detection and use of similarity at the three stages involved in the development of individual lexical items: (1) the establishing of a form representation, (2) the building of connections to syntactic frame and concept representations, and (3) the strengthening and automatization of representations and access routes. The paper then summarizes both naturalistic and experimental evidence for processes involved at these three stages. Finally it discusses open issues and potential areas for future investigation.","downloadable_attachments":[{"id":37918444,"asset_id":13015904,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2644703,"first_name":"Peter","last_name":"Ecke","domain_name":"universityofarizona","page_name":"PeterEcke","display_name":"Peter Ecke","profile_url":"https://universityofarizona.academia.edu/PeterEcke?f_ri=400629","photo":"https://0.academia-photos.com/2644703/842459/35223525/s65_peter.ecke.jpg"}],"research_interests":[{"id":33639,"name":"Third Language Acqusition","url":"https://www.academia.edu/Documents/in/Third_Language_Acqusition?f_ri=400629","nofollow":true},{"id":42190,"name":"Second language vocabulary acquisition","url":"https://www.academia.edu/Documents/in/Second_language_vocabulary_acquisition?f_ri=400629","nofollow":true},{"id":46948,"name":"Bilingualism and Multilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism_and_Multilingualism?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4455450" data-work_id="4455450" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4455450/The_Role_of_Explicit_Instruction_in_the_Acquisition_of_L2_Spanish_a_by_L1_English_Speakers">The Role of Explicit Instruction in the Acquisition of L2 Spanish /a/ by L1 English Speakers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This research aims to find the extent to which a semester-long hybrid college course of first-year accelerated Spanish with explicit phonological instruction helps a group of eight native English speakers and one native French speaker... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4455450" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This research aims to find the extent to which a semester-long hybrid college course of first-year accelerated Spanish with explicit phonological instruction helps a group of eight native English speakers and one native French speaker acquire the Spanish open low central unrounded vowel /a/ in Spanish as L2 and L3 respectively, by analyzing the subjects' production of this segment in different stress and syllabic contexts. The change in quality of this vowel was analyzed by monitoring the extent to which F1 and F2 changed over a sixteen-week period using spectrographic analysis on their production of /a/ at three times during the semester: at the beginning, in the middle, and at the end. A comparison with the same two /a/ formants of L1 native Spanish speakers helped to provide information on whether a significant difference originated in production as a consequence of the course’s explicit phonological instruction element, as well as the degree to which the L1 of the subjects exert an effect on the acquisition of this vocalic segment. Learners answered the Pronunciation Attitude Inventory (Elliott, 1995) in order to find out whether a willingness to improve was correlated with an improvement or lack thereof in phonological production.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4455450" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8f59944ae1bf7bb9c93cb84462eec084" rel="nofollow" data-download="{"attachment_id":31865408,"asset_id":4455450,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31865408/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="314236" href="https://unm.academia.edu/CarlosEnriqueIbarraLinguisticsphonology">Carlos Enrique Ibarra</a><script data-card-contents-for-user="314236" type="text/json">{"id":314236,"first_name":"Carlos Enrique","last_name":"Ibarra","domain_name":"unm","page_name":"CarlosEnriqueIbarraLinguisticsphonology","display_name":"Carlos Enrique Ibarra","profile_url":"https://unm.academia.edu/CarlosEnriqueIbarraLinguisticsphonology?f_ri=400629","photo":"https://0.academia-photos.com/314236/1976153/2777798/s65_carlos_enrique.ibarra_-_linguistics_phonology_.jpg"}</script></span></span></li><li class="js-paper-rank-work_4455450 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4455450"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4455450, container: ".js-paper-rank-work_4455450", }); 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$(".js-view-count[data-work-id=4455450]").text(description); $(".js-view-count-work_4455450").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4455450").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4455450"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13639" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language">Spanish as a Foreign Language</a><script data-card-contents-for-ri="13639" type="text/json">{"id":13639,"name":"Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4455450]'), work: {"id":4455450,"title":"The Role of Explicit Instruction in the Acquisition of L2 Spanish /a/ by L1 English Speakers","created_at":"2013-09-10T08:45:14.823-07:00","url":"https://www.academia.edu/4455450/The_Role_of_Explicit_Instruction_in_the_Acquisition_of_L2_Spanish_a_by_L1_English_Speakers?f_ri=400629","dom_id":"work_4455450","summary":"This research aims to find the extent to which a semester-long hybrid college course of first-year accelerated Spanish with explicit phonological instruction helps a group of eight native English speakers and one native French speaker acquire the Spanish open low central unrounded vowel /a/ in Spanish as L2 and L3 respectively, by analyzing the subjects' production of this segment in different stress and syllabic contexts. The change in quality of this vowel was analyzed by monitoring the extent to which F1 and F2 changed over a sixteen-week period using spectrographic analysis on their production of /a/ at three times during the semester: at the beginning, in the middle, and at the end. A comparison with the same two /a/ formants of L1 native Spanish speakers helped to provide information on whether a significant difference originated in production as a consequence of the course’s explicit phonological instruction element, as well as the degree to which the L1 of the subjects exert an effect on the acquisition of this vocalic segment. Learners answered the Pronunciation Attitude Inventory (Elliott, 1995) in order to find out whether a willingness to improve was correlated with an improvement or lack thereof in phonological production.","downloadable_attachments":[{"id":31865408,"asset_id":4455450,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":314236,"first_name":"Carlos Enrique","last_name":"Ibarra","domain_name":"unm","page_name":"CarlosEnriqueIbarraLinguisticsphonology","display_name":"Carlos Enrique Ibarra","profile_url":"https://unm.academia.edu/CarlosEnriqueIbarraLinguisticsphonology?f_ri=400629","photo":"https://0.academia-photos.com/314236/1976153/2777798/s65_carlos_enrique.ibarra_-_linguistics_phonology_.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=400629","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=400629","nofollow":true},{"id":13639,"name":"Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language?f_ri=400629","nofollow":true},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=400629"},{"id":22043,"name":"Phonological Acquisition","url":"https://www.academia.edu/Documents/in/Phonological_Acquisition?f_ri=400629"},{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=400629"},{"id":38530,"name":"Linguistic interference","url":"https://www.academia.edu/Documents/in/Linguistic_interference?f_ri=400629"},{"id":53172,"name":"Vowel phonetics","url":"https://www.academia.edu/Documents/in/Vowel_phonetics?f_ri=400629"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=400629"},{"id":71161,"name":"Quantitative linguistics","url":"https://www.academia.edu/Documents/in/Quantitative_linguistics?f_ri=400629"},{"id":117873,"name":"Vowels","url":"https://www.academia.edu/Documents/in/Vowels?f_ri=400629"},{"id":252671,"name":"Spanish L2 FL","url":"https://www.academia.edu/Documents/in/Spanish_L2_FL?f_ri=400629"},{"id":341679,"name":"Implicit and explicit instruction in L2 learning","url":"https://www.academia.edu/Documents/in/Implicit_and_explicit_instruction_in_L2_learning?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":531419,"name":"L3 Acquisition","url":"https://www.academia.edu/Documents/in/L3_Acquisition?f_ri=400629"},{"id":637581,"name":"L2 and L3 acquisition","url":"https://www.academia.edu/Documents/in/L2_and_L3_acquisition?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3223525" data-work_id="3223525" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3223525/LA_ADQUISICI%C3%93N_DE_EVENTOS_DE_MOVIMIENTO_EN_SEGUNDAS_LENGUAS">LA ADQUISICIÓN DE EVENTOS DE MOVIMIENTO EN SEGUNDAS LENGUAS</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3223525" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4943f443852931a0532dffefb8ac1f6e" rel="nofollow" data-download="{"attachment_id":31143682,"asset_id":3223525,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31143682/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3688522" href="https://unizar.academia.edu/AlbertoHijazoGasc%C3%B3n">Alberto Hijazo-Gascón</a><script data-card-contents-for-user="3688522" type="text/json">{"id":3688522,"first_name":"Alberto","last_name":"Hijazo-Gascón","domain_name":"unizar","page_name":"AlbertoHijazoGascón","display_name":"Alberto Hijazo-Gascón","profile_url":"https://unizar.academia.edu/AlbertoHijazoGasc%C3%B3n?f_ri=400629","photo":"https://0.academia-photos.com/3688522/1311129/1627126/s65_alberto.hijazo-gasc_n.jpg"}</script></span></span></li><li class="js-paper-rank-work_3223525 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3223525"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3223525, container: ".js-paper-rank-work_3223525", }); });</script></li><li class="js-percentile-work_3223525 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3223525; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3223525"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3223525 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3223525"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3223525; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3223525]").text(description); $(".js-view-count-work_3223525").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3223525").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3223525"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="13297" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Linguistics">Cognitive Linguistics</a>, <script data-card-contents-for-ri="13297" type="text/json">{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13639" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language">Spanish as a Foreign Language</a>, <script data-card-contents-for-ri="13639" type="text/json">{"id":13639,"name":"Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="32841" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Typology">Language Typology</a>, <script data-card-contents-for-ri="32841" type="text/json">{"id":32841,"name":"Language Typology","url":"https://www.academia.edu/Documents/in/Language_Typology?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="46521" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish_as_a_Second_Language">Spanish as a Second Language</a><script data-card-contents-for-ri="46521" type="text/json">{"id":46521,"name":"Spanish as a Second Language","url":"https://www.academia.edu/Documents/in/Spanish_as_a_Second_Language?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3223525]'), work: {"id":3223525,"title":"LA ADQUISICIÓN DE EVENTOS DE MOVIMIENTO EN SEGUNDAS LENGUAS","created_at":"2013-04-05T21:46:58.421-07:00","url":"https://www.academia.edu/3223525/LA_ADQUISICI%C3%93N_DE_EVENTOS_DE_MOVIMIENTO_EN_SEGUNDAS_LENGUAS?f_ri=400629","dom_id":"work_3223525","summary":null,"downloadable_attachments":[{"id":31143682,"asset_id":3223525,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3688522,"first_name":"Alberto","last_name":"Hijazo-Gascón","domain_name":"unizar","page_name":"AlbertoHijazoGascón","display_name":"Alberto Hijazo-Gascón","profile_url":"https://unizar.academia.edu/AlbertoHijazoGasc%C3%B3n?f_ri=400629","photo":"https://0.academia-photos.com/3688522/1311129/1627126/s65_alberto.hijazo-gasc_n.jpg"}],"research_interests":[{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=400629","nofollow":true},{"id":13639,"name":"Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language?f_ri=400629","nofollow":true},{"id":32841,"name":"Language Typology","url":"https://www.academia.edu/Documents/in/Language_Typology?f_ri=400629","nofollow":true},{"id":46521,"name":"Spanish as a Second Language","url":"https://www.academia.edu/Documents/in/Spanish_as_a_Second_Language?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49207921" data-work_id="49207921" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49207921/At_the_Confluence_of_Languages_Language_Transfer_as_a_Learning_Strategy_Aleksandra_Serwotka_and_Anna_Stwora_">At the Confluence of Languages – Language Transfer as a Learning Strategy (Aleksandra Serwotka & Anna Stwora)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Much of the current research into language learning and teaching is concerned with the phenomenon referred to as language transfer, especially with its negative effects in terms of second language acquisition and production. The... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49207921" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Much of the current research into language learning and teaching is concerned with the phenomenon referred to as language transfer, especially with its negative effects in terms of second language acquisition and production. The advantages of language transfer, however, have received rather scant attention despite the fact that cross-linguistic influence may be seen as an effective language learning strategy. That is why this paper is to lay emphasis on the positive aspects of foreign languages already known to learners—on the previous knowledge of one’s second language that is likely to blaze a trail for both new vocabulary and grammatical structures in other languages. Based on a survey conducted among students, the paper aims to explore the instances of cross-linguistic influence as regards third language learners, as well as to evaluate their level of knowledge concerning language transfer and its didactic application.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49207921" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4d9b7cec3c978b7c4d5ab8e09c8fd6b8" rel="nofollow" data-download="{"attachment_id":67594719,"asset_id":49207921,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67594719/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="68182742" href="https://silesian.academia.edu/AnnaStwora">Anna Stwora</a><script data-card-contents-for-user="68182742" type="text/json">{"id":68182742,"first_name":"Anna","last_name":"Stwora","domain_name":"silesian","page_name":"AnnaStwora","display_name":"Anna Stwora","profile_url":"https://silesian.academia.edu/AnnaStwora?f_ri=400629","photo":"https://0.academia-photos.com/68182742/17710267/33567636/s65_anna.stwora.jpg"}</script></span></span></li><li class="js-paper-rank-work_49207921 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49207921"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49207921, container: ".js-paper-rank-work_49207921", }); });</script></li><li class="js-percentile-work_49207921 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49207921; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49207921"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49207921 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49207921"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49207921; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49207921]").text(description); $(".js-view-count-work_49207921").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49207921").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49207921"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1417" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Acquisition">Language Acquisition</a>, <script data-card-contents-for-ri="1417" type="text/json">{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2308" rel="nofollow" href="https://www.academia.edu/Documents/in/Multilingualism">Multilingualism</a>, <script data-card-contents-for-ri="2308" type="text/json">{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12563" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Learning_Strategies">Language Learning Strategies</a>, <script data-card-contents-for-ri="12563" type="text/json">{"id":12563,"name":"Language Learning Strategies","url":"https://www.academia.edu/Documents/in/Language_Learning_Strategies?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="57457" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Transfer">Language Transfer</a><script data-card-contents-for-ri="57457" type="text/json">{"id":57457,"name":"Language Transfer","url":"https://www.academia.edu/Documents/in/Language_Transfer?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49207921]'), work: {"id":49207921,"title":"At the Confluence of Languages – Language Transfer as a Learning Strategy (Aleksandra Serwotka \u0026 Anna Stwora)","created_at":"2021-06-11T02:50:50.847-07:00","url":"https://www.academia.edu/49207921/At_the_Confluence_of_Languages_Language_Transfer_as_a_Learning_Strategy_Aleksandra_Serwotka_and_Anna_Stwora_?f_ri=400629","dom_id":"work_49207921","summary":"Much of the current research into language learning and teaching is concerned with the phenomenon referred to as language transfer, especially with its negative effects in terms of second language acquisition and production. The advantages of language transfer, however, have received rather scant attention despite the fact that cross-linguistic influence may be seen as an effective language learning strategy. That is why this paper is to lay emphasis on the positive aspects of foreign languages already known to learners—on the previous knowledge of one’s second language that is likely to blaze a trail for both new vocabulary and grammatical structures in other languages. Based on a survey conducted among students, the paper aims to explore the instances of cross-linguistic influence as regards third language learners, as well as to evaluate their level of knowledge concerning language transfer and its didactic application.","downloadable_attachments":[{"id":67594719,"asset_id":49207921,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":68182742,"first_name":"Anna","last_name":"Stwora","domain_name":"silesian","page_name":"AnnaStwora","display_name":"Anna Stwora","profile_url":"https://silesian.academia.edu/AnnaStwora?f_ri=400629","photo":"https://0.academia-photos.com/68182742/17710267/33567636/s65_anna.stwora.jpg"}],"research_interests":[{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=400629","nofollow":true},{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=400629","nofollow":true},{"id":12563,"name":"Language Learning Strategies","url":"https://www.academia.edu/Documents/in/Language_Learning_Strategies?f_ri=400629","nofollow":true},{"id":57457,"name":"Language Transfer","url":"https://www.academia.edu/Documents/in/Language_Transfer?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32690631" data-work_id="32690631" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32690631/PROCESSING_REPRESENTATION_AND_LEARNABILITY_OF_THE_RESULTATIVE_CONSTRUCTION_BY_BRAZILIAN_PORTUGUESE_ENGLISH_BILINGUALS">PROCESSING, REPRESENTATION AND LEARNABILITY OF THE RESULTATIVE CONSTRUCTION BY BRAZILIAN PORTUGUESE-ENGLISH BILINGUALS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This Ph.D. dissertation addresses possible bilingualism effects on speakers’ linguistic processing and representation through a psycholinguistic methodology. Our primary focus is the analysis of how bilingualism can influence bilinguals’... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32690631" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This Ph.D. dissertation addresses possible bilingualism effects on speakers’ linguistic processing and representation through a psycholinguistic methodology. Our primary focus is the analysis of how bilingualism can influence bilinguals’ first language (L1), but we also investigate possible phenomena present in the acquisition of a second language (L2)-specific structure. More specifically, the research objectives are (i) to verify whether bilinguals exhibit reduced processing cost to read an L2-specific construction in the L1, (ii) to analyze whether these bilinguals accept this construction in their L1 and (iii) to investigate if bilinguals learn both the licensed and the unlicensed features of this construction in the L2. The participants are highly proficient Brazilian Portuguese (BP)-English bilinguals immersed either in the L1 or in the L2. The target structure is the resultative construction (e.g., Samuel wiped the table clean) and our control structure is the depictive construction (e.g., Samuel ate the salmon raw). Both constructions are grammatical in English, but only the depictive is licensed in BP. Furthermore, we observe how the participants process and perceive some ungrammatical resultative sentences (e.g., Samuel twisted the toy broken) in English. In order to reach the research objectives, we conducted a series of experiments using the Maze Task (MT) and the Acceptability Judgment Task (AJT) paradigms in both BP and English. The results from the experiments in BP indicate that both immersed and non-immersed bilinguals process the adjective in the resultative construction significantly faster than BP monolinguals. However, bilinguals and monolinguals perceived the resultative construction as less acceptable than the depictive construction. These results suggest that bilingualism can exert influence on L1 linguistic processing, but such influence does not result in changes in bilinguals’ overall L1 grammar, at least in regards to the constructions under scrutiny. The data from the experiments in English indicates that bilinguals and monolinguals process the resultative construction as fast as they process the depictive construction. They also show an additional processing cost when reading the ungrammatical resultative sentences. Moreover, bilinguals and monolinguals do not differ significantly from each other in their acceptability judgments of the resultative sentences in English, but bilinguals give significantly higher acceptability ratings to the ungrammatical resultative sentences as compared to monolinguals. These results suggest that bilinguals can learn L2-specific constructions, but they are less sensitive to L2-specific restrictions than monolinguals are. We discuss all these findings in light of different theoretical perspectives, among which we highlight the Multi-Competence, the Multiple-Grammars and the Negative Evidence hypotheses.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32690631" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6c5c39ad0310bd44a656246f20a5f394" rel="nofollow" data-download="{"attachment_id":53752456,"asset_id":32690631,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53752456/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3112427" href="https://cefetmg.academia.edu/CandidoSamuel">Candido Oliveira</a><script data-card-contents-for-user="3112427" type="text/json">{"id":3112427,"first_name":"Candido","last_name":"Oliveira","domain_name":"cefetmg","page_name":"CandidoSamuel","display_name":"Candido Oliveira","profile_url":"https://cefetmg.academia.edu/CandidoSamuel?f_ri=400629","photo":"https://0.academia-photos.com/3112427/1022640/57637670/s65_candido.oliveira.jpg"}</script></span></span></li><li class="js-paper-rank-work_32690631 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32690631"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32690631, container: ".js-paper-rank-work_32690631", }); });</script></li><li class="js-percentile-work_32690631 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32690631; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_32690631"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_32690631 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="32690631"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32690631; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32690631]").text(description); $(".js-view-count-work_32690631").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_32690631").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="32690631"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">26</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1456" rel="nofollow" href="https://www.academia.edu/Documents/in/Portuguese">Portuguese</a>, <script data-card-contents-for-ri="1456" type="text/json">{"id":1456,"name":"Portuguese","url":"https://www.academia.edu/Documents/in/Portuguese?