Chapter 10. Effects of the L2 on the Syntactic Processing of the L1

Cook, Vivian; Iarossi, Elisabet; Tokumaru, Yuki; Stellakis, Nektarios

doi:10.21832/9781853596346-012

Cited by 41 publications

(38 citation statements)

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“…In bilingualism, L2 VOT values tend to move toward L1 VOT values; at the same time, L1 VOT values of bilinguals move toward L2 values (Flege & Hillenbrand, 1984;Mack, Bott, & Boronat, 1995). L2 effects in the L1 have been observed in such diverse domains as collocations (Laufer, 2003), middle-voice constructions (Balcom, 2003), syntactic processing (Cook, Iarossi, Stellakis, & Tokumaru, 2003), and lexical decision (Van Hell & Dijkstra, 2002). Rather than invoke deficiencies in learning (which could not apply to changes in the L1), it is more reasonable to argue that minor quantitative departures from monolingual values are artifacts of the nature of bilingualism, wherein each language affects the other and neither is identical to that of a monolingual.…”

Section: Use Of Evidence Of (Non-)nativelikenessmentioning

confidence: 99%

Age and Second Language Acquisition and Processing: A Selective Overview

2006

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This article provides a selective overview of theoretical issues and empirical findings relating to the question of age and second language acquisition (L2A). Both behavioral and brain-based data are discussed in the contexts of neurocognitive aging and cognitive neurofunction in the mature individual. Moving beyond the classical notion of "deficient" L2 processing and acquisition, we consider the complementary question of learner potential in postadolescent L2A.The outcome of second language acquisition (L2A) among adults is demonstrably different in many respects from the outcome of first language acquisition (L1A) among children. Departing from this basic observation, researchers attempt to understand the various sources of age-related effects in L2A.The present article is an overview of facts and theoretical issues concerning age and L2A. This contribution considers both behavioral data and brain-based processing data. The review includes findings and controversies in the areas of neurocognitive development and aging, and cognitive neurofunction in the mature brain.A comprehensive treatment of the facts and issues is not possible in the space available. It is hoped, nevertheless, that this selective offering provides useful scaffolding for other articles in

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Section: Use Of Evidence Of (Non-)nativelikenessmentioning

confidence: 99%

Age and Second Language Acquisition and Processing: A Selective Overview

2006

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“…Based on competition model findings that even highly proficient L2 speakers rarely use cues in the same manner as L1 speakers of a language (Kilborn, 1989; McDonald, 1987), one might argue that the development of native‐like processing strategies is an unrealistic goal for L2 learners at any proficiency level. Several studies have also shown that being multilingual can have an impact on relative cue strength in one's L1 (Cook, Iarossi, Stellakis, & Tokumaru, 2003; Hernandez, Bates, & Avila, 1994), suggesting that L2 speakers process both of their languages in a qualitatively different manner than their monolingual counterparts. Therefore, instead of adopting a native speaker norm per se, a more appropriate goal for L2 learners may be to develop a set of strategies with which they can effectively process L2 input.…”

Section: Competition Model Research and Cue Use During Sentence Procementioning

confidence: 99%

The Use and Non‐Use of Semantic Information, Word Order, and Case Markings During Comprehension by L2 Learners of German

Jackson

2007

The Modern Language Journal

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This article presents findings from a year-long study of how intermediate second language (L2) learners of German (English first language) used case markings, word order, and semantic information when comprehending individual German sentences. The results showed that the learners relied on word order and semantic information, but did not necessarily use casemarking information. The learners' performance, however, improved as the study progressed, which suggests that with repeated exposure to the target sentences, they became more adept at noticing and processing case-marking information. The findings have implications for grammar instruction, not only at intermediate levels, but also for beginning-level L2 instruction.

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“…Cook et al (2003) attribute the "more native than the native speaker effect" to the effect of acquiring and using another language, which changes the metalinguistic knowledge of the L2 user, rather than to the effects of learning a specific second language. This explanation is consistent with the Hall et al (2006) assumption that the main source of differences between bilinguals and monolinguals is the difference in the totality of experience at using language in different social interaction contexts.…”

Section:  Discussion and Conclusionmentioning

confidence: 99%

“…In a study of bilingual sentence processing, Cook et al (2003) show that Japanese-English bilinguals demonstrate higher preference for animate subjects in their L1 than monolingual native speakers of Japanese, which cannot be an effect of transfer from the L2 English. In a sense, the Japanese bilinguals in this study have become more Japanese in their L1 than the monolingual native speakers.…”

Section:  Transfer In Multicompetencementioning

confidence: 94%

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Impossible requests: L2 users' sociopragmatic and pragmalinguistic choices in L1 acts of refusal

Ewert

Bromberek-Dyzman

2008

EUROSLA

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The study compares pragmalinguistic knowledge of the L1 in non-routine situations in L2 users and L2 learners, aiming to see to what extent pragmalinguistic behaviours in the L1 are influenced by exposure to the L2. The first part of the paper discusses the nature of bilingual language knowledge and transfer in multicompetence. In the experiment, refusals to untypical requests were elicited by means of a discourse completion test (DCT). The L2 users in this study appear to be "more native than the native speaker" (Cook, Iarossi, Stellakis, & Tokumaru 2003) in their choice of semantic formulas, as compared to monolingual speakers of their L1. Since pragmatic transfer is ruled out by the baseline data from native speakers of English, an alternative explanation is proposed, based on the L2 users' increased sensitivity to interactional demands (Genesee, Tucker & Lambert 1975), more varied experience at social interaction and changed perception of their L1.

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Chapter 10. Effects of the L2 on the Syntactic Processing of the L1

Cited by 41 publications

References 0 publications

Age and Second Language Acquisition and Processing: A Selective Overview

Age and Second Language Acquisition and Processing: A Selective Overview

The Use and Non‐Use of Semantic Information, Word Order, and Case Markings During Comprehension by L2 Learners of German

Impossible requests: L2 users' sociopragmatic and pragmalinguistic choices in L1 acts of refusal

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