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3979" rel="nofollow" href="https://www.academia.edu/Documents/in/English_language">English language</a><script data-card-contents-for-ri="3979" type="text/json">{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32690631]'), work: {"id":32690631,"title":"PROCESSING, REPRESENTATION AND LEARNABILITY OF THE RESULTATIVE CONSTRUCTION BY BRAZILIAN PORTUGUESE-ENGLISH BILINGUALS","created_at":"2017-04-27T15:25:53.786-07:00","url":"https://www.academia.edu/32690631/PROCESSING_REPRESENTATION_AND_LEARNABILITY_OF_THE_RESULTATIVE_CONSTRUCTION_BY_BRAZILIAN_PORTUGUESE_ENGLISH_BILINGUALS?f_ri=400629","dom_id":"work_32690631","summary":"\nThis Ph.D. dissertation addresses possible bilingualism effects on speakers’ linguistic processing and representation through a psycholinguistic methodology. Our primary focus is the analysis of how bilingualism can influence bilinguals’ first language (L1), but we also investigate possible phenomena present in the acquisition of a second language (L2)-specific structure. More specifically, the research objectives are (i) to verify whether bilinguals exhibit reduced processing cost to read an L2-specific construction in the L1, (ii) to analyze whether these bilinguals accept this construction in their L1 and (iii) to investigate if bilinguals learn both the licensed and the unlicensed features of this construction in the L2. The participants are highly proficient Brazilian Portuguese (BP)-English bilinguals immersed either in the L1 or in the L2. The target structure is the resultative construction (e.g., Samuel wiped the table clean) and our control structure is the depictive construction (e.g., Samuel ate the salmon raw). Both constructions are grammatical in English, but only the depictive is licensed in BP. Furthermore, we observe how the participants process and perceive some ungrammatical resultative sentences (e.g., Samuel twisted the toy broken) in English. In order to reach the research objectives, we conducted a series of experiments using the Maze Task (MT) and the Acceptability Judgment Task (AJT) paradigms in both BP and English. The results from the experiments in BP indicate that both immersed and non-immersed bilinguals process the adjective in the resultative construction significantly faster than BP monolinguals. However, bilinguals and monolinguals perceived the resultative construction as less acceptable than the depictive construction. These results suggest that bilingualism can exert influence on L1 linguistic processing, but such influence does not result in changes in bilinguals’ overall L1 grammar, at least in regards to the constructions under scrutiny. The data from the experiments in English indicates that bilinguals and monolinguals process the resultative construction as fast as they process the depictive construction. They also show an additional processing cost when reading the ungrammatical resultative sentences. Moreover, bilinguals and monolinguals do not differ significantly from each other in their acceptability judgments of the resultative sentences in English, but bilinguals give significantly higher acceptability ratings to the ungrammatical resultative sentences as compared to monolinguals. These results suggest that bilinguals can learn L2-specific constructions, but they are less sensitive to L2-specific restrictions than monolinguals are. We discuss all these findings in light of different theoretical perspectives, among which we highlight the Multi-Competence, the Multiple-Grammars and the Negative Evidence hypotheses.\n","downloadable_attachments":[{"id":53752456,"asset_id":32690631,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3112427,"first_name":"Candido","last_name":"Oliveira","domain_name":"cefetmg","page_name":"CandidoSamuel","display_name":"Candido Oliveira","profile_url":"https://cefetmg.academia.edu/CandidoSamuel?f_ri=400629","photo":"https://0.academia-photos.com/3112427/1022640/57637670/s65_candido.oliveira.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=400629","nofollow":true},{"id":1456,"name":"Portuguese","url":"https://www.academia.edu/Documents/in/Portuguese?f_ri=400629","nofollow":true},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=400629","nofollow":true},{"id":4625,"name":"Bilingualism \u0026 the brain","url":"https://www.academia.edu/Documents/in/Bilingualism_and_the_brain?f_ri=400629"},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=400629"},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=400629"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=400629"},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=400629"},{"id":25993,"name":"Second Language Learning","url":"https://www.academia.edu/Documents/in/Second_Language_Learning?f_ri=400629"},{"id":31252,"name":"Argument Structure","url":"https://www.academia.edu/Documents/in/Argument_Structure?f_ri=400629"},{"id":32360,"name":"Cross Linguistic Studies","url":"https://www.academia.edu/Documents/in/Cross_Linguistic_Studies?f_ri=400629"},{"id":33893,"name":"Experimental Psycholinguistics","url":"https://www.academia.edu/Documents/in/Experimental_Psycholinguistics?f_ri=400629"},{"id":34831,"name":"Bilingualism and cognition","url":"https://www.academia.edu/Documents/in/Bilingualism_and_cognition?f_ri=400629"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=400629"},{"id":93969,"name":"Cognitive Psycholinguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Psycholinguistics?f_ri=400629"},{"id":109803,"name":"Learnability","url":"https://www.academia.edu/Documents/in/Learnability?f_ri=400629"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=400629"},{"id":139828,"name":"Applied Psycholinguistics","url":"https://www.academia.edu/Documents/in/Applied_Psycholinguistics?f_ri=400629"},{"id":199009,"name":"Resultative","url":"https://www.academia.edu/Documents/in/Resultative?f_ri=400629"},{"id":231420,"name":"Resultative Construction","url":"https://www.academia.edu/Documents/in/Resultative_Construction?f_ri=400629"},{"id":320166,"name":"Acceptability","url":"https://www.academia.edu/Documents/in/Acceptability?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":495149,"name":"Resultatives","url":"https://www.academia.edu/Documents/in/Resultatives?f_ri=400629"},{"id":1159138,"name":"Depictives","url":"https://www.academia.edu/Documents/in/Depictives?f_ri=400629"},{"id":2004846,"name":"Acceptability Judgment","url":"https://www.academia.edu/Documents/in/Acceptability_Judgment?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3770013 coauthored" data-work_id="3770013" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3770013/Learners_implicit_assumptions_about_syntactic_frames_in_new_L3_words_The_role_of_cognates_typological_proximity_and_L2_status">Learners’ implicit assumptions about syntactic frames in new L3 words: The role of cognates, typological proximity and L2 status</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Learners of third language (L3) German and L3 French studied unfamiliar verbs that were cognate with first language (L1) Spanish equivalents, second language (L2) English equivalents, or neither. We examined whether learners would assume... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3770013" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Learners of third language (L3) German and L3 French studied unfamiliar verbs that were cognate with first language (L1) Spanish equivalents, second language (L2) English equivalents, or neither. We examined whether learners would assume that the verbs shared syntactic frames with cognate forms in the typologically closer language. In immediate tests, verbs were preferentially judged grammatical in cognate frames, with verbs in typologically closer French yielding a stronger effect for Spanish frames than German verbs did for English frames. After a week, the effect had disappeared for German but was maintained for French. Noncognates were judged more grammatical in the L2 frame in both experiments. The results suggest that form similarity, typological proximity, and L2 status can jointly affect preliminary assumptions about new words' grammatical properties.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3770013" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8245f907dbb8093cb024e7370d98bf3f" rel="nofollow" data-download="{"attachment_id":40722642,"asset_id":3770013,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40722642/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="117576" href="https://yorksj.academia.edu/cjhall">Christopher J Hall</a><script data-card-contents-for-user="117576" type="text/json">{"id":117576,"first_name":"Christopher","last_name":"Hall","domain_name":"yorksj","page_name":"cjhall","display_name":"Christopher J Hall","profile_url":"https://yorksj.academia.edu/cjhall?f_ri=400629","photo":"https://0.academia-photos.com/117576/31594/19136031/s65_christopher.hall.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-3770013">+1</span><div class="hidden js-additional-users-3770013"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://universityofarizona.academia.edu/PeterEcke">Peter Ecke</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-3770013'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-3770013').html(); 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We examined whether learners would assume that the verbs shared syntactic frames with cognate forms in the typologically closer language. In immediate tests, verbs were preferentially judged grammatical in cognate frames, with verbs in typologically closer French yielding a stronger effect for Spanish frames than German verbs did for English frames. After a week, the effect had disappeared for German but was maintained for French. Noncognates were judged more grammatical in the L2 frame in both experiments. The results suggest that form similarity, typological proximity, and L2 status can jointly affect preliminary assumptions about new words' grammatical properties.","downloadable_attachments":[{"id":40722642,"asset_id":3770013,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":117576,"first_name":"Christopher","last_name":"Hall","domain_name":"yorksj","page_name":"cjhall","display_name":"Christopher J Hall","profile_url":"https://yorksj.academia.edu/cjhall?f_ri=400629","photo":"https://0.academia-photos.com/117576/31594/19136031/s65_christopher.hall.jpg"},{"id":2644703,"first_name":"Peter","last_name":"Ecke","domain_name":"universityofarizona","page_name":"PeterEcke","display_name":"Peter Ecke","profile_url":"https://universityofarizona.academia.edu/PeterEcke?f_ri=400629","photo":"https://0.academia-photos.com/2644703/842459/35223525/s65_peter.ecke.jpg"}],"research_interests":[{"id":22023,"name":"Vocabulary Acquisition","url":"https://www.academia.edu/Documents/in/Vocabulary_Acquisition?f_ri=400629","nofollow":true},{"id":61222,"name":"Bilingual Mental Lexicon","url":"https://www.academia.edu/Documents/in/Bilingual_Mental_Lexicon?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7790072" data-work_id="7790072" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7790072/The_Impact_of_L1_Arabic_on_L2_English_Writing">The Impact of L1 Arabic on L2 English Writing</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7790072" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="72b8e8a5f35e2531e74fc5e6c8a85d3a" rel="nofollow" data-download="{"attachment_id":34299070,"asset_id":7790072,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34299070/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14245621" href="https://oakland.academia.edu/DebbieBarry">Debbie Barry</a><script data-card-contents-for-user="14245621" type="text/json">{"id":14245621,"first_name":"Debbie","last_name":"Barry","domain_name":"oakland","page_name":"DebbieBarry","display_name":"Debbie Barry","profile_url":"https://oakland.academia.edu/DebbieBarry?f_ri=400629","photo":"https://0.academia-photos.com/14245621/3913056/4575763/s65_debbie.barry.jpg"}</script></span></span></li><li class="js-paper-rank-work_7790072 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7790072"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7790072, container: ".js-paper-rank-work_7790072", }); 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$(".js-view-count[data-work-id=7790072]").text(description); $(".js-view-count-work_7790072").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7790072").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7790072"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2722" rel="nofollow" href="https://www.academia.edu/Documents/in/Arabic_Language_and_Linguistics">Arabic Language and Linguistics</a>, <script data-card-contents-for-ri="2722" type="text/json">{"id":2722,"name":"Arabic Language and Linguistics","url":"https://www.academia.edu/Documents/in/Arabic_Language_and_Linguistics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10249" rel="nofollow" href="https://www.academia.edu/Documents/in/Writing">Writing</a>, <script data-card-contents-for-ri="10249" type="text/json">{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7790072]'), work: {"id":7790072,"title":"The Impact of L1 Arabic on L2 English Writing","created_at":"2014-07-27T03:54:04.226-07:00","url":"https://www.academia.edu/7790072/The_Impact_of_L1_Arabic_on_L2_English_Writing?f_ri=400629","dom_id":"work_7790072","summary":null,"downloadable_attachments":[{"id":34299070,"asset_id":7790072,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14245621,"first_name":"Debbie","last_name":"Barry","domain_name":"oakland","page_name":"DebbieBarry","display_name":"Debbie Barry","profile_url":"https://oakland.academia.edu/DebbieBarry?f_ri=400629","photo":"https://0.academia-photos.com/14245621/3913056/4575763/s65_debbie.barry.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true},{"id":2722,"name":"Arabic Language and Linguistics","url":"https://www.academia.edu/Documents/in/Arabic_Language_and_Linguistics?f_ri=400629","nofollow":true},{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38184667" data-work_id="38184667" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38184667/D%C3%A9tection_des_transferts_interlangues_chez_des_apprenants_universitaires_de_fran%C3%A7ais_L3_pdf">Détection des transferts interlangues chez des apprenants universitaires de français L3 .pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Résumé Le rôle des influences translinguistiques occupe une place de plus en plus remarquable dans les recherches menées dans le domaine de l’acquisition des troisièmes langues. Cet article se propose, à travers l’étude des transferts... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38184667" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Résumé<br />Le rôle des influences translinguistiques occupe une place de plus en plus remarquable dans les recherches menées dans le domaine de l’acquisition des troisièmes langues. Cet article se propose, à travers l’étude des transferts lexicaux et syntaxiques, de mettre en lumière le rôle joué par l’espagnol en tant que langue maternelle (L1) et l’anglais deuxième langue (L2) dans l’acquisition du français troisième langue (L3). Notre étude est basée sur un corpus constitué par des productions écrites réalisées, tout au long d’un semestre, par des étudiants hispanophones en première année de la filière Langues Modernes de l’Universidad de Las Palmas de Gran Canaria (ULPGC). Ce travail vise à identifier les difficultés que ce<br />contexte multilingue d’apprentissage peut avoir chez nos apprenants afin d’établir un diagnostic précoce qui permettra d’entreprendre les stratégies pédagogiques précises et adaptées à leurs besoins.<br />Abstract<br />"The study of cross-linguistic influences is becoming more and more important in third  language  acquisition  research.  This  article  presents,  through  the  study  of lexical and syntactic transfers, the role played by Spanish L1 and English L2 in the acquisition of French L3. The present study focuses on a corpus of written productions by Spanish university students enrolled in the degree of Modern Languages at  the  Universidad  de  Las  Palmas  de  Gran  Canaria.  This  paper  aims  to  identify the difficulties that this multilingual context entails for our learners, in order to establish  an  early  diagnosis  that  will  allow  us  to  develop  pedagogical  strategies adapted to their specific needs."</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38184667" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2ee8fd34e17fa82f80da014ea9b3c0c7" rel="nofollow" data-download="{"attachment_id":58221556,"asset_id":38184667,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58221556/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="11282218" href="https://ulpgc.academia.edu/VTrujilloGonz%C3%A1lez">Verónica C. Trujillo-González</a><script data-card-contents-for-user="11282218" type="text/json">{"id":11282218,"first_name":"Verónica C.","last_name":"Trujillo-González","domain_name":"ulpgc","page_name":"VTrujilloGonzález","display_name":"Verónica C. Trujillo-González","profile_url":"https://ulpgc.academia.edu/VTrujilloGonz%C3%A1lez?f_ri=400629","photo":"https://0.academia-photos.com/11282218/3311914/14829085/s65_ver_nica_c..trujillo-gonz_lez.jpg"}</script></span></span></li><li class="js-paper-rank-work_38184667 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38184667"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38184667, container: ".js-paper-rank-work_38184667", }); });</script></li><li class="js-percentile-work_38184667 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38184667; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38184667"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38184667 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38184667"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38184667; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38184667]").text(description); $(".js-view-count-work_38184667").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38184667").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38184667"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="7709" rel="nofollow" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a>, <script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10157" rel="nofollow" href="https://www.academia.edu/Documents/in/Corpus_Linguistics">Corpus Linguistics</a>, <script data-card-contents-for-ri="10157" type="text/json">{"id":10157,"name":"Corpus Linguistics","url":"https://www.academia.edu/Documents/in/Corpus_Linguistics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10835" rel="nofollow" href="https://www.academia.edu/Documents/in/Corpus_Linguistics_and_Language_Pedagogy">Corpus Linguistics & Language Pedagogy</a>, <script data-card-contents-for-ri="10835" type="text/json">{"id":10835,"name":"Corpus Linguistics \u0026 Language Pedagogy","url":"https://www.academia.edu/Documents/in/Corpus_Linguistics_and_Language_Pedagogy?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="33639" rel="nofollow" href="https://www.academia.edu/Documents/in/Third_Language_Acqusition">Third Language Acqusition</a><script data-card-contents-for-ri="33639" type="text/json">{"id":33639,"name":"Third Language Acqusition","url":"https://www.academia.edu/Documents/in/Third_Language_Acqusition?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38184667]'), work: {"id":38184667,"title":"Détection des transferts interlangues chez des apprenants universitaires de français L3 .pdf","created_at":"2019-01-20T08:12:34.343-08:00","url":"https://www.academia.edu/38184667/D%C3%A9tection_des_transferts_interlangues_chez_des_apprenants_universitaires_de_fran%C3%A7ais_L3_pdf?f_ri=400629","dom_id":"work_38184667","summary":"Résumé\nLe rôle des influences translinguistiques occupe une place de plus en plus remarquable dans les recherches menées dans le domaine de l’acquisition des troisièmes langues. Cet article se propose, à travers l’étude des transferts lexicaux et syntaxiques, de mettre en lumière le rôle joué par l’espagnol en tant que langue maternelle (L1) et l’anglais deuxième langue (L2) dans l’acquisition du français troisième langue (L3). Notre étude est basée sur un corpus constitué par des productions écrites réalisées, tout au long d’un semestre, par des étudiants hispanophones en première année de la filière Langues Modernes de l’Universidad de Las Palmas de Gran Canaria (ULPGC). Ce travail vise à identifier les difficultés que ce\ncontexte multilingue d’apprentissage peut avoir chez nos apprenants afin d’établir un diagnostic précoce qui permettra d’entreprendre les stratégies pédagogiques précises et adaptées à leurs besoins.\nAbstract\n\"The study of cross-linguistic influences is becoming more and more important in third language acquisition research. This article presents, through the study of lexical and syntactic transfers, the role played by Spanish L1 and English L2 in the acquisition of French L3. The present study focuses on a corpus of written productions by Spanish university students enrolled in the degree of Modern Languages at the Universidad de Las Palmas de Gran Canaria. This paper aims to identify the difficulties that this multilingual context entails for our learners, in order to establish an early diagnosis that will allow us to develop pedagogical strategies adapted to their specific needs.\"","downloadable_attachments":[{"id":58221556,"asset_id":38184667,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":11282218,"first_name":"Verónica C.","last_name":"Trujillo-González","domain_name":"ulpgc","page_name":"VTrujilloGonzález","display_name":"Verónica C. Trujillo-González","profile_url":"https://ulpgc.academia.edu/VTrujilloGonz%C3%A1lez?f_ri=400629","photo":"https://0.academia-photos.com/11282218/3311914/14829085/s65_ver_nica_c..trujillo-gonz_lez.jpg"}],"research_interests":[{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=400629","nofollow":true},{"id":10157,"name":"Corpus Linguistics","url":"https://www.academia.edu/Documents/in/Corpus_Linguistics?f_ri=400629","nofollow":true},{"id":10835,"name":"Corpus Linguistics \u0026 Language Pedagogy","url":"https://www.academia.edu/Documents/in/Corpus_Linguistics_and_Language_Pedagogy?f_ri=400629","nofollow":true},{"id":33639,"name":"Third Language Acqusition","url":"https://www.academia.edu/Documents/in/Third_Language_Acqusition?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6869822" data-work_id="6869822" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6869822/Vocabulary_interaction_among_the_three_languages_of_trilingual_children">Vocabulary interaction among the three languages of trilingual children</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of the present study was to examine vocabulary interaction and more specifically cross-linguistic influence among the three languages of trilingual schoolchildren. The three languages of our sample were: Greek (either as an L1 or... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6869822" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of the present study was to examine vocabulary interaction and more specifically cross-linguistic influence among the three languages of trilingual schoolchildren. The three languages of our sample were: Greek (either as an L1 or L2) Albanian (either as an L1 or L2) and English (L3). Two types of cross-linguistic influence, i.e., interactional strategies and transfer lapses, were detected while they narrated two different stories. Our results showed that the presence of three languages created complex patterns in the activation of languages in speech production among the trilinguals of our sample.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6869822" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a2e1b64c311e0e318256d75e919a9737" rel="nofollow" data-download="{"attachment_id":33557001,"asset_id":6869822,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33557001/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4294176" href="https://independent.academia.edu/FotiniAnastassiou">Fotini Anastassiou</a><script data-card-contents-for-user="4294176" type="text/json">{"id":4294176,"first_name":"Fotini","last_name":"Anastassiou","domain_name":"independent","page_name":"FotiniAnastassiou","display_name":"Fotini Anastassiou","profile_url":"https://independent.academia.edu/FotiniAnastassiou?f_ri=400629","photo":"https://0.academia-photos.com/4294176/1712985/2053839/s65_fotini.anastassiou.jpg"}</script></span></span></li><li class="js-paper-rank-work_6869822 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6869822"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6869822, container: ".js-paper-rank-work_6869822", }); 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$(".js-view-count[data-work-id=6869822]").text(description); $(".js-view-count-work_6869822").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_6869822").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="6869822"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2308" rel="nofollow" href="https://www.academia.edu/Documents/in/Multilingualism">Multilingualism</a>, <script data-card-contents-for-ri="2308" type="text/json">{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" rel="nofollow" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a>, <script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="33639" rel="nofollow" href="https://www.academia.edu/Documents/in/Third_Language_Acqusition">Third Language Acqusition</a>, <script data-card-contents-for-ri="33639" type="text/json">{"id":33639,"name":"Third Language Acqusition","url":"https://www.academia.edu/Documents/in/Third_Language_Acqusition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="46948" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingualism_and_Multilingualism">Bilingualism and Multilingualism</a><script data-card-contents-for-ri="46948" type="text/json">{"id":46948,"name":"Bilingualism and Multilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism_and_Multilingualism?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=6869822]'), work: {"id":6869822,"title":"Vocabulary interaction among the three languages of trilingual children","created_at":"2014-04-25T06:33:39.955-07:00","url":"https://www.academia.edu/6869822/Vocabulary_interaction_among_the_three_languages_of_trilingual_children?f_ri=400629","dom_id":"work_6869822","summary":"The aim of the present study was to examine vocabulary interaction and more specifically cross-linguistic influence among the three languages of trilingual schoolchildren. The three languages of our sample were: Greek (either as an L1 or L2) Albanian (either as an L1 or L2) and English (L3). Two types of cross-linguistic influence, i.e., interactional strategies and transfer lapses, were detected while they narrated two different stories. Our results showed that the presence of three languages created complex patterns in the activation of languages in speech production among the trilinguals of our sample.","downloadable_attachments":[{"id":33557001,"asset_id":6869822,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4294176,"first_name":"Fotini","last_name":"Anastassiou","domain_name":"independent","page_name":"FotiniAnastassiou","display_name":"Fotini Anastassiou","profile_url":"https://independent.academia.edu/FotiniAnastassiou?f_ri=400629","photo":"https://0.academia-photos.com/4294176/1712985/2053839/s65_fotini.anastassiou.jpg"}],"research_interests":[{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=400629","nofollow":true},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=400629","nofollow":true},{"id":33639,"name":"Third Language Acqusition","url":"https://www.academia.edu/Documents/in/Third_Language_Acqusition?f_ri=400629","nofollow":true},{"id":46948,"name":"Bilingualism and Multilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism_and_Multilingualism?f_ri=400629","nofollow":true},{"id":68969,"name":"Trilingual Mental Lexicon and Processing","url":"https://www.academia.edu/Documents/in/Trilingual_Mental_Lexicon_and_Processing?f_ri=400629"},{"id":153884,"name":"Multilingual Studies, Identity Studies, Border identities, hybridity, multilingualism, poetry, bilingual poetry, cultural studies, postcolonial studies, globalization studies, third culture kids","url":"https://www.academia.edu/Documents/in/Multilingual_Studies_Identity_Studies_Border_identities_hybridity_multilingualism_poetry_bilin?f_ri=400629"},{"id":281355,"name":"Teaching English as a Third Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Third_Language?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36972575" data-work_id="36972575" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36972575/Tonogenesis_in_Seoul_Korean_and_L3_Production_of_Korean_stops_by_Cantonese_English_Bilinguals">Tonogenesis in Seoul Korean and L3 Production of Korean stops by Cantonese- English Bilinguals</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper aims to investigate how tonogenesis in Seoul Korean affects non-native language acquisition in a multilingual context with L1 Cantonese, L2 English and L3 Korean. We are also interested to examine the source and direction of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36972575" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper aims to investigate how tonogenesis in Seoul Korean affects non-native language acquisition in a multilingual context with L1 Cantonese, L2 English and L3 Korean. We are also interested to examine the source and direction of cross-linguistic influences in the acquisition of VOT and F0 patterns which are used for the stop contrasts. Sixteen L3 Korean learners differing in proficiencies (beginning vs. intermediate) were recorded reading a list of words embedded in carrier sentences in the three languages. Results from acoustic analyses found that the learners did not merge VOTs for the Korean lax and aspirated stop contrast, but they showed the tendency for tonogenesis, such as their heavy use of f0 in producing different Korean stops. Furthermore, comparison between the beginners and the intermediate learners revealed various cross-linguistic influences: regressive transfer of f0 on L1 and L2, bidirectional interaction of f0 values between L2 and L3, and L1 influence on the production of VOT in L2 and L3. These findings suggest that L3 transfer happens in a cue-by-cue manner, i.e. VOT and f0 need to be accounted for separately.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36972575" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0f547af12bb25c4bf9308f0f3014e5b7" rel="nofollow" data-download="{"attachment_id":56922154,"asset_id":36972575,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56922154/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="118848" href="https://cuhk.academia.edu/PeggyMok">Peggy Mok</a><script data-card-contents-for-user="118848" type="text/json">{"id":118848,"first_name":"Peggy","last_name":"Mok","domain_name":"cuhk","page_name":"PeggyMok","display_name":"Peggy Mok","profile_url":"https://cuhk.academia.edu/PeggyMok?f_ri=400629","photo":"https://0.academia-photos.com/118848/17753596/17783001/s65_peggy.mok.jpg"}</script></span></span></li><li class="js-paper-rank-work_36972575 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36972575"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36972575, container: ".js-paper-rank-work_36972575", }); });</script></li><li class="js-percentile-work_36972575 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36972575; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36972575"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36972575 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36972575"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36972575; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36972575]").text(description); $(".js-view-count-work_36972575").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36972575").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36972575"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="33639" rel="nofollow" href="https://www.academia.edu/Documents/in/Third_Language_Acqusition">Third Language Acqusition</a>, <script data-card-contents-for-ri="33639" type="text/json">{"id":33639,"name":"Third Language Acqusition","url":"https://www.academia.edu/Documents/in/Third_Language_Acqusition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="138122" rel="nofollow" href="https://www.academia.edu/Documents/in/Korean_language">Korean language</a>, <script data-card-contents-for-ri="138122" type="text/json">{"id":138122,"name":"Korean language","url":"https://www.academia.edu/Documents/in/Korean_language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="216712" rel="nofollow" href="https://www.academia.edu/Documents/in/Voice_Onset_Time">Voice Onset Time</a>, <script data-card-contents-for-ri="216712" type="text/json">{"id":216712,"name":"Voice Onset Time","url":"https://www.academia.edu/Documents/in/Voice_Onset_Time?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="383309" rel="nofollow" href="https://www.academia.edu/Documents/in/Tonogenesis">Tonogenesis</a><script data-card-contents-for-ri="383309" type="text/json">{"id":383309,"name":"Tonogenesis","url":"https://www.academia.edu/Documents/in/Tonogenesis?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36972575]'), work: {"id":36972575,"title":"Tonogenesis in Seoul Korean and L3 Production of Korean stops by Cantonese- English Bilinguals","created_at":"2018-07-03T20:56:16.886-07:00","url":"https://www.academia.edu/36972575/Tonogenesis_in_Seoul_Korean_and_L3_Production_of_Korean_stops_by_Cantonese_English_Bilinguals?f_ri=400629","dom_id":"work_36972575","summary":"This paper aims to investigate how tonogenesis in Seoul Korean affects non-native language acquisition in a multilingual context with L1 Cantonese, L2 English and L3 Korean. We are also interested to examine the source and direction of cross-linguistic influences in the acquisition of VOT and F0 patterns which are used for the stop contrasts. Sixteen L3 Korean learners differing in proficiencies (beginning vs. intermediate) were recorded reading a list of words embedded in carrier sentences in the three languages. Results from acoustic analyses found that the learners did not merge VOTs for the Korean lax and aspirated stop contrast, but they showed the tendency for tonogenesis, such as their heavy use of f0 in producing different Korean stops. Furthermore, comparison between the beginners and the intermediate learners revealed various cross-linguistic influences: regressive transfer of f0 on L1 and L2, bidirectional interaction of f0 values between L2 and L3, and L1 influence on the production of VOT in L2 and L3. These findings suggest that L3 transfer happens in a cue-by-cue manner, i.e. VOT and f0 need to be accounted for separately.","downloadable_attachments":[{"id":56922154,"asset_id":36972575,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":118848,"first_name":"Peggy","last_name":"Mok","domain_name":"cuhk","page_name":"PeggyMok","display_name":"Peggy Mok","profile_url":"https://cuhk.academia.edu/PeggyMok?f_ri=400629","photo":"https://0.academia-photos.com/118848/17753596/17783001/s65_peggy.mok.jpg"}],"research_interests":[{"id":33639,"name":"Third Language Acqusition","url":"https://www.academia.edu/Documents/in/Third_Language_Acqusition?f_ri=400629","nofollow":true},{"id":138122,"name":"Korean language","url":"https://www.academia.edu/Documents/in/Korean_language?f_ri=400629","nofollow":true},{"id":216712,"name":"Voice Onset Time","url":"https://www.academia.edu/Documents/in/Voice_Onset_Time?f_ri=400629","nofollow":true},{"id":383309,"name":"Tonogenesis","url":"https://www.academia.edu/Documents/in/Tonogenesis?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3770009" data-work_id="3770009" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3770009/Cross_linguistic_influence_in_L2_verb_frames_the_effects_of_word_familiarity_and_language_proficiency">Cross-linguistic influence in L2 verb frames: the effects of word familiarity and language proficiency.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study assesses the effects of word familiarity and general pro ciency on cross-linguistic in uence (CLI) at the level of verbal frames. EFL learners at three pro ciency levels chose between two versions of a sentence differing only... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3770009" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study assesses the effects of word familiarity and general pro ciency on cross-linguistic in uence (CLI) at the level of verbal frames. EFL learners at three pro ciency levels chose between two versions of a sentence differing only in verbal frame (the target L2 frame or the frame of the L1 equivalent). Choice of L1 frame was taken as an instance of CLI. Verbs were known to learners, but varied in familiarity. Comparisons of CLI rates across word groups and pro ciency levels show an independent effect of pro ciency, suggesting that as pro ciency increases, learners become less reliant on L1 for frame information.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3770009" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3c470ae31af156f1330a3859d9d5861b" rel="nofollow" data-download="{"attachment_id":31585492,"asset_id":3770009,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31585492/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="117576" href="https://yorksj.academia.edu/cjhall">Christopher J Hall</a><script data-card-contents-for-user="117576" type="text/json">{"id":117576,"first_name":"Christopher","last_name":"Hall","domain_name":"yorksj","page_name":"cjhall","display_name":"Christopher J Hall","profile_url":"https://yorksj.academia.edu/cjhall?f_ri=400629","photo":"https://0.academia-photos.com/117576/31594/19136031/s65_christopher.hall.jpg"}</script></span></span></li><li class="js-paper-rank-work_3770009 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3770009"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3770009, container: ".js-paper-rank-work_3770009", }); });</script></li><li class="js-percentile-work_3770009 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3770009; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3770009"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3770009 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3770009"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3770009; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3770009]").text(description); $(".js-view-count-work_3770009").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3770009").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3770009"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="22023" rel="nofollow" href="https://www.academia.edu/Documents/in/Vocabulary_Acquisition">Vocabulary Acquisition</a>, <script data-card-contents-for-ri="22023" type="text/json">{"id":22023,"name":"Vocabulary Acquisition","url":"https://www.academia.edu/Documents/in/Vocabulary_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="61222" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingual_Mental_Lexicon">Bilingual Mental Lexicon</a>, <script data-card-contents-for-ri="61222" type="text/json">{"id":61222,"name":"Bilingual Mental Lexicon","url":"https://www.academia.edu/Documents/in/Bilingual_Mental_Lexicon?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="249540" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_proficiency">Language proficiency</a>, <script data-card-contents-for-ri="249540" type="text/json">{"id":249540,"name":"Language proficiency","url":"https://www.academia.edu/Documents/in/Language_proficiency?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3770009]'), work: {"id":3770009,"title":"Cross-linguistic influence in L2 verb frames: the effects of word familiarity and language proficiency.","created_at":"2013-06-23T05:02:05.513-07:00","url":"https://www.academia.edu/3770009/Cross_linguistic_influence_in_L2_verb_frames_the_effects_of_word_familiarity_and_language_proficiency?f_ri=400629","dom_id":"work_3770009","summary":"This study assesses the effects of word familiarity and general pro ciency on cross-linguistic in uence (CLI) at the level of verbal frames. EFL learners at three pro ciency levels chose between two versions of a sentence differing only in verbal frame (the target L2 frame or the frame of the L1 equivalent). Choice of L1 frame was taken as an instance of CLI. Verbs were known to learners, but varied in familiarity. Comparisons of CLI rates across word groups and pro ciency levels show an independent effect of pro ciency, suggesting that as pro ciency increases, learners become less reliant on L1 for frame information.","downloadable_attachments":[{"id":31585492,"asset_id":3770009,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":117576,"first_name":"Christopher","last_name":"Hall","domain_name":"yorksj","page_name":"cjhall","display_name":"Christopher J Hall","profile_url":"https://yorksj.academia.edu/cjhall?f_ri=400629","photo":"https://0.academia-photos.com/117576/31594/19136031/s65_christopher.hall.jpg"}],"research_interests":[{"id":22023,"name":"Vocabulary Acquisition","url":"https://www.academia.edu/Documents/in/Vocabulary_Acquisition?f_ri=400629","nofollow":true},{"id":61222,"name":"Bilingual Mental Lexicon","url":"https://www.academia.edu/Documents/in/Bilingual_Mental_Lexicon?f_ri=400629","nofollow":true},{"id":249540,"name":"Language proficiency","url":"https://www.academia.edu/Documents/in/Language_proficiency?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39452410" data-work_id="39452410" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39452410/Convegno_Internazionale_Linfluenza_del_latino_sulla_sintassi_delle_lingue_europee_nel_Medio_Evo_fenomeni_strutturali_e_sociolinguistica_storica_Napoli_10_11_giugno_2019_">Convegno Internazionale "L'influenza del latino sulla sintassi delle lingue europee nel Medio Evo: fenomeni strutturali e sociolinguistica storica (Napoli, 10-11 giugno 2019)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">L'evento si inserisce nel quadro delle attività del progetto SIR "Linguistic facts and cultural history: disentangling the paths of the influence of Latin on Italian syntax in the Middle Ages (XIII-XV century)"</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39452410" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="47017239220aa0e7733b0b8422d124a7" rel="nofollow" data-download="{"attachment_id":59598375,"asset_id":39452410,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59598375/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10687086" href="https://unina.academia.edu/PaoloGreco">Paolo Greco</a><script data-card-contents-for-user="10687086" type="text/json">{"id":10687086,"first_name":"Paolo","last_name":"Greco","domain_name":"unina","page_name":"PaoloGreco","display_name":"Paolo Greco","profile_url":"https://unina.academia.edu/PaoloGreco?f_ri=400629","photo":"https://0.academia-photos.com/10687086/3214202/15019715/s65_paolo.greco.jpg"}</script></span></span></li><li class="js-paper-rank-work_39452410 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39452410"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39452410, container: ".js-paper-rank-work_39452410", }); });</script></li><li class="js-percentile-work_39452410 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function 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$(".js-view-count-work_39452410").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39452410"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="136" rel="nofollow" href="https://www.academia.edu/Documents/in/Cultural_History">Cultural History</a>, <script data-card-contents-for-ri="136" type="text/json">{"id":136,"name":"Cultural History","url":"https://www.academia.edu/Documents/in/Cultural_History?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4944" rel="nofollow" href="https://www.academia.edu/Documents/in/History_of_Latin_Language">History of Latin Language</a>, <script data-card-contents-for-ri="4944" type="text/json">{"id":4944,"name":"History of Latin Language","url":"https://www.academia.edu/Documents/in/History_of_Latin_Language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6671" rel="nofollow" href="https://www.academia.edu/Documents/in/Syntax">Syntax</a>, <script data-card-contents-for-ri="6671" type="text/json">{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8000" rel="nofollow" href="https://www.academia.edu/Documents/in/French_language">French language</a><script data-card-contents-for-ri="8000" type="text/json">{"id":8000,"name":"French language","url":"https://www.academia.edu/Documents/in/French_language?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39452410]'), work: 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Greco","profile_url":"https://unina.academia.edu/PaoloGreco?f_ri=400629","photo":"https://0.academia-photos.com/10687086/3214202/15019715/s65_paolo.greco.jpg"}],"research_interests":[{"id":136,"name":"Cultural History","url":"https://www.academia.edu/Documents/in/Cultural_History?f_ri=400629","nofollow":true},{"id":4944,"name":"History of Latin Language","url":"https://www.academia.edu/Documents/in/History_of_Latin_Language?f_ri=400629","nofollow":true},{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax?f_ri=400629","nofollow":true},{"id":8000,"name":"French language","url":"https://www.academia.edu/Documents/in/French_language?f_ri=400629","nofollow":true},{"id":8996,"name":"French linguistics","url":"https://www.academia.edu/Documents/in/French_linguistics?f_ri=400629"},{"id":12492,"name":"Spanish Linguistics","url":"https://www.academia.edu/Documents/in/Spanish_Linguistics?f_ri=400629"},{"id":21647,"name":"Latin Language","url":"https://www.academia.edu/Documents/in/Latin_Language?f_ri=400629"},{"id":32566,"name":"Historical sociolinguistics","url":"https://www.academia.edu/Documents/in/Historical_sociolinguistics?f_ri=400629"},{"id":39453,"name":"History of French language","url":"https://www.academia.edu/Documents/in/History_of_French_language?f_ri=400629"},{"id":41562,"name":"Spanish Language","url":"https://www.academia.edu/Documents/in/Spanish_Language?f_ri=400629"},{"id":43660,"name":"History of Italian Language","url":"https://www.academia.edu/Documents/in/History_of_Italian_Language?f_ri=400629"},{"id":50796,"name":"Language contact","url":"https://www.academia.edu/Documents/in/Language_contact?f_ri=400629"},{"id":52539,"name":"Romance Diachronic Sociolinguistics","url":"https://www.academia.edu/Documents/in/Romance_Diachronic_Sociolinguistics?f_ri=400629"},{"id":53867,"name":"Latin linguistics","url":"https://www.academia.edu/Documents/in/Latin_linguistics?f_ri=400629"},{"id":58936,"name":"Romance Languages","url":"https://www.academia.edu/Documents/in/Romance_Languages?f_ri=400629"},{"id":76715,"name":"General linguistics","url":"https://www.academia.edu/Documents/in/General_linguistics?f_ri=400629"},{"id":81894,"name":"Middle Ages","url":"https://www.academia.edu/Documents/in/Middle_Ages?f_ri=400629"},{"id":94578,"name":"Italian Linguistics","url":"https://www.academia.edu/Documents/in/Italian_Linguistics?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":411582,"name":"History of the spanish language","url":"https://www.academia.edu/Documents/in/History_of_the_spanish_language?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10209632" data-work_id="10209632" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10209632/The_influence_of_L2_on_L1_collocational_knowledge_and_on_L1_lexical_diversity_in_written_expression">The influence of L2 on L1 collocational knowledge and on L1 lexical diversity in written expression</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10209632" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5ec1a259c323e7cf6c19a5e12787ce6d" rel="nofollow" data-download="{"attachment_id":36307067,"asset_id":10209632,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36307067/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23728587" href="https://haifa.academia.edu/BatiaLaufer">Batia Laufer</a><script data-card-contents-for-user="23728587" type="text/json">{"id":23728587,"first_name":"Batia","last_name":"Laufer","domain_name":"haifa","page_name":"BatiaLaufer","display_name":"Batia Laufer","profile_url":"https://haifa.academia.edu/BatiaLaufer?f_ri=400629","photo":"https://0.academia-photos.com/23728587/6602056/7629624/s65_batia.laufer.jpg"}</script></span></span></li><li class="js-paper-rank-work_10209632 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10209632"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10209632, container: ".js-paper-rank-work_10209632", }); });</script></li><li class="js-percentile-work_10209632 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x 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}); });</script></span><script>$(function() { $(".js-view-count-work_10209632").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10209632"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5591" rel="nofollow" href="https://www.academia.edu/Documents/in/Vocabulary">Vocabulary</a>, <script data-card-contents-for-ri="5591" type="text/json">{"id":5591,"name":"Vocabulary","url":"https://www.academia.edu/Documents/in/Vocabulary?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22023" rel="nofollow" href="https://www.academia.edu/Documents/in/Vocabulary_Acquisition">Vocabulary Acquisition</a><script data-card-contents-for-ri="22023" type="text/json">{"id":22023,"name":"Vocabulary Acquisition","url":"https://www.academia.edu/Documents/in/Vocabulary_Acquisition?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10209632]'), work: {"id":10209632,"title":"The influence of L2 on L1 collocational knowledge and on L1 lexical diversity in written expression","created_at":"2015-01-17T12:59:33.694-08:00","url":"https://www.academia.edu/10209632/The_influence_of_L2_on_L1_collocational_knowledge_and_on_L1_lexical_diversity_in_written_expression?f_ri=400629","dom_id":"work_10209632","summary":null,"downloadable_attachments":[{"id":36307067,"asset_id":10209632,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":23728587,"first_name":"Batia","last_name":"Laufer","domain_name":"haifa","page_name":"BatiaLaufer","display_name":"Batia Laufer","profile_url":"https://haifa.academia.edu/BatiaLaufer?f_ri=400629","photo":"https://0.academia-photos.com/23728587/6602056/7629624/s65_batia.laufer.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":5591,"name":"Vocabulary","url":"https://www.academia.edu/Documents/in/Vocabulary?f_ri=400629","nofollow":true},{"id":22023,"name":"Vocabulary Acquisition","url":"https://www.academia.edu/Documents/in/Vocabulary_Acquisition?f_ri=400629","nofollow":true},{"id":24949,"name":"Language Attrition","url":"https://www.academia.edu/Documents/in/Language_Attrition?f_ri=400629"},{"id":164745,"name":"Attrition","url":"https://www.academia.edu/Documents/in/Attrition?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3770040" data-work_id="3770040" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3770040/The_automatic_cognate_form_assumption_Evidence_for_the_Parasitic_Model_of_vocabulary_development">The automatic cognate form assumption: Evidence for the Parasitic Model of vocabulary development</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Parasitic Hypothesis, formulated to account for early stages of vocabulary development in second language learners, claims that on initial exposure to a word, learners automatically exploit existing lexical material in the L1 or L2 in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3770040" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Parasitic Hypothesis, formulated to account for early stages of vocabulary development in second language learners, claims that on initial exposure to a word, learners automatically exploit existing lexical material in the L1 or L2 in order to establish an initial memory representation. At the level of phonological and orthographic form, it is claimed that significant overlaps with existing forms, i.e. cognates, are automatically detected and new forms are subordinately connected to them in the mental lexicon. In the study reported here, English nonwords overlapping with real words in Spanish (pseudocognates), together with noncognate nonwords, were presented to Spanishspeaking learners of English in a word familiarity task. Participants reported significantly higher levels of familiarity with the pseudocognates and showed greater consistency in providing translations for them. These results, together with measures of the degree of overlap between nonword stimuli and translations, were interpreted as evidence for the automatic use of cognates in early word learning.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3770040" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8a18309ea7a183f739f684e02de8a993" rel="nofollow" data-download="{"attachment_id":31585482,"asset_id":3770040,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31585482/download_file?st=MTc0MDI5MzM5OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="117576" href="https://yorksj.academia.edu/cjhall">Christopher J Hall</a><script data-card-contents-for-user="117576" type="text/json">{"id":117576,"first_name":"Christopher","last_name":"Hall","domain_name":"yorksj","page_name":"cjhall","display_name":"Christopher J Hall","profile_url":"https://yorksj.academia.edu/cjhall?f_ri=400629","photo":"https://0.academia-photos.com/117576/31594/19136031/s65_christopher.hall.jpg"}</script></span></span></li><li class="js-paper-rank-work_3770040 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3770040"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3770040, container: ".js-paper-rank-work_3770040", }); });</script></li><li class="js-percentile-work_3770040 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3770040; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3770040"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3770040 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3770040"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3770040; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3770040]").text(description); $(".js-view-count-work_3770040").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3770040").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3770040"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="22023" rel="nofollow" href="https://www.academia.edu/Documents/in/Vocabulary_Acquisition">Vocabulary Acquisition</a>, <script data-card-contents-for-ri="22023" type="text/json">{"id":22023,"name":"Vocabulary Acquisition","url":"https://www.academia.edu/Documents/in/Vocabulary_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="61222" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingual_Mental_Lexicon">Bilingual Mental Lexicon</a>, <script data-card-contents-for-ri="61222" type="text/json">{"id":61222,"name":"Bilingual Mental Lexicon","url":"https://www.academia.edu/Documents/in/Bilingual_Mental_Lexicon?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3770040]'), work: {"id":3770040,"title":"The automatic cognate form assumption: Evidence for the Parasitic Model of vocabulary development","created_at":"2013-06-23T05:08:40.106-07:00","url":"https://www.academia.edu/3770040/The_automatic_cognate_form_assumption_Evidence_for_the_Parasitic_Model_of_vocabulary_development?f_ri=400629","dom_id":"work_3770040","summary":"The Parasitic Hypothesis, formulated to account for early stages of vocabulary development in second language learners, claims that on initial exposure to a word, learners automatically exploit existing lexical material in the L1 or L2 in order to establish an initial memory representation. At the level of phonological and orthographic form, it is claimed that significant overlaps with existing forms, i.e. cognates, are automatically detected and new forms are subordinately connected to them in the mental lexicon. In the study reported here, English nonwords overlapping with real words in Spanish (pseudocognates), together with noncognate nonwords, were presented to Spanishspeaking learners of English in a word familiarity task. Participants reported significantly higher levels of familiarity with the pseudocognates and showed greater consistency in providing translations for them. These results, together with measures of the degree of overlap between nonword stimuli and translations, were interpreted as evidence for the automatic use of cognates in early word learning.","downloadable_attachments":[{"id":31585482,"asset_id":3770040,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":117576,"first_name":"Christopher","last_name":"Hall","domain_name":"yorksj","page_name":"cjhall","display_name":"Christopher J Hall","profile_url":"https://yorksj.academia.edu/cjhall?f_ri=400629","photo":"https://0.academia-photos.com/117576/31594/19136031/s65_christopher.hall.jpg"}],"research_interests":[{"id":22023,"name":"Vocabulary Acquisition","url":"https://www.academia.edu/Documents/in/Vocabulary_Acquisition?f_ri=400629","nofollow":true},{"id":61222,"name":"Bilingual Mental Lexicon","url":"https://www.academia.edu/Documents/in/Bilingual_Mental_Lexicon?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_82333554" data-work_id="82333554" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/82333554/Multilingual_pedagogies_in_first_versus_foreign_language_contexts_A_cross_country_study_of_language_teachers">Multilingual pedagogies in first versus foreign language contexts: A cross-country study of language teachers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article reports on a study that used the online MULTITEACH questionnaire to examine the relationship between the multilingual pedagogies 111 language teachers, employed in upper-secondary schools in Norway and Russia, reported... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_82333554" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article reports on a study that used the online MULTITEACH questionnaire to examine the relationship between the multilingual pedagogies 111 language teachers, employed in upper-secondary schools in Norway and Russia, reported implementing, their beliefs about how multilingualism benefitted students and teachers, and their self-assessed ability to teach language aspects and skills. The study also investigated whether sociobiographical variables and participants’ language habits outside of work affected their beliefs about multilingualism benefitting their students and implementation of multilingual pedagogies. The findings revealed that participants utilized multilingual pedagogies least frequently when teaching in first language contexts and that those who used foreign languages outside of work applied such pedagogies more frequently than participants who did not. Moreover, their beliefs about multilingualism benefitting their students were positively predicted by their beliefs about multilingualism benefitting teachers and negatively predicted by their support of the monolingual approach to language learning and teaching.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/82333554" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="abeeb2073af9bec26aa952212fb03b5c" rel="nofollow" data-download="{"attachment_id":88076993,"asset_id":82333554,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/88076993/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="99689074" href="https://usn-no.academia.edu/RaeesCalafato">Raees Calafato</a><script data-card-contents-for-user="99689074" type="text/json">{"id":99689074,"first_name":"Raees","last_name":"Calafato","domain_name":"usn-no","page_name":"RaeesCalafato","display_name":"Raees Calafato","profile_url":"https://usn-no.academia.edu/RaeesCalafato?f_ri=400629","photo":"https://0.academia-photos.com/99689074/21750170/30674599/s65_raees.calafato.jpg"}</script></span></span></li><li class="js-paper-rank-work_82333554 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="82333554"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 82333554, container: ".js-paper-rank-work_82333554", }); });</script></li><li class="js-percentile-work_82333554 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82333554; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_82333554"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_82333554 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="82333554"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82333554; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82333554]").text(description); $(".js-view-count-work_82333554").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_82333554").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="82333554"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2308" rel="nofollow" href="https://www.academia.edu/Documents/in/Multilingualism">Multilingualism</a>, <script data-card-contents-for-ri="2308" type="text/json">{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9491" rel="nofollow" href="https://www.academia.edu/Documents/in/Pedagogy">Pedagogy</a>, <script data-card-contents-for-ri="9491" type="text/json">{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13545" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Training">Teacher Training</a><script data-card-contents-for-ri="13545" type="text/json">{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=82333554]'), work: {"id":82333554,"title":"Multilingual pedagogies in first versus foreign language contexts: A cross-country study of language teachers","created_at":"2022-06-28T23:00:43.124-07:00","url":"https://www.academia.edu/82333554/Multilingual_pedagogies_in_first_versus_foreign_language_contexts_A_cross_country_study_of_language_teachers?f_ri=400629","dom_id":"work_82333554","summary":"This article reports on a study that used the online MULTITEACH questionnaire to examine the relationship between the multilingual pedagogies 111 language teachers, employed in upper-secondary schools in Norway and Russia, reported implementing, their beliefs about how multilingualism benefitted students and teachers, and their self-assessed ability to teach language aspects and skills. The study also investigated whether sociobiographical variables and participants’ language habits outside of work affected their beliefs about multilingualism benefitting their students and implementation of multilingual pedagogies. The findings revealed that participants utilized multilingual pedagogies least frequently when teaching in first language contexts and that those who used foreign languages outside of work applied such pedagogies more frequently than participants who did not. Moreover, their beliefs about multilingualism benefitting their students were positively predicted by their beliefs about multilingualism benefitting teachers and negatively predicted by their support of the monolingual approach to language learning and teaching.","downloadable_attachments":[{"id":88076993,"asset_id":82333554,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":99689074,"first_name":"Raees","last_name":"Calafato","domain_name":"usn-no","page_name":"RaeesCalafato","display_name":"Raees Calafato","profile_url":"https://usn-no.academia.edu/RaeesCalafato?f_ri=400629","photo":"https://0.academia-photos.com/99689074/21750170/30674599/s65_raees.calafato.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=400629","nofollow":true},{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=400629","nofollow":true},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=400629","nofollow":true},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=400629","nofollow":true},{"id":18841,"name":"French Language Teaching","url":"https://www.academia.edu/Documents/in/French_Language_Teaching?f_ri=400629"},{"id":36557,"name":"Teaching Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language?f_ri=400629"},{"id":41863,"name":"Russia","url":"https://www.academia.edu/Documents/in/Russia?f_ri=400629"},{"id":46948,"name":"Bilingualism and Multilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism_and_Multilingualism?f_ri=400629"},{"id":51645,"name":"Norway","url":"https://www.academia.edu/Documents/in/Norway?f_ri=400629"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=400629"},{"id":240653,"name":"Teachers Beliefs","url":"https://www.academia.edu/Documents/in/Teachers_Beliefs?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":603166,"name":"German as a Foreign Language","url":"https://www.academia.edu/Documents/in/German_as_a_Foreign_Language?f_ri=400629"},{"id":694661,"name":"Lesson planning for English language teaching","url":"https://www.academia.edu/Documents/in/Lesson_planning_for_English_language_teaching?f_ri=400629"},{"id":985217,"name":"Multilingual Education and Development","url":"https://www.academia.edu/Documents/in/Multilingual_Education_and_Development?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_46909892" data-work_id="46909892" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/46909892/EduLingua_6_1_2020_61_Examples_of_cross_linguistic_influence_in_learning_German_as_a_foreign_language_The_case_of_third_year_students_of_foreign_languages_at_Al_Kawakibi_Secondary_School_in_Touggourt_Algeria">EduLingua 6/1 (2020) 61 Examples of cross-linguistic influence in learning German as a foreign language: The case of third-year students of foreign languages at Al-Kawakibi Secondary School in Touggourt, Algeria</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present study sheds light on cross-linguistic influence and language transfer in third or additional language learning and explores the factors affecting the learning of third or additional language in a multilingual context. It aims... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_46909892" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present study sheds light on cross-linguistic influence and language transfer in third or additional language learning and explores the factors affecting the learning of third or additional language in a multilingual context. It aims at investigating the extent to which the typologically more similar language influences the language being learned. This study was carried out with the participation of 30 third-year students in the foreign languages stream at Al-Kawakibi Secondary School-Touggourt in Algeria. The participants had Arabic as L1, French as L2, English as L3 and they were learning L4 German. The instruments included two translation tasks and a paragraph writing in German, in addition to a questionnaire about learners' self-rated language proficiency of their non-native languages. The findings show that students tend to translate into the language which is typologically more similar to German, in this case English, that influences learning L4 German the most.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/46909892" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f0511e1d793c6553a03d21ba96cf6806" rel="nofollow" data-download="{"attachment_id":66283284,"asset_id":46909892,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66283284/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="97264979" href="https://independent.academia.edu/FatihaSadouki">Fatiha Sadouki</a><script data-card-contents-for-user="97264979" type="text/json">{"id":97264979,"first_name":"Fatiha","last_name":"Sadouki","domain_name":"independent","page_name":"FatihaSadouki","display_name":"Fatiha Sadouki","profile_url":"https://independent.academia.edu/FatihaSadouki?f_ri=400629","photo":"https://0.academia-photos.com/97264979/47853347/157400377/s65_fatiha.sadouki.jpg"}</script></span></span></li><li class="js-paper-rank-work_46909892 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="46909892"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 46909892, container: ".js-paper-rank-work_46909892", }); });</script></li><li class="js-percentile-work_46909892 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46909892; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_46909892"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_46909892 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="46909892"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46909892; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46909892]").text(description); $(".js-view-count-work_46909892").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_46909892").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="46909892"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="21203" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Additional_Language_Learning">Second/Additional Language Learning</a>, <script data-card-contents-for-ri="21203" type="text/json">{"id":21203,"name":"Second/Additional Language Learning","url":"https://www.academia.edu/Documents/in/Second_Additional_Language_Learning?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="33639" rel="nofollow" href="https://www.academia.edu/Documents/in/Third_Language_Acqusition">Third Language Acqusition</a>, <script data-card-contents-for-ri="33639" type="text/json">{"id":33639,"name":"Third Language Acqusition","url":"https://www.academia.edu/Documents/in/Third_Language_Acqusition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="57457" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Transfer">Language Transfer</a>, <script data-card-contents-for-ri="57457" type="text/json">{"id":57457,"name":"Language Transfer","url":"https://www.academia.edu/Documents/in/Language_Transfer?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=46909892]'), work: {"id":46909892,"title":"EduLingua 6/1 (2020) 61 Examples of cross-linguistic influence in learning German as a foreign language: The case of third-year students of foreign languages at Al-Kawakibi Secondary School in Touggourt, Algeria","created_at":"2021-04-16T13:53:45.649-07:00","url":"https://www.academia.edu/46909892/EduLingua_6_1_2020_61_Examples_of_cross_linguistic_influence_in_learning_German_as_a_foreign_language_The_case_of_third_year_students_of_foreign_languages_at_Al_Kawakibi_Secondary_School_in_Touggourt_Algeria?f_ri=400629","dom_id":"work_46909892","summary":"The present study sheds light on cross-linguistic influence and language transfer in third or additional language learning and explores the factors affecting the learning of third or additional language in a multilingual context. It aims at investigating the extent to which the typologically more similar language influences the language being learned. This study was carried out with the participation of 30 third-year students in the foreign languages stream at Al-Kawakibi Secondary School-Touggourt in Algeria. The participants had Arabic as L1, French as L2, English as L3 and they were learning L4 German. The instruments included two translation tasks and a paragraph writing in German, in addition to a questionnaire about learners' self-rated language proficiency of their non-native languages. The findings show that students tend to translate into the language which is typologically more similar to German, in this case English, that influences learning L4 German the most.","downloadable_attachments":[{"id":66283284,"asset_id":46909892,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":97264979,"first_name":"Fatiha","last_name":"Sadouki","domain_name":"independent","page_name":"FatihaSadouki","display_name":"Fatiha Sadouki","profile_url":"https://independent.academia.edu/FatihaSadouki?f_ri=400629","photo":"https://0.academia-photos.com/97264979/47853347/157400377/s65_fatiha.sadouki.jpg"}],"research_interests":[{"id":21203,"name":"Second/Additional Language Learning","url":"https://www.academia.edu/Documents/in/Second_Additional_Language_Learning?f_ri=400629","nofollow":true},{"id":33639,"name":"Third Language Acqusition","url":"https://www.academia.edu/Documents/in/Third_Language_Acqusition?f_ri=400629","nofollow":true},{"id":57457,"name":"Language Transfer","url":"https://www.academia.edu/Documents/in/Language_Transfer?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39235476" data-work_id="39235476" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39235476/Of_False_Friends_and_Familiar_Foes_Comparing_native_and_non_native_understanding_of_figurative_phrases">Of False Friends and Familiar Foes: Comparing native and non-native understanding of figurative phrases</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Research into figurative language identifies variables such as familiarity, transparency, decomposability and motivation, all of which play an important role in how native and non-native speakers learn, process and understand figurative... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39235476" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Research into figurative language identifies variables such as familiarity, transparency, decomposability and motivation, all of which play an important role in how native and non-native speakers learn, process and understand figurative phrases. However, these variables are not always defined and operationalised in the same way, and are often treated as independent. We discuss these factors as they relate to the judgements that language users make, and as they relate to the ability to correctly infer meaning in a range of familiar and unfamiliar idioms, and novel metaphors. In a rating study, we show that familiarity has a clear effect on perceptions of transparency. For less familiar idioms, judgments of decomposability after the meaning became known were strongly affected by whether or not speakers were correct in guessing the meaning. We also saw clear cross-language effects, whereby idioms that exist in the L1 for non-native speakers were seen as more familiar, more transparent and were better identified. We discuss how these factors contribute at different stages to allow speakers to make sense of both familiar and unfamiliar figurative phrases.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39235476" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fd6860c9425cfeffa1f58bddc893f092" rel="nofollow" data-download="{"attachment_id":59366666,"asset_id":39235476,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59366666/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1764396" href="https://bham.academia.edu/GarethCarrol">Gareth Carrol</a><script data-card-contents-for-user="1764396" type="text/json">{"id":1764396,"first_name":"Gareth","last_name":"Carrol","domain_name":"bham","page_name":"GarethCarrol","display_name":"Gareth Carrol","profile_url":"https://bham.academia.edu/GarethCarrol?f_ri=400629","photo":"https://0.academia-photos.com/1764396/604764/12613545/s65_gareth.carrol.jpg"}</script></span></span></li><li class="js-paper-rank-work_39235476 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39235476"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39235476, container: ".js-paper-rank-work_39235476", }); });</script></li><li class="js-percentile-work_39235476 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39235476; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39235476"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39235476 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39235476"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39235476; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39235476]").text(description); $(".js-view-count-work_39235476").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39235476").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39235476"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="11712" rel="nofollow" href="https://www.academia.edu/Documents/in/Metaphor">Metaphor</a>, <script data-card-contents-for-ri="11712" type="text/json">{"id":11712,"name":"Metaphor","url":"https://www.academia.edu/Documents/in/Metaphor?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38083" rel="nofollow" href="https://www.academia.edu/Documents/in/Figurative_language">Figurative language</a>, <script data-card-contents-for-ri="38083" type="text/json">{"id":38083,"name":"Figurative language","url":"https://www.academia.edu/Documents/in/Figurative_language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="96072" rel="nofollow" href="https://www.academia.edu/Documents/in/Idioms">Idioms</a>, <script data-card-contents-for-ri="96072" type="text/json">{"id":96072,"name":"Idioms","url":"https://www.academia.edu/Documents/in/Idioms?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39235476]'), work: {"id":39235476,"title":"Of False Friends and Familiar Foes: Comparing native and non-native understanding of figurative phrases","created_at":"2019-05-23T03:15:21.566-07:00","url":"https://www.academia.edu/39235476/Of_False_Friends_and_Familiar_Foes_Comparing_native_and_non_native_understanding_of_figurative_phrases?f_ri=400629","dom_id":"work_39235476","summary":"Research into figurative language identifies variables such as familiarity, transparency, decomposability and motivation, all of which play an important role in how native and non-native speakers learn, process and understand figurative phrases. However, these variables are not always defined and operationalised in the same way, and are often treated as independent. We discuss these factors as they relate to the judgements that language users make, and as they relate to the ability to correctly infer meaning in a range of familiar and unfamiliar idioms, and novel metaphors. In a rating study, we show that familiarity has a clear effect on perceptions of transparency. For less familiar idioms, judgments of decomposability after the meaning became known were strongly affected by whether or not speakers were correct in guessing the meaning. We also saw clear cross-language effects, whereby idioms that exist in the L1 for non-native speakers were seen as more familiar, more transparent and were better identified. We discuss how these factors contribute at different stages to allow speakers to make sense of both familiar and unfamiliar figurative phrases.","downloadable_attachments":[{"id":59366666,"asset_id":39235476,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1764396,"first_name":"Gareth","last_name":"Carrol","domain_name":"bham","page_name":"GarethCarrol","display_name":"Gareth Carrol","profile_url":"https://bham.academia.edu/GarethCarrol?f_ri=400629","photo":"https://0.academia-photos.com/1764396/604764/12613545/s65_gareth.carrol.jpg"}],"research_interests":[{"id":11712,"name":"Metaphor","url":"https://www.academia.edu/Documents/in/Metaphor?f_ri=400629","nofollow":true},{"id":38083,"name":"Figurative language","url":"https://www.academia.edu/Documents/in/Figurative_language?f_ri=400629","nofollow":true},{"id":96072,"name":"Idioms","url":"https://www.academia.edu/Documents/in/Idioms?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4763294" data-work_id="4763294" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4763294/The_Effect_of_Length_of_Exposure_on_the_Perceptual_Assimilation_of_Unfamiliar_Phonemes_in_Infants_Children_and_Adults">The Effect of Length of Exposure on the Perceptual Assimilation of Unfamiliar Phonemes in Infants, Children and Adults</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"The study of speech perception has been separated traditionally from that of general auditory science. Studies based on the belief that speech perception relies on a specialized (modular) perceptual system distinct from general auditory... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4763294" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"The study of speech perception has been separated traditionally from that of general auditory science. Studies based on the belief that speech perception relies on a specialized (modular) perceptual system distinct from general auditory processing, such as Jusczyk and Bertoncini (1988) have been widely accepted amongst researchers, based in many cases on the Motor Theory of speech perception (Liberman & Mattingly, 1985). This issue was raised by Samuel & Tartter, whose 1986 work aimed at finding out whether explanations of speech perception could be based on general acoustic properties of the signal, or whether they required speech-specific phonetic mechanisms. This has changed thanks to the focus of researchers on how perception of speech is influenced by working memory, attention, neural dynamics, and general processing at peripheral and central levels, which suggest that speech perception is not inherently different from other types of auditory processing. One of the main issues in the L2 acquisition of phonemic distinctions is whether learners are able to perceive new phonemes before effectively producing them. Even though the general consensus is that perception precedes production (Altvater-Mackensen & Fikkert, 2010), four possibilities are to be considered: (a) learners who can neither perceive nor produce  new phonemes; (b) learners who can both perceive and produce new phonemes; (c) learners who can perceive but are not able to produce new phonemes; and (d) learners who cannot perceive but are able to produce new phonemes. In addition to adult or adolescents who possess already a fixed L1 learning a new language in either an instruction or a naturalistic context, infants who are simultaneous bilinguals and children who are sequential bilinguals need to be considered as well in both contexts in order to have a clearer picture of the processing of phonemes and sounds in general by the brain. Studying the way this takes place can provide us with information on how speech perception is accomplished and, on the other hand, research on speech perception can help us understand how the auditory system functions; therefore, theories of general perceptual-cognitive processing are crucial to understand the auditory dynamics involved in speech processing. <br />The term 'cognition' is associated to the concept of knowledge, and has been used specifically to designate the conditions that allow humans to develop knowledge of the world, brought to us by our senses. Without perception, no knowledge would exist, at least in the way we have come to understand it. To emphaslze the cognitive aspects of audition is fundamental to understand the way auditory information is part of the equation in the development of knowledge. <br />The present study would aim to help us understand how the brain responds to old (native) versus new (non-native) phonemes (vowels) by analyzing the pattern of cortical auditory evoked potentials (CAEPs) as an electrophysiological measure of human speech encoding, the same way Agung, Purdy, McMahon & Newall (2006) did to study vocalic processing in auditorily impaired subjects. Another measure to be used is MMNs (mismatch negativities) in ERPs (event-related potentials), as Cheour, Kushnerenko, Čeponienė, Fellman & Näätänen (2002) did to find out whether duration changes in complex harmonic tones provoked a significant MMN response in newborns. The analysis of the types of features that contribute to this distinction/contrast in infants and children raised in Spanish-speaking households in the US, and in newly arrived monolingual (Spanish-speaking) immigrants in the US with little or no previous exposure to English may help us understand how coexistent phonemic systems are developed."</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4763294" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a17a0f4ce62f504cedbba63517b15c84" rel="nofollow" data-download="{"attachment_id":32071257,"asset_id":4763294,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32071257/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="314236" href="https://unm.academia.edu/CarlosEnriqueIbarraLinguisticsphonology">Carlos Enrique Ibarra</a><script data-card-contents-for-user="314236" type="text/json">{"id":314236,"first_name":"Carlos Enrique","last_name":"Ibarra","domain_name":"unm","page_name":"CarlosEnriqueIbarraLinguisticsphonology","display_name":"Carlos Enrique Ibarra","profile_url":"https://unm.academia.edu/CarlosEnriqueIbarraLinguisticsphonology?f_ri=400629","photo":"https://0.academia-photos.com/314236/1976153/2777798/s65_carlos_enrique.ibarra_-_linguistics_phonology_.jpg"}</script></span></span></li><li class="js-paper-rank-work_4763294 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4763294"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4763294, container: ".js-paper-rank-work_4763294", }); 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$(".js-view-count[data-work-id=4763294]").text(description); $(".js-view-count-work_4763294").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4763294").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4763294"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a><script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4763294]'), work: {"id":4763294,"title":"The Effect of Length of Exposure on the Perceptual Assimilation of Unfamiliar Phonemes in Infants, Children and Adults","created_at":"2013-10-13T03:22:59.338-07:00","url":"https://www.academia.edu/4763294/The_Effect_of_Length_of_Exposure_on_the_Perceptual_Assimilation_of_Unfamiliar_Phonemes_in_Infants_Children_and_Adults?f_ri=400629","dom_id":"work_4763294","summary":"\"The study of speech perception has been separated traditionally from that of general auditory science. Studies based on the belief that speech perception relies on a specialized (modular) perceptual system distinct from general auditory processing, such as Jusczyk and Bertoncini (1988) have been widely accepted amongst researchers, based in many cases on the Motor Theory of speech perception (Liberman \u0026 Mattingly, 1985). This issue was raised by Samuel \u0026 Tartter, whose 1986 work aimed at finding out whether explanations of speech perception could be based on general acoustic properties of the signal, or whether they required speech-specific phonetic mechanisms. This has changed thanks to the focus of researchers on how perception of speech is influenced by working memory, attention, neural dynamics, and general processing at peripheral and central levels, which suggest that speech perception is not inherently different from other types of auditory processing. One of the main issues in the L2 acquisition of phonemic distinctions is whether learners are able to perceive new phonemes before effectively producing them. Even though the general consensus is that perception precedes production (Altvater-Mackensen \u0026 Fikkert, 2010), four possibilities are to be considered: (a) learners who can neither perceive nor produce new phonemes; (b) learners who can both perceive and produce new phonemes; (c) learners who can perceive but are not able to produce new phonemes; and (d) learners who cannot perceive but are able to produce new phonemes. In addition to adult or adolescents who possess already a fixed L1 learning a new language in either an instruction or a naturalistic context, infants who are simultaneous bilinguals and children who are sequential bilinguals need to be considered as well in both contexts in order to have a clearer picture of the processing of phonemes and sounds in general by the brain. Studying the way this takes place can provide us with information on how speech perception is accomplished and, on the other hand, research on speech perception can help us understand how the auditory system functions; therefore, theories of general perceptual-cognitive processing are crucial to understand the auditory dynamics involved in speech processing. \r\nThe term 'cognition' is associated to the concept of knowledge, and has been used specifically to designate the conditions that allow humans to develop knowledge of the world, brought to us by our senses. Without perception, no knowledge would exist, at least in the way we have come to understand it. To emphaslze the cognitive aspects of audition is fundamental to understand the way auditory information is part of the equation in the development of knowledge. \r\nThe present study would aim to help us understand how the brain responds to old (native) versus new (non-native) phonemes (vowels) by analyzing the pattern of cortical auditory evoked potentials (CAEPs) as an electrophysiological measure of human speech encoding, the same way Agung, Purdy, McMahon \u0026 Newall (2006) did to study vocalic processing in auditorily impaired subjects. Another measure to be used is MMNs (mismatch negativities) in ERPs (event-related potentials), as Cheour, Kushnerenko, Čeponienė, Fellman \u0026 Näätänen (2002) did to find out whether duration changes in complex harmonic tones provoked a significant MMN response in newborns. The analysis of the types of features that contribute to this distinction/contrast in infants and children raised in Spanish-speaking households in the US, and in newly arrived monolingual (Spanish-speaking) immigrants in the US with little or no previous exposure to English may help us understand how coexistent phonemic systems are developed.\"","downloadable_attachments":[{"id":32071257,"asset_id":4763294,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":314236,"first_name":"Carlos Enrique","last_name":"Ibarra","domain_name":"unm","page_name":"CarlosEnriqueIbarraLinguisticsphonology","display_name":"Carlos Enrique Ibarra","profile_url":"https://unm.academia.edu/CarlosEnriqueIbarraLinguisticsphonology?f_ri=400629","photo":"https://0.academia-photos.com/314236/1976153/2777798/s65_carlos_enrique.ibarra_-_linguistics_phonology_.jpg"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=400629","nofollow":true},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=400629","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=400629","nofollow":true},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=400629"},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=400629"},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=400629"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=400629"},{"id":22043,"name":"Phonological Acquisition","url":"https://www.academia.edu/Documents/in/Phonological_Acquisition?f_ri=400629"},{"id":28135,"name":"Language Processing and Production in Children Vs. Adults","url":"https://www.academia.edu/Documents/in/Language_Processing_and_Production_in_Children_Vs._Adults?f_ri=400629"},{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=400629"},{"id":31488,"name":"Adult literacy","url":"https://www.academia.edu/Documents/in/Adult_literacy?f_ri=400629"},{"id":32360,"name":"Cross Linguistic Studies","url":"https://www.academia.edu/Documents/in/Cross_Linguistic_Studies?f_ri=400629"},{"id":33893,"name":"Experimental Psycholinguistics","url":"https://www.academia.edu/Documents/in/Experimental_Psycholinguistics?f_ri=400629"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=400629"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=400629"},{"id":253554,"name":"Mismatch Negativity","url":"https://www.academia.edu/Documents/in/Mismatch_Negativity?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":880901,"name":"Cortical auditory responses","url":"https://www.academia.edu/Documents/in/Cortical_auditory_responses?f_ri=400629"},{"id":1004051,"name":"Adult Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Adult_Second_Language_Acquisition?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_58834578 coauthored" data-work_id="58834578" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/58834578/Noun_phrase_production_as_a_window_to_language_selection_An_ERP_study">Noun-phrase production as a window to language selection: An ERP study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Characterising the time course of non-native language production is critical in understanding the mechanisms behind successful communication. Yet, little is known about the modulating role of cross-linguistic influence (CLI) on the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_58834578" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Characterising the time course of non-native language production is critical in understanding the mechanisms behind successful communication. Yet, little is known about the modulating role of cross-linguistic influence (CLI) on the temporal unfolding of non-native production and the locus of target language selection. In this study, we explored CLI effects on non-native noun phrase production with behavioural and neural methods. We were particularly interested in the modulation of the P300 as an index for inhibitory control, and the N400 as an index for co-activation and CLI. German late learners of Spanish overtly named pictures while their EEG was monitored. Our results indicate traceable CLI effects at the behavioural and neural level in both early and late production stages. This suggests that speakers faced competition between the target and non-target language until advanced production stages. Our findings add important behavioural and neural evidence to the underpinnings of non-native production processes, in particular for late learners.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/58834578" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="704f7d873968d85bc7b27b843ab8aa07" rel="nofollow" data-download="{"attachment_id":73052928,"asset_id":58834578,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/73052928/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="62485093" href="https://leidenuni.academia.edu/SarahvonGrebmerzuWolfsthurn">Sarah Von Grebmer Zu Wolfsthurn</a><script data-card-contents-for-user="62485093" type="text/json">{"id":62485093,"first_name":"Sarah","last_name":"Von Grebmer Zu Wolfsthurn","domain_name":"leidenuni","page_name":"SarahvonGrebmerzuWolfsthurn","display_name":"Sarah Von Grebmer Zu Wolfsthurn","profile_url":"https://leidenuni.academia.edu/SarahvonGrebmerzuWolfsthurn?f_ri=400629","photo":"https://0.academia-photos.com/62485093/16622606/33908994/s65_sarah.von_grebmer_zu_wolfsthurn.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-58834578">+1</span><div class="hidden js-additional-users-58834578"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://cityu-hk.academia.edu/NielsSchiller">Niels O Schiller</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-58834578'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-58834578').html(); 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Yet, little is known about the modulating role of cross-linguistic influence (CLI) on the temporal unfolding of non-native production and the locus of target language selection. In this study, we explored CLI effects on non-native noun phrase production with behavioural and neural methods. We were particularly interested in the modulation of the P300 as an index for inhibitory control, and the N400 as an index for co-activation and CLI. German late learners of Spanish overtly named pictures while their EEG was monitored. Our results indicate traceable CLI effects at the behavioural and neural level in both early and late production stages. This suggests that speakers faced competition between the target and non-target language until advanced production stages. Our findings add important behavioural and neural evidence to the underpinnings of non-native production processes, in particular for late learners.","downloadable_attachments":[{"id":73052928,"asset_id":58834578,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":62485093,"first_name":"Sarah","last_name":"Von Grebmer Zu Wolfsthurn","domain_name":"leidenuni","page_name":"SarahvonGrebmerzuWolfsthurn","display_name":"Sarah Von Grebmer Zu Wolfsthurn","profile_url":"https://leidenuni.academia.edu/SarahvonGrebmerzuWolfsthurn?f_ri=400629","photo":"https://0.academia-photos.com/62485093/16622606/33908994/s65_sarah.von_grebmer_zu_wolfsthurn.jpg"},{"id":150614,"first_name":"Niels","last_name":"Schiller","domain_name":"cityu-hk","page_name":"NielsSchiller","display_name":"Niels O Schiller","profile_url":"https://cityu-hk.academia.edu/NielsSchiller?f_ri=400629","photo":"https://0.academia-photos.com/150614/39701/37044652/s65_niels.schiller.jpeg"}],"research_interests":[{"id":8054,"name":"Speech Production","url":"https://www.academia.edu/Documents/in/Speech_Production?f_ri=400629","nofollow":true},{"id":12884,"name":"Brain behavior from statistical analysis of eeg signals","url":"https://www.academia.edu/Documents/in/Brain_behavior_from_statistical_analysis_of_eeg_signals?f_ri=400629","nofollow":true},{"id":46472,"name":"P300","url":"https://www.academia.edu/Documents/in/P300?f_ri=400629","nofollow":true},{"id":220467,"name":"N400","url":"https://www.academia.edu/Documents/in/N400?f_ri=400629","nofollow":true},{"id":236557,"name":"Grammatical Gender","url":"https://www.academia.edu/Documents/in/Grammatical_Gender?f_ri=400629"},{"id":382178,"name":"Cognates","url":"https://www.academia.edu/Documents/in/Cognates?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1287668" data-work_id="1287668" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1287668/Arabische_Etymologien_in_der_Geschichte_der_jakutischen_Wortforschung">Arabische Etymologien in der Geschichte der jakutischen Wortforschung</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Wie die Existenz der persischen, so erschien auch die der arabischen Lehnwörter im Jakutischen zuerst wegen der geographischen Entfernung dieser Völker ausgeschlossen. Das große jakutische Wörterbuch von E. Piekarski ermöglichte jedoch... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1287668" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Wie die Existenz der persischen, so erschien auch die der arabischen Lehnwörter im Jakutischen zuerst wegen der geographischen Entfernung dieser Völker ausgeschlossen. Das große jakutische Wörterbuch von E. Piekarski ermöglichte jedoch einen tieferen Einblick in den jakutischen Wortschatz und seit <br /> dieser Zeit begegnen uns in der turkologischen Literatur verstreute Hinweise auf die persische bzw. arabische Herkunft des einen oder anderen Wortes. Diese zu sammeln und zu sichten, schien eine dankbare Aufgabe zu sein.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1287668" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bf01dc28d068533077f9eb9550d5f961" rel="nofollow" data-download="{"attachment_id":112204864,"asset_id":1287668,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/112204864/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1151538" href="https://jagiellonian.academia.edu/MarekStachowski">Marek Stachowski</a><script data-card-contents-for-user="1151538" type="text/json">{"id":1151538,"first_name":"Marek","last_name":"Stachowski","domain_name":"jagiellonian","page_name":"MarekStachowski","display_name":"Marek Stachowski","profile_url":"https://jagiellonian.academia.edu/MarekStachowski?f_ri=400629","photo":"https://0.academia-photos.com/1151538/406141/496980/s65_marek.stachowski.jpg"}</script></span></span></li><li class="js-paper-rank-work_1287668 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1287668"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1287668, container: ".js-paper-rank-work_1287668", }); 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$(".js-view-count[data-work-id=1287668]").text(description); $(".js-view-count-work_1287668").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1287668").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1287668"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1206" rel="nofollow" href="https://www.academia.edu/Documents/in/Lexicology">Lexicology</a>, <script data-card-contents-for-ri="1206" type="text/json">{"id":1206,"name":"Lexicology","url":"https://www.academia.edu/Documents/in/Lexicology?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2717" rel="nofollow" href="https://www.academia.edu/Documents/in/Etymology">Etymology</a>, <script data-card-contents-for-ri="2717" type="text/json">{"id":2717,"name":"Etymology","url":"https://www.academia.edu/Documents/in/Etymology?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3324" rel="nofollow" href="https://www.academia.edu/Documents/in/Arabic">Arabic</a><script data-card-contents-for-ri="3324" type="text/json">{"id":3324,"name":"Arabic","url":"https://www.academia.edu/Documents/in/Arabic?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1287668]'), work: {"id":1287668,"title":"Arabische Etymologien in der Geschichte der jakutischen Wortforschung","created_at":"2012-01-25T03:53:13.455-08:00","url":"https://www.academia.edu/1287668/Arabische_Etymologien_in_der_Geschichte_der_jakutischen_Wortforschung?f_ri=400629","dom_id":"work_1287668","summary":"Wie die Existenz der persischen, so erschien auch die der arabischen Lehnwörter im Jakutischen zuerst wegen der geographischen Entfernung dieser Völker ausgeschlossen. Das große jakutische Wörterbuch von E. Piekarski ermöglichte jedoch einen tieferen Einblick in den jakutischen Wortschatz und seit\r\n dieser Zeit begegnen uns in der turkologischen Literatur verstreute Hinweise auf die persische bzw. arabische Herkunft des einen oder anderen Wortes. Diese zu sammeln und zu sichten, schien eine dankbare Aufgabe zu sein.","downloadable_attachments":[{"id":112204864,"asset_id":1287668,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1151538,"first_name":"Marek","last_name":"Stachowski","domain_name":"jagiellonian","page_name":"MarekStachowski","display_name":"Marek Stachowski","profile_url":"https://jagiellonian.academia.edu/MarekStachowski?f_ri=400629","photo":"https://0.academia-photos.com/1151538/406141/496980/s65_marek.stachowski.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=400629","nofollow":true},{"id":1206,"name":"Lexicology","url":"https://www.academia.edu/Documents/in/Lexicology?f_ri=400629","nofollow":true},{"id":2717,"name":"Etymology","url":"https://www.academia.edu/Documents/in/Etymology?f_ri=400629","nofollow":true},{"id":3324,"name":"Arabic","url":"https://www.academia.edu/Documents/in/Arabic?f_ri=400629","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=400629"},{"id":16017,"name":"Loanwords, Language contact \u0026 change","url":"https://www.academia.edu/Documents/in/Loanwords_Language_contact_and_change?f_ri=400629"},{"id":50796,"name":"Language contact","url":"https://www.academia.edu/Documents/in/Language_contact?f_ri=400629"},{"id":64978,"name":"Language and Etymology","url":"https://www.academia.edu/Documents/in/Language_and_Etymology?f_ri=400629"},{"id":79644,"name":"Turkic Linguistics","url":"https://www.academia.edu/Documents/in/Turkic_Linguistics?f_ri=400629"},{"id":114418,"name":"Türkçe","url":"https://www.academia.edu/Documents/in/T%C3%BCrk%C3%A7e?f_ri=400629"},{"id":234902,"name":"Languages in Contact","url":"https://www.academia.edu/Documents/in/Languages_in_Contact?f_ri=400629"},{"id":243026,"name":"Siberian Languages","url":"https://www.academia.edu/Documents/in/Siberian_Languages?f_ri=400629"},{"id":312008,"name":"Siberian Turkic languages","url":"https://www.academia.edu/Documents/in/Siberian_Turkic_languages?f_ri=400629"},{"id":368769,"name":"Yakut","url":"https://www.academia.edu/Documents/in/Yakut?f_ri=400629"},{"id":382182,"name":"Loanwords","url":"https://www.academia.edu/Documents/in/Loanwords?f_ri=400629"},{"id":525271,"name":"Yakutça","url":"https://www.academia.edu/Documents/in/Yakutca?f_ri=400629"},{"id":767823,"name":"Yakut Linguistics","url":"https://www.academia.edu/Documents/in/Yakut_Linguistics?f_ri=400629"},{"id":926071,"name":"Loan Words","url":"https://www.academia.edu/Documents/in/Loan_Words?f_ri=400629"},{"id":1754502,"name":"Etymology and lexicology Turkic languages","url":"https://www.academia.edu/Documents/in/Etymology_and_lexicology_Turkic_languages?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13869195 coauthored" data-work_id="13869195" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13869195/Teaching_Languages_off_the_Beaten_Track_book_review">Teaching Languages off the Beaten Track - book review</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The 21st-century global linguistic landscape has seen many challenges for language learners. New assessments have been made in a host of areas, especially regarding learners’ needs, motives, the target of instruction, and methodologies.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13869195" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The 21st-century global linguistic landscape has seen many challenges for language learners. New assessments have been made in a host of areas, especially regarding learners’ needs, motives, the target of instruction, and methodologies. The new realities, locales and purposes of communication all necessitate a shift in attitude and a new set of competencies is required of the teacher. This volume comprises a multi-faceted and thoughtful response to these changes in both modern reality and teaching philosophy. It is a study of a few of the other ways to tackle situations outside of norms and routines. The authors of this volume possess many years of teaching experience, and have stepped off the roads most travelled to explore new avenues and find novel solutions in foreign language teaching. This volume familiarises readers with contemporary theoretical debate and new research, and demonstrates how to easily translate these into practical, everyday classroom applications. <br />The book is available with a 63% discount from <a href="http://www.amazon.com/Teaching-Languages-Off-Beaten-Track/dp/3631648294/" rel="nofollow">http://www.amazon.com/Teaching-Languages-Off-Beaten-Track/dp/3631648294/</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13869195" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1637498c7df333f685343d7b7b27283c" rel="nofollow" data-download="{"attachment_id":38147733,"asset_id":13869195,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38147733/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33035264" href="https://independent.academia.edu/AdamFreeman6">Adam Freeman</a><script data-card-contents-for-user="33035264" type="text/json">{"id":33035264,"first_name":"Adam","last_name":"Freeman","domain_name":"independent","page_name":"AdamFreeman6","display_name":"Adam Freeman","profile_url":"https://independent.academia.edu/AdamFreeman6?f_ri=400629","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-13869195">+1</span><div class="hidden js-additional-users-13869195"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uw.academia.edu/paradowski">Michał B. Paradowski</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-13869195'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-13869195').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_13869195 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13869195"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13869195, container: ".js-paper-rank-work_13869195", }); });</script></li><li class="js-percentile-work_13869195 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13869195; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13869195"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13869195 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13869195"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13869195; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13869195]").text(description); $(".js-view-count-work_13869195").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13869195").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13869195"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">31</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1830" rel="nofollow" href="https://www.academia.edu/Documents/in/Gesture_Studies">Gesture Studies</a>, <script data-card-contents-for-ri="1830" type="text/json">{"id":1830,"name":"Gesture Studies","url":"https://www.academia.edu/Documents/in/Gesture_Studies?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3574" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonological_Awareness">Phonological Awareness</a>, <script data-card-contents-for-ri="3574" type="text/json">{"id":3574,"name":"Phonological Awareness","url":"https://www.academia.edu/Documents/in/Phonological_Awareness?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7255" rel="nofollow" href="https://www.academia.edu/Documents/in/Learning_Styles">Learning Styles</a><script data-card-contents-for-ri="7255" type="text/json">{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13869195]'), work: {"id":13869195,"title":"Teaching Languages off the Beaten Track - book review","created_at":"2015-07-10T01:03:23.347-07:00","url":"https://www.academia.edu/13869195/Teaching_Languages_off_the_Beaten_Track_book_review?f_ri=400629","dom_id":"work_13869195","summary":"The 21st-century global linguistic landscape has seen many challenges for language learners. New assessments have been made in a host of areas, especially regarding learners’ needs, motives, the target of instruction, and methodologies. The new realities, locales and purposes of communication all necessitate a shift in attitude and a new set of competencies is required of the teacher. This volume comprises a multi-faceted and thoughtful response to these changes in both modern reality and teaching philosophy. It is a study of a few of the other ways to tackle situations outside of norms and routines. The authors of this volume possess many years of teaching experience, and have stepped off the roads most travelled to explore new avenues and find novel solutions in foreign language teaching. This volume familiarises readers with contemporary theoretical debate and new research, and demonstrates how to easily translate these into practical, everyday classroom applications.\r\nThe book is available with a 63% discount from http://www.amazon.com/Teaching-Languages-Off-Beaten-Track/dp/3631648294/","downloadable_attachments":[{"id":38147733,"asset_id":13869195,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33035264,"first_name":"Adam","last_name":"Freeman","domain_name":"independent","page_name":"AdamFreeman6","display_name":"Adam Freeman","profile_url":"https://independent.academia.edu/AdamFreeman6?f_ri=400629","photo":"/images/s65_no_pic.png"},{"id":22293,"first_name":"Michał B.","last_name":"Paradowski","domain_name":"uw","page_name":"paradowski","display_name":"Michał B. Paradowski","profile_url":"https://uw.academia.edu/paradowski?f_ri=400629","photo":"https://0.academia-photos.com/22293/80627/44520766/s65_micha_b..paradowski.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true},{"id":1830,"name":"Gesture Studies","url":"https://www.academia.edu/Documents/in/Gesture_Studies?f_ri=400629","nofollow":true},{"id":3574,"name":"Phonological Awareness","url":"https://www.academia.edu/Documents/in/Phonological_Awareness?f_ri=400629","nofollow":true},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles?f_ri=400629","nofollow":true},{"id":9781,"name":"American Sign Language","url":"https://www.academia.edu/Documents/in/American_Sign_Language?f_ri=400629"},{"id":9918,"name":"Teaching of Foreign Languages","url":"https://www.academia.edu/Documents/in/Teaching_of_Foreign_Languages?f_ri=400629"},{"id":11716,"name":"Polyglots","url":"https://www.academia.edu/Documents/in/Polyglots?f_ri=400629"},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=400629"},{"id":16618,"name":"Optimality Theory","url":"https://www.academia.edu/Documents/in/Optimality_Theory?f_ri=400629"},{"id":21475,"name":"Foreign language teaching and learning","url":"https://www.academia.edu/Documents/in/Foreign_language_teaching_and_learning?f_ri=400629"},{"id":30048,"name":"Individual Differences","url":"https://www.academia.edu/Documents/in/Individual_Differences?f_ri=400629"},{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=400629"},{"id":33323,"name":"Intercultural Competence","url":"https://www.academia.edu/Documents/in/Intercultural_Competence?f_ri=400629"},{"id":35075,"name":"Learning Style","url":"https://www.academia.edu/Documents/in/Learning_Style?f_ri=400629"},{"id":38604,"name":"Optimality Theory (Languages And Linguistics)","url":"https://www.academia.edu/Documents/in/Optimality_Theory_Languages_And_Linguistics_?f_ri=400629"},{"id":41375,"name":"Study Abroad","url":"https://www.academia.edu/Documents/in/Study_Abroad?f_ri=400629"},{"id":44878,"name":"Methodology and Didactics of Foreign Language Teaching","url":"https://www.academia.edu/Documents/in/Methodology_and_Didactics_of_Foreign_Language_Teaching?f_ri=400629"},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=400629"},{"id":46956,"name":"Language Learning motivation","url":"https://www.academia.edu/Documents/in/Language_Learning_motivation?f_ri=400629"},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=400629"},{"id":55408,"name":"Individual differences in L2/FL learning","url":"https://www.academia.edu/Documents/in/Individual_differences_in_L2_FL_learning?f_ri=400629"},{"id":100638,"name":"Pronunciation Teaching","url":"https://www.academia.edu/Documents/in/Pronunciation_Teaching?f_ri=400629"},{"id":158993,"name":"Teaching Italian as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_Italian_as_a_Second_Language?f_ri=400629"},{"id":198364,"name":"Teaching Second Language Writing","url":"https://www.academia.edu/Documents/in/Teaching_Second_Language_Writing?f_ri=400629"},{"id":205142,"name":"Adult Learning Styles","url":"https://www.academia.edu/Documents/in/Adult_Learning_Styles?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":407803,"name":"Teaching and Learning of Chinese as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_of_Chinese_as_a_Second_Language?f_ri=400629"},{"id":583136,"name":"Modern Foreign Languages Teaching and Learning","url":"https://www.academia.edu/Documents/in/Modern_Foreign_Languages_Teaching_and_Learning?f_ri=400629"},{"id":766331,"name":"Classroom Phonological Awareness Instruction","url":"https://www.academia.edu/Documents/in/Classroom_Phonological_Awareness_Instruction?f_ri=400629"},{"id":969558,"name":"Teaching English Pronunciation","url":"https://www.academia.edu/Documents/in/Teaching_English_Pronunciation?f_ri=400629"},{"id":979120,"name":"Cross cultural Training In Study Abroad Programs","url":"https://www.academia.edu/Documents/in/Cross_cultural_Training_In_Study_Abroad_Programs?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6813933" data-work_id="6813933" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6813933/Cross_Linguistic_Differences_in_Implicit_Language_Learning">Cross-Linguistic Differences in Implicit Language Learning.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We report three experiments that explore the effect of prior linguistic knowledge on implicit language learning. Native speakers of English from the United Kingdom and native speakers of Cantonese from Hong Kong participated in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6813933" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We report three experiments that explore the effect of prior linguistic knowledge on implicit language learning. Native speakers of English from the United Kingdom and native speakers of Cantonese from Hong Kong participated in experiments that involved different learning materials. In Experiment 1, both participant groups showed evidence of learning a mapping between articles and noun animacy. In Experiment 2, neither group showed learning of a mapping between articles and a linguistically anomalous concept (the number of capital letters in an English word or that of strokes in a Chinese character). In Experiment 3, the Chinese group, but not the English group, showed evidence of learning a mapping between articles and a concept derived from the Chinese classifier system. It was concluded that first language knowledge affected implicit language learning and that implicit learning, at least when natural language learning is concerned, is subject to constraints and biases.(Received March 11 2013)(Accepted November 21 2013)(Revised February 13 2014)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6813933" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e98fa2804397d29fcb05359a25f1f6ef" rel="nofollow" data-download="{"attachment_id":37415261,"asset_id":6813933,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37415261/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="461538" href="https://hku-hk.academia.edu/JannyLeung">Janny HC Leung</a><script data-card-contents-for-user="461538" type="text/json">{"id":461538,"first_name":"Janny HC","last_name":"Leung","domain_name":"hku-hk","page_name":"JannyLeung","display_name":"Janny HC Leung","profile_url":"https://hku-hk.academia.edu/JannyLeung?f_ri=400629","photo":"https://0.academia-photos.com/461538/3314786/3900755/s65_janny.leung.jpg"}</script></span></span></li><li class="js-paper-rank-work_6813933 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6813933"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6813933, container: ".js-paper-rank-work_6813933", }); });</script></li><li class="js-percentile-work_6813933 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6813933; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_6813933"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_6813933 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="6813933"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6813933; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6813933]").text(description); $(".js-view-count-work_6813933").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_6813933").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="6813933"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1753" rel="nofollow" href="https://www.academia.edu/Documents/in/Implicit_learning">Implicit learning</a>, <script data-card-contents-for-ri="1753" type="text/json">{"id":1753,"name":"Implicit learning","url":"https://www.academia.edu/Documents/in/Implicit_learning?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a>, <script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="683435" rel="nofollow" href="https://www.academia.edu/Documents/in/Explicit_and_Implicit_Second_Language_Learning_and_Instruction">Explicit and Implicit Second Language Learning and Instruction</a><script data-card-contents-for-ri="683435" type="text/json">{"id":683435,"name":"Explicit and Implicit Second Language Learning and Instruction","url":"https://www.academia.edu/Documents/in/Explicit_and_Implicit_Second_Language_Learning_and_Instruction?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=6813933]'), work: {"id":6813933,"title":"Cross-Linguistic Differences in Implicit Language Learning.","created_at":"2014-04-20T13:28:24.021-07:00","url":"https://www.academia.edu/6813933/Cross_Linguistic_Differences_in_Implicit_Language_Learning?f_ri=400629","dom_id":"work_6813933","summary":"We report three experiments that explore the effect of prior linguistic knowledge on implicit language learning. Native speakers of English from the United Kingdom and native speakers of Cantonese from Hong Kong participated in experiments that involved different learning materials. In Experiment 1, both participant groups showed evidence of learning a mapping between articles and noun animacy. In Experiment 2, neither group showed learning of a mapping between articles and a linguistically anomalous concept (the number of capital letters in an English word or that of strokes in a Chinese character). In Experiment 3, the Chinese group, but not the English group, showed evidence of learning a mapping between articles and a concept derived from the Chinese classifier system. It was concluded that first language knowledge affected implicit language learning and that implicit learning, at least when natural language learning is concerned, is subject to constraints and biases.(Received March 11 2013)(Accepted November 21 2013)(Revised February 13 2014)","downloadable_attachments":[{"id":37415261,"asset_id":6813933,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":461538,"first_name":"Janny HC","last_name":"Leung","domain_name":"hku-hk","page_name":"JannyLeung","display_name":"Janny HC Leung","profile_url":"https://hku-hk.academia.edu/JannyLeung?f_ri=400629","photo":"https://0.academia-photos.com/461538/3314786/3900755/s65_janny.leung.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":1753,"name":"Implicit learning","url":"https://www.academia.edu/Documents/in/Implicit_learning?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true},{"id":683435,"name":"Explicit and Implicit Second Language Learning and Instruction","url":"https://www.academia.edu/Documents/in/Explicit_and_Implicit_Second_Language_Learning_and_Instruction?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20017036" data-work_id="20017036" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20017036/The_translation_of_Motion_events_from_Spanish_into_English_a_cross_linguistic_perspective">The translation of Motion events from Spanish into English: a cross-linguistic perspective</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study is based on the theoretical framework of conceptual transfer established by Jarvis (1998, 2007) and on the typology of satellite-framed and verb-framed languages developed by Talmy (1985, 2000). The relationship between... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20017036" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study is based on the theoretical framework of conceptual transfer established by Jarvis (1998, 2007) and on the typology of satellite-framed and verb-framed languages developed by Talmy (1985, 2000). The relationship between conceptual transfer and the thinking for speaking hypothesis (Slobin, 1996b) is also considered. We show that conceptual transfer applies in the translation of lexicalisation patterns in Motion events from Spanish into English. Our informants are twenty Spanish speaking translation students who specialize in translation from Spanish/English, English/Spanish. They were faced with a series of ten sentences containing 7 examples including motion verbs and 3 distractors. The results seem to show that the translations from Spanish to English indicate a preference to follow the L1 lexicalisation pattern, coding Path in the main verb and Manner in a separate constituent, as opposed to the English lexicalisation pattern where Manner of Motion is conflated in a single lexical item and Path is indicated in a satellite. This misuse of the English pattern can be interpreted as an example of conceptual transfer. When conceptual transfer is at work non-target-like translations are produced. More attention needs to be paid to the different conceptual structures of motion events in both languages</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20017036" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f2a21e8554d0caf015b3cb8a3c2ce0cd" rel="nofollow" data-download="{"attachment_id":40958624,"asset_id":20017036,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40958624/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16149796" href="https://kkk.academia.edu/RosaAlonso">Rosa Alonso</a><script data-card-contents-for-user="16149796" type="text/json">{"id":16149796,"first_name":"Rosa","last_name":"Alonso","domain_name":"kkk","page_name":"RosaAlonso","display_name":"Rosa Alonso","profile_url":"https://kkk.academia.edu/RosaAlonso?f_ri=400629","photo":"https://0.academia-photos.com/16149796/4379810/32345327/s65_rosa.alonso.jpg"}</script></span></span></li><li class="js-paper-rank-work_20017036 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20017036"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20017036, container: ".js-paper-rank-work_20017036", }); 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$(".js-view-count[data-work-id=20017036]").text(description); $(".js-view-count-work_20017036").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20017036").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20017036"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="30347" rel="nofollow" href="https://www.academia.edu/Documents/in/Translation">Translation</a>, <script data-card-contents-for-ri="30347" type="text/json">{"id":30347,"name":"Translation","url":"https://www.academia.edu/Documents/in/Translation?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="314713" rel="nofollow" href="https://www.academia.edu/Documents/in/Motion_Events">Motion Events</a>, <script data-card-contents-for-ri="314713" type="text/json">{"id":314713,"name":"Motion Events","url":"https://www.academia.edu/Documents/in/Motion_Events?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a><script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20017036]'), work: {"id":20017036,"title":"The translation of Motion events from Spanish into English: a cross-linguistic perspective","created_at":"2016-01-04T10:46:02.777-08:00","url":"https://www.academia.edu/20017036/The_translation_of_Motion_events_from_Spanish_into_English_a_cross_linguistic_perspective?f_ri=400629","dom_id":"work_20017036","summary":"This study is based on the theoretical framework of conceptual transfer established by Jarvis (1998, 2007) and on the typology of satellite-framed and verb-framed languages developed by Talmy (1985, 2000). The relationship between conceptual transfer and the thinking for speaking hypothesis (Slobin, 1996b) is also considered. We show that conceptual transfer applies in the translation of lexicalisation patterns in Motion events from Spanish into English. Our informants are twenty Spanish speaking translation students who specialize in translation from Spanish/English, English/Spanish. They were faced with a series of ten sentences containing 7 examples including motion verbs and 3 distractors. The results seem to show that the translations from Spanish to English indicate a preference to follow the L1 lexicalisation pattern, coding Path in the main verb and Manner in a separate constituent, as opposed to the English lexicalisation pattern where Manner of Motion is conflated in a single lexical item and Path is indicated in a satellite. This misuse of the English pattern can be interpreted as an example of conceptual transfer. When conceptual transfer is at work non-target-like translations are produced. More attention needs to be paid to the different conceptual structures of motion events in both languages","downloadable_attachments":[{"id":40958624,"asset_id":20017036,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16149796,"first_name":"Rosa","last_name":"Alonso","domain_name":"kkk","page_name":"RosaAlonso","display_name":"Rosa Alonso","profile_url":"https://kkk.academia.edu/RosaAlonso?f_ri=400629","photo":"https://0.academia-photos.com/16149796/4379810/32345327/s65_rosa.alonso.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":30347,"name":"Translation","url":"https://www.academia.edu/Documents/in/Translation?f_ri=400629","nofollow":true},{"id":314713,"name":"Motion Events","url":"https://www.academia.edu/Documents/in/Motion_Events?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4456791" data-work_id="4456791" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4456791/La_producci%C3%B3n_y_percepci%C3%B3n_de_la_coordinaci%C3%B3n_del_comienzo_de_sonoridad_Voice_Onset_Timing_en_las_oclusivas_en_ingl%C3%A9s_en_estudiantes_hablantes_nativos_de_espa%C3%B1ol_en_un_contexto_de_inmersi%C3%B3n_de_4_meses">La producción y percepción de la coordinación del comienzo de sonoridad (Voice Onset Timing) en las oclusivas en inglés en estudiantes hablantes nativos de español en un contexto de inmersión de 4 meses</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"La coordinación (o retraso) del comienzo de la sonoridad, o VOT por sus siglas en inglés, se define típicamente como la diferencia en tiempo entre la apertura de la oclusión labial, dental o velar de la consonante (distensión, que marca... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4456791" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"La coordinación (o retraso) del comienzo de la sonoridad, o VOT por sus siglas en inglés, se define típicamente como la diferencia en tiempo entre la apertura de la oclusión labial, dental o velar de la consonante (distensión, que marca el comienzo del periodo de propagación espectral) y el comienzo de actividad periódica: o la barra de sonoridad de baja frecuencia, o el comienzo del F1, o bandas paralelas, lo que se dé primero. En otras palabras, el VOT puede considerarse como el intervalo de tiempo que existe entre la emisión del aire posterior a la oclusión característica de la consonante, y el comienzo de las vibraciones de la laringe, o vibración supraglotal (Winitz, 1975). El estudio de la coordinación del comienzo de la sonoridad es relevante, ya que su variación tiene consecuencias léxicas y semánticas, y una de las tareas más fundamentales de la fonología es establecer cómo es que se pueden transmitir diferentes mensajes lingüísticos a través del sonido. Ya sea que se trate de diferencias léxicas o en funciones gramaticales, los mensajes que no son idénticos deben tener distintas codificaciones físicas, sean paradigmáticas -diversos códigos de un inventario finito- y/o sintagmáticas -permutaciones diversas de los códigos- (Ohala, 1995). Existen métodos bien establecidos para descubrir las correlaciones físicas de diferentes mensajes lingüísticos en casos en los que son ambiguos o de interpretación discutible. Aunque tales estudios se consideren generalmente como de interés puramente fonético y no fonológico, es claro que es necesario poder encontrar casos en los que la realidad del habla a través de análisis fonéticos concuerde con los conceptos fonológicos para así darles validación y fundamento. <br /> <br />What is known as Voice Onset Timing (VOT) is typically defined as the difference in time between the opening of the labial, dental or velar consonantal closure (air release, which marks the beginning of the spectral activity), and the beginning of periodic patterns: either the low frequency sonority bar, or the beginning of formant activity. In other words, the VOT can be considered as the time interval between the emission of the air after the closure characteristic of the consonant and the onset of vibrations of the larynx, or supraglotal vibration (Winitz, 1975). The study of the timing of the start of the sonority is relevant, since its variation has lexical and semantic consequences, and one of the most fundamental tasks of phonology is to establish how it is that language can convey different messages through sound. Whether it be lexical differences or grammatical functions, non-identical messages must have diverse physical encodings, either paradigmatic -various codes of a finite inventory- and/or syntagmatic -diverse permutations of the encoding-(Ohala, 1995). Well-established methods exist for discovering physical correlations of different linguistic messages in cases that are ambiguous or possess questionable interpretation. Although such studies are generally considered purely phonetic and not phonological, it is clear that it is necessary to find cases in which the reality of speech through phonetic analysis is consistent with phonological concepts."</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4456791" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1a92639e08f51b30783628ec400731b3" rel="nofollow" data-download="{"attachment_id":31866513,"asset_id":4456791,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31866513/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="314236" href="https://unm.academia.edu/CarlosEnriqueIbarraLinguisticsphonology">Carlos Enrique Ibarra</a><script data-card-contents-for-user="314236" type="text/json">{"id":314236,"first_name":"Carlos Enrique","last_name":"Ibarra","domain_name":"unm","page_name":"CarlosEnriqueIbarraLinguisticsphonology","display_name":"Carlos Enrique Ibarra","profile_url":"https://unm.academia.edu/CarlosEnriqueIbarraLinguisticsphonology?f_ri=400629","photo":"https://0.academia-photos.com/314236/1976153/2777798/s65_carlos_enrique.ibarra_-_linguistics_phonology_.jpg"}</script></span></span></li><li class="js-paper-rank-work_4456791 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4456791"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4456791, container: ".js-paper-rank-work_4456791", }); 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$(".js-view-count[data-work-id=4456791]").text(description); $(".js-view-count-work_4456791").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4456791").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4456791"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">25</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a><script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4456791]'), work: {"id":4456791,"title":"La producción y percepción de la coordinación del comienzo de sonoridad (Voice Onset Timing) en las oclusivas en inglés en estudiantes hablantes nativos de español en un contexto de inmersión de 4 meses","created_at":"2013-09-10T14:49:40.407-07:00","url":"https://www.academia.edu/4456791/La_producci%C3%B3n_y_percepci%C3%B3n_de_la_coordinaci%C3%B3n_del_comienzo_de_sonoridad_Voice_Onset_Timing_en_las_oclusivas_en_ingl%C3%A9s_en_estudiantes_hablantes_nativos_de_espa%C3%B1ol_en_un_contexto_de_inmersi%C3%B3n_de_4_meses?f_ri=400629","dom_id":"work_4456791","summary":"\"La coordinación (o retraso) del comienzo de la sonoridad, o VOT por sus siglas en inglés, se define típicamente como la diferencia en tiempo entre la apertura de la oclusión labial, dental o velar de la consonante (distensión, que marca el comienzo del periodo de propagación espectral) y el comienzo de actividad periódica: o la barra de sonoridad de baja frecuencia, o el comienzo del F1, o bandas paralelas, lo que se dé primero. En otras palabras, el VOT puede considerarse como el intervalo de tiempo que existe entre la emisión del aire posterior a la oclusión característica de la consonante, y el comienzo de las vibraciones de la laringe, o vibración supraglotal (Winitz, 1975). El estudio de la coordinación del comienzo de la sonoridad es relevante, ya que su variación tiene consecuencias léxicas y semánticas, y una de las tareas más fundamentales de la fonología es establecer cómo es que se pueden transmitir diferentes mensajes lingüísticos a través del sonido. Ya sea que se trate de diferencias léxicas o en funciones gramaticales, los mensajes que no son idénticos deben tener distintas codificaciones físicas, sean paradigmáticas -diversos códigos de un inventario finito- y/o sintagmáticas -permutaciones diversas de los códigos- (Ohala, 1995). Existen métodos bien establecidos para descubrir las correlaciones físicas de diferentes mensajes lingüísticos en casos en los que son ambiguos o de interpretación discutible. Aunque tales estudios se consideren generalmente como de interés puramente fonético y no fonológico, es claro que es necesario poder encontrar casos en los que la realidad del habla a través de análisis fonéticos concuerde con los conceptos fonológicos para así darles validación y fundamento.\r\n\r\nWhat is known as Voice Onset Timing (VOT) is typically defined as the difference in time between the opening of the labial, dental or velar consonantal closure (air release, which marks the beginning of the spectral activity), and the beginning of periodic patterns: either the low frequency sonority bar, or the beginning of formant activity. In other words, the VOT can be considered as the time interval between the emission of the air after the closure characteristic of the consonant and the onset of vibrations of the larynx, or supraglotal vibration (Winitz, 1975). The study of the timing of the start of the sonority is relevant, since its variation has lexical and semantic consequences, and one of the most fundamental tasks of phonology is to establish how it is that language can convey different messages through sound. Whether it be lexical differences or grammatical functions, non-identical messages must have diverse physical encodings, either paradigmatic -various codes of a finite inventory- and/or syntagmatic -diverse permutations of the encoding-(Ohala, 1995). Well-established methods exist for discovering physical correlations of different linguistic messages in cases that are ambiguous or possess questionable interpretation. Although such studies are generally considered purely phonetic and not phonological, it is clear that it is necessary to find cases in which the reality of speech through phonetic analysis is consistent with phonological concepts.\"","downloadable_attachments":[{"id":31866513,"asset_id":4456791,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":314236,"first_name":"Carlos Enrique","last_name":"Ibarra","domain_name":"unm","page_name":"CarlosEnriqueIbarraLinguisticsphonology","display_name":"Carlos Enrique Ibarra","profile_url":"https://unm.academia.edu/CarlosEnriqueIbarraLinguisticsphonology?f_ri=400629","photo":"https://0.academia-photos.com/314236/1976153/2777798/s65_carlos_enrique.ibarra_-_linguistics_phonology_.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=400629","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=400629","nofollow":true},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=400629"},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=400629"},{"id":17540,"name":"English Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/English_Phonetics_and_Phonology?f_ri=400629"},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=400629"},{"id":22043,"name":"Phonological Acquisition","url":"https://www.academia.edu/Documents/in/Phonological_Acquisition?f_ri=400629"},{"id":24938,"name":"Articulatory Phonetics","url":"https://www.academia.edu/Documents/in/Articulatory_Phonetics?f_ri=400629"},{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=400629"},{"id":41375,"name":"Study Abroad","url":"https://www.academia.edu/Documents/in/Study_Abroad?f_ri=400629"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=400629"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=400629"},{"id":216712,"name":"Voice Onset Time","url":"https://www.academia.edu/Documents/in/Voice_Onset_Time?f_ri=400629"},{"id":220841,"name":"English Pronunciation","url":"https://www.academia.edu/Documents/in/English_Pronunciation?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":440069,"name":"Pronunciation in English","url":"https://www.academia.edu/Documents/in/Pronunciation_in_English?f_ri=400629"},{"id":550466,"name":"Segmental Phonology","url":"https://www.academia.edu/Documents/in/Segmental_Phonology?f_ri=400629"},{"id":632571,"name":"Spanish Phonetics/Phonology","url":"https://www.academia.edu/Documents/in/Spanish_Phonetics_Phonology?f_ri=400629"},{"id":763731,"name":"Short-Term Study Abroad","url":"https://www.academia.edu/Documents/in/Short-Term_Study_Abroad?f_ri=400629"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=400629"},{"id":897363,"name":"Laboratory Phonology","url":"https://www.academia.edu/Documents/in/Laboratory_Phonology?f_ri=400629"},{"id":969558,"name":"Teaching English Pronunciation","url":"https://www.academia.edu/Documents/in/Teaching_English_Pronunciation?f_ri=400629"},{"id":1115148,"name":"Cross-Linguistic Interference","url":"https://www.academia.edu/Documents/in/Cross-Linguistic_Interference?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19147208 coauthored" data-work_id="19147208" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19147208/Early_Null_and_Overt_Subjects_in_the_Spanish_of_Simultaneous_English_Spanish_Bilinguals_and_Crosslinguistic_Influence_13_Dec_2016_">Early Null and Overt Subjects in the Spanish of Simultaneous English-Spanish Bilinguals and Crosslinguistic Influence (13 Dec. 2016)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study assesses the scope of the Crosslinguistic Influence (CLI) hypothesis’ predictions with regard to early bilingual acquisition. To this end, we analyze longitudinal corpus data from four bilinguals attesting the acquisition of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19147208" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study assesses the scope of the Crosslinguistic Influence (CLI) hypothesis’ predictions with regard to early bilingual acquisition. To this end, we analyze longitudinal corpus data from four bilinguals attesting the acquisition of subjecthood (null versus overt; preverbal versus postverbal) and the pragmatic adequacy of early null and overt subjects in a null-subject language (i.e., Spanish) in combination with a language differing in its pro-drop parameter setting (i.e., English); results are compared with records of a monolingual Spanish-acquiring child.<br />Our results indicate that CLI barely affects the development of subjects in the null-subject language at the initial stages, namely at the outset of null and overt subjects, and in turn argue in favor of the Separate Development Hypothesis. Our bilingual cohort patterns with their Spanish-acquiring monolingual peer in that both groups display similar proportions of null subjects as well as acquisitional trajectories of null and overt subjects at the early stages of acquisition. Much like monolinguals, bilinguals begin to produce preverbal and postverbal subjects concurrently. The bilingual children and the monolingual child of this study actually produce extremely high rates of pragmatically appropriate covert subjects as well as overt subjects, which are for the most part target-like from the start, thus suggesting the absence of CLI effects. In light of bilingual data, the paper also revisits the hotly debated issue of the ‘No Overt Subject’ stage advocated by Grinstead (1998 et seq.), its existence in child Spanish being questionable.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19147208" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="10a9f7642221d9939fac86e3b3e9eb02" rel="nofollow" data-download="{"attachment_id":50884207,"asset_id":19147208,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50884207/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12440495" href="https://florida.academia.edu/ImanolSu%C3%A1rezPalma">Imanol Suárez-Palma</a><script data-card-contents-for-user="12440495" type="text/json">{"id":12440495,"first_name":"Imanol","last_name":"Suárez-Palma","domain_name":"florida","page_name":"ImanolSuárezPalma","display_name":"Imanol Suárez-Palma","profile_url":"https://florida.academia.edu/ImanolSu%C3%A1rezPalma?f_ri=400629","photo":"https://0.academia-photos.com/12440495/3629329/17491745/s65_imanol.su_rez-palma.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-19147208">+1</span><div class="hidden js-additional-users-19147208"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uniovi.academia.edu/JulioVillaGarc%C3%ADa">Julio Villa-García</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-19147208'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-19147208').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_19147208 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19147208"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19147208, container: ".js-paper-rank-work_19147208", }); });</script></li><li class="js-percentile-work_19147208 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19147208; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_19147208"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_19147208 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="19147208"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19147208; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19147208]").text(description); $(".js-view-count-work_19147208").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_19147208").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="19147208"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2238" rel="nofollow" href="https://www.academia.edu/Documents/in/Pragmatics">Pragmatics</a>, <script data-card-contents-for-ri="2238" type="text/json">{"id":2238,"name":"Pragmatics","url":"https://www.academia.edu/Documents/in/Pragmatics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6671" rel="nofollow" href="https://www.academia.edu/Documents/in/Syntax">Syntax</a>, <script data-card-contents-for-ri="6671" type="text/json">{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12492" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish_Linguistics">Spanish Linguistics</a>, <script data-card-contents-for-ri="12492" type="text/json">{"id":12492,"name":"Spanish Linguistics","url":"https://www.academia.edu/Documents/in/Spanish_Linguistics?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="19011" rel="nofollow" href="https://www.academia.edu/Documents/in/First_Language_Acquisition">First Language Acquisition</a><script data-card-contents-for-ri="19011" type="text/json">{"id":19011,"name":"First Language Acquisition","url":"https://www.academia.edu/Documents/in/First_Language_Acquisition?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=19147208]'), work: {"id":19147208,"title":"Early Null and Overt Subjects in the Spanish of Simultaneous English-Spanish Bilinguals and Crosslinguistic Influence (13 Dec. 2016)","created_at":"2015-11-28T11:14:22.004-08:00","url":"https://www.academia.edu/19147208/Early_Null_and_Overt_Subjects_in_the_Spanish_of_Simultaneous_English_Spanish_Bilinguals_and_Crosslinguistic_Influence_13_Dec_2016_?f_ri=400629","dom_id":"work_19147208","summary":"This study assesses the scope of the Crosslinguistic Influence (CLI) hypothesis’ predictions with regard to early bilingual acquisition. To this end, we analyze longitudinal corpus data from four bilinguals attesting the acquisition of subjecthood (null versus overt; preverbal versus postverbal) and the pragmatic adequacy of early null and overt subjects in a null-subject language (i.e., Spanish) in combination with a language differing in its pro-drop parameter setting (i.e., English); results are compared with records of a monolingual Spanish-acquiring child.\nOur results indicate that CLI barely affects the development of subjects in the null-subject language at the initial stages, namely at the outset of null and overt subjects, and in turn argue in favor of the Separate Development Hypothesis. Our bilingual cohort patterns with their Spanish-acquiring monolingual peer in that both groups display similar proportions of null subjects as well as acquisitional trajectories of null and overt subjects at the early stages of acquisition. Much like monolinguals, bilinguals begin to produce preverbal and postverbal subjects concurrently. The bilingual children and the monolingual child of this study actually produce extremely high rates of pragmatically appropriate covert subjects as well as overt subjects, which are for the most part target-like from the start, thus suggesting the absence of CLI effects. In light of bilingual data, the paper also revisits the hotly debated issue of the ‘No Overt Subject’ stage advocated by Grinstead (1998 et seq.), its existence in child Spanish being questionable.","downloadable_attachments":[{"id":50884207,"asset_id":19147208,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12440495,"first_name":"Imanol","last_name":"Suárez-Palma","domain_name":"florida","page_name":"ImanolSuárezPalma","display_name":"Imanol Suárez-Palma","profile_url":"https://florida.academia.edu/ImanolSu%C3%A1rezPalma?f_ri=400629","photo":"https://0.academia-photos.com/12440495/3629329/17491745/s65_imanol.su_rez-palma.jpg"},{"id":2196201,"first_name":"Julio","last_name":"Villa-García","domain_name":"uniovi","page_name":"JulioVillaGarcía","display_name":"Julio Villa-García","profile_url":"https://uniovi.academia.edu/JulioVillaGarc%C3%ADa?f_ri=400629","photo":"https://0.academia-photos.com/2196201/704855/20544642/s65_julio.villa-garc_a.jpg"}],"research_interests":[{"id":2238,"name":"Pragmatics","url":"https://www.academia.edu/Documents/in/Pragmatics?f_ri=400629","nofollow":true},{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax?f_ri=400629","nofollow":true},{"id":12492,"name":"Spanish Linguistics","url":"https://www.academia.edu/Documents/in/Spanish_Linguistics?f_ri=400629","nofollow":true},{"id":19011,"name":"First Language Acquisition","url":"https://www.academia.edu/Documents/in/First_Language_Acquisition?f_ri=400629","nofollow":true},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=400629"},{"id":279622,"name":"Subjecthood","url":"https://www.academia.edu/Documents/in/Subjecthood?f_ri=400629"},{"id":300228,"name":"Empty Categories, Null-Subjects and NullObjects and How to Treat Them in the Minimalist Program","url":"https://www.academia.edu/Documents/in/Empty_Categories_Null-Subjects_and_NullObjects_and_How_to_Treat_Them_in_the_Minimalist_Program?f_ri=400629"},{"id":391196,"name":"Pro-drop Languages","url":"https://www.academia.edu/Documents/in/Pro-drop_Languages?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":552907,"name":"Null Subjects","url":"https://www.academia.edu/Documents/in/Null_Subjects?f_ri=400629"},{"id":552910,"name":"Null Subject Parameter","url":"https://www.academia.edu/Documents/in/Null_Subject_Parameter?f_ri=400629"},{"id":2191010,"name":"Overt Subject","url":"https://www.academia.edu/Documents/in/Overt_Subject?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15608026" data-work_id="15608026" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15608026/Referential_expressions_in_bilingual_acquisition">Referential expressions in bilingual acquisition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Just like monolingual children, bilingual children need to carve up the referential space to understand and produce discourse-appropriate referential expressions. In the case of bilinguals this demanding task additionally requires... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_15608026" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Just like monolingual children, bilingual children need to carve up the referential space to understand and produce discourse-appropriate referential expressions. In the case of bilinguals this demanding task additionally requires language-specific form-function mappings that may be structurally similar or different in their two languages. Cases of partial form-function overlap across languages, especially with respect to third person pronouns, have been the focus of much scrutiny in connection with the issue of cross-linguistic influence. In this chapter we review naturalistic and experimental evidence showing how the degree of structural overlap across two languages, the degree of variability in the target language(s), and the amount of input that is necessary to home in on the target grammar(s) constrain the comprehension and production of referential expressions in bilingual acquisition.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15608026" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8d52348cc9f475f556379707a55b7631" rel="nofollow" data-download="{"attachment_id":40471949,"asset_id":15608026,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40471949/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="290180" href="https://univ-poitiers.academia.edu/CoralieHerv%C3%A9">Coralie Hervé</a><script data-card-contents-for-user="290180" type="text/json">{"id":290180,"first_name":"Coralie","last_name":"Hervé","domain_name":"univ-poitiers","page_name":"CoralieHervé","display_name":"Coralie Hervé","profile_url":"https://univ-poitiers.academia.edu/CoralieHerv%C3%A9?f_ri=400629","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_15608026 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15608026"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15608026, container: ".js-paper-rank-work_15608026", }); 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$(".js-view-count[data-work-id=15608026]").text(description); $(".js-view-count-work_15608026").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_15608026").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="15608026"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="180217" rel="nofollow" href="https://www.academia.edu/Documents/in/Referential_Expressions">Referential Expressions</a>, <script data-card-contents-for-ri="180217" type="text/json">{"id":180217,"name":"Referential Expressions","url":"https://www.academia.edu/Documents/in/Referential_Expressions?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="400629" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross-linguistic_influence">Cross-linguistic influence</a>, <script data-card-contents-for-ri="400629" type="text/json">{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="423192" rel="nofollow" href="https://www.academia.edu/Documents/in/Personal_Pronouns">Personal Pronouns</a>, <script data-card-contents-for-ri="423192" type="text/json">{"id":423192,"name":"Personal Pronouns","url":"https://www.academia.edu/Documents/in/Personal_Pronouns?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="506713" rel="nofollow" href="https://www.academia.edu/Documents/in/Pronominal_Clitics">Pronominal Clitics</a><script data-card-contents-for-ri="506713" type="text/json">{"id":506713,"name":"Pronominal Clitics","url":"https://www.academia.edu/Documents/in/Pronominal_Clitics?f_ri=400629","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15608026]'), work: {"id":15608026,"title":"Referential expressions in bilingual acquisition","created_at":"2015-09-11T08:15:17.580-07:00","url":"https://www.academia.edu/15608026/Referential_expressions_in_bilingual_acquisition?f_ri=400629","dom_id":"work_15608026","summary":"Just like monolingual children, bilingual children need to carve up the referential space to understand and produce discourse-appropriate referential expressions. In the case of bilinguals this demanding task additionally requires language-specific form-function mappings that may be structurally similar or different in their two languages. Cases of partial form-function overlap across languages, especially with respect to third person pronouns, have been the focus of much scrutiny in connection with the issue of cross-linguistic influence. In this chapter we review naturalistic and experimental evidence showing how the degree of structural overlap across two languages, the degree of variability in the target language(s), and the amount of input that is necessary to home in on the target grammar(s) constrain the comprehension and production of referential expressions in bilingual acquisition. ","downloadable_attachments":[{"id":40471949,"asset_id":15608026,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":290180,"first_name":"Coralie","last_name":"Hervé","domain_name":"univ-poitiers","page_name":"CoralieHervé","display_name":"Coralie Hervé","profile_url":"https://univ-poitiers.academia.edu/CoralieHerv%C3%A9?f_ri=400629","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":180217,"name":"Referential Expressions","url":"https://www.academia.edu/Documents/in/Referential_Expressions?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true},{"id":423192,"name":"Personal Pronouns","url":"https://www.academia.edu/Documents/in/Personal_Pronouns?f_ri=400629","nofollow":true},{"id":506713,"name":"Pronominal Clitics","url":"https://www.academia.edu/Documents/in/Pronominal_Clitics?f_ri=400629","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9355010" data-work_id="9355010" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9355010/_Bare_Nominals_in_American_Spanish_Headlines_in_Johannes_Kabatek_Albert_Wall_eds_New_Perspectives_on_Bare_Noun_Phrases_in_Romance_and_Beyond_Amsterdam_Philadelphia_John_Benjamins_International_Publishing_pp_157_188">«Bare Nominals in American Spanish Headlines», in Johannes Kabatek / Albert Wall (eds.), New Perspectives on Bare Noun Phrases in Romance and Beyond, Amsterdam/Philadelphia, John Benjamins International Publishing, pp. 157-188.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div 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href="https://www.academia.edu/Documents/in/Discourse_Analysis">Discourse Analysis</a>, <script data-card-contents-for-ri="94" type="text/json">{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38530" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistic_interference">Linguistic interference</a>, <script data-card-contents-for-ri="38530" type="text/json">{"id":38530,"name":"Linguistic interference","url":"https://www.academia.edu/Documents/in/Linguistic_interference?f_ri=400629","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="80768" rel="nofollow" href="https://www.academia.edu/Documents/in/Prensa">Prensa</a>, <script data-card-contents-for-ri="80768" type="text/json">{"id":80768,"name":"Prensa","url":"https://www.academia.edu/Documents/in/Prensa?f_ri=400629","nofollow":true}</script><a 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157-188.","created_at":"2014-11-17T07:38:39.341-08:00","url":"https://www.academia.edu/9355010/_Bare_Nominals_in_American_Spanish_Headlines_in_Johannes_Kabatek_Albert_Wall_eds_New_Perspectives_on_Bare_Noun_Phrases_in_Romance_and_Beyond_Amsterdam_Philadelphia_John_Benjamins_International_Publishing_pp_157_188?f_ri=400629","dom_id":"work_9355010","summary":null,"downloadable_attachments":[{"id":35609232,"asset_id":9355010,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":541867,"first_name":"Daniel","last_name":"Sáez Rivera","domain_name":"ugr","page_name":"DanielSáezRivera","display_name":"Daniel Sáez Rivera","profile_url":"https://ugr.academia.edu/DanielS%C3%A1ezRivera?f_ri=400629","photo":"https://0.academia-photos.com/541867/194768/79189854/s65_daniel.s_ez_rivera.jpg"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=400629","nofollow":true},{"id":38530,"name":"Linguistic interference","url":"https://www.academia.edu/Documents/in/Linguistic_interference?f_ri=400629","nofollow":true},{"id":80768,"name":"Prensa","url":"https://www.academia.edu/Documents/in/Prensa?f_ri=400629","nofollow":true},{"id":360427,"name":"Discourse traditions","url":"https://www.academia.edu/Documents/in/Discourse_traditions?f_ri=400629","nofollow":true},{"id":362369,"name":"Bare nouns","url":"https://www.academia.edu/Documents/in/Bare_nouns?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":616626,"name":"Español de América","url":"https://www.academia.edu/Documents/in/Espanol_de_America?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6101015 coauthored" data-work_id="6101015" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div 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itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="57769723" href="https://polisjerusalem.academia.edu/OobieWeinberg">Oobie Weinberg</a><script data-card-contents-for-user="57769723" type="text/json">{"id":57769723,"first_name":"Oobie","last_name":"Weinberg","domain_name":"polisjerusalem","page_name":"OobieWeinberg","display_name":"Oobie Weinberg","profile_url":"https://polisjerusalem.academia.edu/OobieWeinberg?f_ri=400629","photo":"https://0.academia-photos.com/57769723/35695644/30859368/s65_oobie.weinberg.jpg"}</script></span></span></li><li class="js-paper-rank-work_76809282 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76809282"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76809282, container: ".js-paper-rank-work_76809282", }); });</script></li><li 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Weinberg","profile_url":"https://polisjerusalem.academia.edu/OobieWeinberg?f_ri=400629","photo":"https://0.academia-photos.com/57769723/35695644/30859368/s65_oobie.weinberg.jpg"}],"research_interests":[{"id":1186,"name":"Translation Studies","url":"https://www.academia.edu/Documents/in/Translation_Studies?f_ri=400629","nofollow":true},{"id":2062,"name":"Greek Language","url":"https://www.academia.edu/Documents/in/Greek_Language?f_ri=400629","nofollow":true},{"id":2063,"name":"Hebrew Language","url":"https://www.academia.edu/Documents/in/Hebrew_Language?f_ri=400629","nofollow":true},{"id":6586,"name":"Bible Translation","url":"https://www.academia.edu/Documents/in/Bible_Translation?f_ri=400629","nofollow":true},{"id":10824,"name":"Septuagint","url":"https://www.academia.edu/Documents/in/Septuagint?f_ri=400629"},{"id":17736,"name":"Koine Greek language","url":"https://www.academia.edu/Documents/in/Koine_Greek_language?f_ri=400629"},{"id":32992,"name":"Biblical Hebrew (Languages And Linguistics)","url":"https://www.academia.edu/Documents/in/Biblical_Hebrew_Languages_And_Linguistics_?f_ri=400629"},{"id":38530,"name":"Linguistic interference","url":"https://www.academia.edu/Documents/in/Linguistic_interference?f_ri=400629"},{"id":121302,"name":"Verbal Semantics","url":"https://www.academia.edu/Documents/in/Verbal_Semantics?f_ri=400629"},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":1548936,"name":"James Barr","url":"https://www.academia.edu/Documents/in/James_Barr?f_ri=400629"},{"id":1855367,"name":"Hebrew verbal system","url":"https://www.academia.edu/Documents/in/Hebrew_verbal_system?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35303145" data-work_id="35303145" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35303145/L2_CROSS_LINGUISTIC_INFLUENCE_ON_L1_A_CASE_STUDY_OF_STUDENTS_TRANSLATION_ASSIGNMENTS">L2 CROSS-LINGUISTIC INFLUENCE ON L1: A CASE STUDY OF STUDENTS' TRANSLATION ASSIGNMENTS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Most language transfer studies focus on the influence that L1 may have on the comprehension and production of L2. When such influence inhibits L2 production, it has been often referred to as interference or negative transfer (see Isurin... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35303145" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Most language transfer studies focus on the influence that L1 may have on the comprehension and production of L2. When such influence inhibits L2 production, it has been often referred to as interference or negative transfer (see Isurin 2005 among others). The present study is a report on a pilot survey with the aim of investigating whether cross-linguistic influence (CLI) or language transfer occurs when L2 is rendered into L1, i.e. to what extent L2 can influence production of L1. Fifteen translations from English into Bosnian/Croatian/Serbian were examined (approx. 10500 words), done by 15 University of Zenica advanced (MA) students of English. The zero hypothesis was that the students' foreign language (English) would have certain influence on native language production and create instances of " language deviations from the norm " (see Weinreich 1966) in the students' native language (BCS), e.g. translating " visiting " in " The visiting Evlija Čelebi summarized (…) " as " gostujući " (appearing within " Gostujući Evlija Čelebija sažeo je(…) "). The primary objective has been to determine the linguistic categories in which instances of transfer occur, borrowing the taxonomy from Jarvis and Pavlenko (2008). The classification would serve as a starting point for the analysis of translations of a larger number of English texts, whereby it would be possible to identify those instances of lexical items, syntactic structures, morphological forms, etc. in the source language which are the most frequent triggers of language transfer in the target language. The translations can prove a fertile ground for such research. According to Hatim and Munday (2004) " translated language in general displays specific characteristics, known as universals of translation " , including the " law of interference – common ST lexical and syntactic patterns tend to be copied creating unusual patterns in TT ". In order to achieve the objective, the present study has two practical goals: the first is to find out which linguistic category/ies is/are most represented in the instances of transfer, and the other is to establish the ratio of negative transfer errors in all translation errors on the basis of a minute inspection of two individual translations.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35303145" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="545ab20ce4ee94b9e52f6516160b675c" rel="nofollow" data-download="{"attachment_id":55741523,"asset_id":35303145,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55741523/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3584697" href="https://unze.academia.edu/NadiraAljovic">Nadira Aljovic</a><script data-card-contents-for-user="3584697" type="text/json">{"id":3584697,"first_name":"Nadira","last_name":"Aljovic","domain_name":"unze","page_name":"NadiraAljovic","display_name":"Nadira Aljovic","profile_url":"https://unze.academia.edu/NadiraAljovic?f_ri=400629","photo":"https://0.academia-photos.com/3584697/1246214/12992603/s65_nadira.aljovic.jpg"}</script></span></span></li><li class="js-paper-rank-work_35303145 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35303145"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35303145, container: ".js-paper-rank-work_35303145", }); 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When such influence inhibits L2 production, it has been often referred to as interference or negative transfer (see Isurin 2005 among others). The present study is a report on a pilot survey with the aim of investigating whether cross-linguistic influence (CLI) or language transfer occurs when L2 is rendered into L1, i.e. to what extent L2 can influence production of L1. Fifteen translations from English into Bosnian/Croatian/Serbian were examined (approx. 10500 words), done by 15 University of Zenica advanced (MA) students of English. The zero hypothesis was that the students' foreign language (English) would have certain influence on native language production and create instances of \" language deviations from the norm \" (see Weinreich 1966) in the students' native language (BCS), e.g. translating \" visiting \" in \" The visiting Evlija Čelebi summarized (…) \" as \" gostujući \" (appearing within \" Gostujući Evlija Čelebija sažeo je(…) \"). The primary objective has been to determine the linguistic categories in which instances of transfer occur, borrowing the taxonomy from Jarvis and Pavlenko (2008). The classification would serve as a starting point for the analysis of translations of a larger number of English texts, whereby it would be possible to identify those instances of lexical items, syntactic structures, morphological forms, etc. in the source language which are the most frequent triggers of language transfer in the target language. The translations can prove a fertile ground for such research. According to Hatim and Munday (2004) \" translated language in general displays specific characteristics, known as universals of translation \" , including the \" law of interference – common ST lexical and syntactic patterns tend to be copied creating unusual patterns in TT \". In order to achieve the objective, the present study has two practical goals: the first is to find out which linguistic category/ies is/are most represented in the instances of transfer, and the other is to establish the ratio of negative transfer errors in all translation errors on the basis of a minute inspection of two individual translations.","downloadable_attachments":[{"id":55741523,"asset_id":35303145,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3584697,"first_name":"Nadira","last_name":"Aljovic","domain_name":"unze","page_name":"NadiraAljovic","display_name":"Nadira Aljovic","profile_url":"https://unze.academia.edu/NadiraAljovic?f_ri=400629","photo":"https://0.academia-photos.com/3584697/1246214/12992603/s65_nadira.aljovic.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=400629","nofollow":true},{"id":1186,"name":"Translation Studies","url":"https://www.academia.edu/Documents/in/Translation_Studies?f_ri=400629","nofollow":true},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=400629","nofollow":true},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629"},{"id":443097,"name":"Second Language Acquisition, Multilingualism, Cross-Linguistic Influence","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition_Multilingualism_Cross-Linguistic_Influence?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11182987" data-work_id="11182987" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11182987/Conceptual_Cross_Linguistic_Influence_Exploring_the_L1_Lemma_Mediation_Hypothesis_in_L3_Vocabulary_Acquisition">Conceptual Cross-Linguistic Influence: Exploring the L1 Lemma Mediation Hypothesis in L3 Vocabulary Acquisition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">An increasing number of students of various minority and immigrant backgrounds makes greater knowledge of the sources of cross-linguistic influence among bilingual students not only of theoretical value, but also beneficial for improving... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11182987" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">An increasing number of students of various minority and immigrant backgrounds makes greater knowledge of the sources of cross-linguistic influence among bilingual students not only of theoretical value, but also beneficial for improving language teaching and instruction. The aim of this thesis has been to investigate conceptual cross-linguistic influence in functional bilinguals with a focus on investigating whether the context and frequency of the bilingual’s use of the two languages explain cross-linguistic influence towards an L3, and whether variation in acquisition could be explained by linguistic similarity, either factual or perceived. The present study replicated the results of Jiang (2002) regarding the effect of the L1 on the lexis of the L2 in terms of similarity evaluations, with the addition that this effect is also observable with two groups of language learners. Furthermore, the findings support the previous hypotheses that the lexical development in the L3 is not only guided by the mother tongue, but also by other previously acquired languages which is in line with the expectations of the L1 lemma mediation hypothesis (Jiang, 2000).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11182987" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8b636530047e7a5252908866d876c18d" rel="nofollow" data-download="{"attachment_id":36815569,"asset_id":11182987,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36815569/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="627177" href="https://liu-se.academia.edu/LSuhonen">Lari-Valtteri Suhonen</a><script data-card-contents-for-user="627177" type="text/json">{"id":627177,"first_name":"Lari-Valtteri","last_name":"Suhonen","domain_name":"liu-se","page_name":"LSuhonen","display_name":"Lari-Valtteri Suhonen","profile_url":"https://liu-se.academia.edu/LSuhonen?f_ri=400629","photo":"https://0.academia-photos.com/627177/1228844/8517281/s65_lari-valtteri.suhonen.jpg"}</script></span></span></li><li class="js-paper-rank-work_11182987 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11182987"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11182987, container: ".js-paper-rank-work_11182987", }); 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The aim of this thesis has been to investigate conceptual cross-linguistic influence in functional bilinguals with a focus on investigating whether the context and frequency of the bilingual’s use of the two languages explain cross-linguistic influence towards an L3, and whether variation in acquisition could be explained by linguistic similarity, either factual or perceived. The present study replicated the results of Jiang (2002) regarding the effect of the L1 on the lexis of the L2 in terms of similarity evaluations, with the addition that this effect is also observable with two groups of language learners. Furthermore, the findings support the previous hypotheses that the lexical development in the L3 is not only guided by the mother tongue, but also by other previously acquired languages which is in line with the expectations of the L1 lemma mediation hypothesis (Jiang, 2000). ","downloadable_attachments":[{"id":36815569,"asset_id":11182987,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":627177,"first_name":"Lari-Valtteri","last_name":"Suhonen","domain_name":"liu-se","page_name":"LSuhonen","display_name":"Lari-Valtteri Suhonen","profile_url":"https://liu-se.academia.edu/LSuhonen?f_ri=400629","photo":"https://0.academia-photos.com/627177/1228844/8517281/s65_lari-valtteri.suhonen.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=400629","nofollow":true},{"id":13769,"name":"Lexical Semantics","url":"https://www.academia.edu/Documents/in/Lexical_Semantics?f_ri=400629","nofollow":true},{"id":42190,"name":"Second language vocabulary acquisition","url":"https://www.academia.edu/Documents/in/Second_language_vocabulary_acquisition?f_ri=400629","nofollow":true},{"id":400629,"name":"Cross-linguistic influence","url":"https://www.academia.edu/Documents/in/Cross-linguistic_influence?f_ri=400629","nofollow":true},{"id":531419,"name":"L3 Acquisition","url":"https://www.academia.edu/Documents/in/L3_Acquisition?f_ri=400629"},{"id":598735,"name":"L2 L3 Influence","url":"https://www.academia.edu/Documents/in/L2_L3_Influence?f_ri=400629"},{"id":1833679,"name":"Psychotypology","url":"https://www.academia.edu/Documents/in/Psychotypology?f_ri=400629"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_62746536" data-work_id="62746536" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/62746536/Sumara_and_Alvermann_Ideas_That_Have_Changed_Literacy_Practices">Sumara and Alvermann Ideas That Have Changed Literacy Practices</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In Ideas That Changed Literacy Practices: First-Person Accounts from Leading Voices, 32 influential scholars in literacy education get personal about how they have worked on ideas and how those ideas have worked on them. Together, their... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_62746536" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In Ideas That Changed Literacy Practices: First-Person Accounts from Leading Voices, 32 influential scholars in literacy education get personal about how they have worked on ideas and how those ideas have worked on them. Together, their 2500-word essays offer never-before revealed histories of the authors’ published writing about ideas that have shaped the field of literacy education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/62746536" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a1b4fe88d5fc08410464407c47a22e9d" rel="nofollow" data-download="{"attachment_id":75417048,"asset_id":62746536,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/75417048/download_file?st=MTc0MDI5MzQwMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="106125" href="https://uga.academia.edu/DonnaAlvermann">Donna Alvermann</a><script data-card-contents-for-user="106125" type="text/json">{"id":106125,"first_name":"Donna","last_name":"Alvermann","domain_name":"uga","page_name":"DonnaAlvermann","display_name":"Donna Alvermann","profile_url":"https://uga.academia.edu/DonnaAlvermann?f_ri=400629","photo":"https://0.academia-photos.com/106125/29193/26866/s65_donna.alvermann.jpeg"}</script></span></span></li><li class="js-paper-rank-work_62746536 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="62746536"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 62746536, container: ".js-paper-rank-work_62746536", }); 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Together, their 2500-word essays offer never-before revealed histories of the authors’ published writing about ideas that have shaped the field of literacy education.","downloadable_attachments":[{"id":75417048,"asset_id":62746536,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":106125,"first_name":"Donna","last_name":"Alvermann","domain_name":"uga","page_name":"DonnaAlvermann","display_name":"Donna Alvermann","profile_url":"https://uga.academia.edu/DonnaAlvermann?f_ri=400629","photo":"https://0.academia-photos.com/106125/29193/26866/s65_donna.alvermann.jpeg"}],"research_interests":[{"id":1053,"name":"History of Ideas","url":"https://www.academia.edu/Documents/in/History_of_Ideas?f_ri=400629","nofollow":true},{"id":9683,"name":"First-Person Methodologies","url":"https://www.academia.edu/Documents/in/First-Person_Methodologies?f_ri=400629","nofollow":true},{"id":98795,"name":"Literacy 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