Second language influence on first language motion event encoding and categorization in Spanish-speaking children learning L2 English

Aveledo, Fraibet; Athanasopoulos, Panos

doi:10.1177/1367006915609235

Cited by 27 publications

(34 citation statements)

References 31 publications

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“…Five-to 6-year-olds were exposed to 8 hours/week of English classes whereas this amount was 16 hours/week for 7-to-9year-olds. In a further study Aveledo and Athanasopoulos (2016) replicated Aveledo (2015) and got the same results. The findings of both studies converge with the findings of the present study as they show that more L2 hours in school enhances the likelihood of L2 effects on children's motion descriptions in L1.…”

Section: Discussionsupporting

confidence: 56%

Effects of second language on motion event lexicalization: Comparison of bilingual and monolingual children’s frog story narratives

Aktan-Erciyes¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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This study investigates how children lexicalize motion event patterns in their first and second languages, L1-Turkish and L2-English. English is a satellite-framed language that conflates motion with manner expressed in the main verb and path in a non-verbal element, whereas Turkish is a verb-framed language that conflates motion with path in the main verb and expresses manner in a subordinated verb. We asked whether (1) learning a second language had an effect on children's event descriptions in their first language and (2) the effects were bidirectional. One-hundred-and-twelve 5-and 7-year-old monolingual (L1-Turkish) and bilingual (L1-Turkish; L2-English) children participated. Participants produced narratives for wordless picture book, Frog, where are you? Six scenes of the book were selected for coding purposes as they represented motion events: (1) Frog's exit from the jar, (2) Dog's fall from the window, (3) Gopher popping out of the hole, (4) Owl's exit from a nest, (5) Boy and dog falling down and (6) Boy and dog landing in a pond. For L1 descriptions, 5-year-old bilinguals used more manneronly and less path-only descriptions than monolinguals; no difference was found for 7-year-olds. For L2 descriptions, bilingual children used less Manner-only and more Path-only expressions in their L2 narratives compared to L1 narratives. These findings suggest that for 5-year-olds, exposure to second language had an impact on how motion events are encoded. Results inform us about the early interactions between L1 and L2 in motion event lexicalization

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Section: Discussionsupporting

confidence: 56%

Effects of second language on motion event lexicalization: Comparison of bilingual and monolingual children’s frog story narratives

Aktan-Erciyes¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…Consistent with studies of monolingual speakers, bilingual cognition research also presents mixed and inconsistent results. In one such study, Aveledo and Athanasopoulos (2016) examined both motion encoding patterns and categorization patterns of Spanish–English bilingual children. They demonstrated that no significant differences were found between monolingual and bilingual children in their categorization, suggesting that language did not mediate their non-verbal performance.…”

Section: Motion Event Construal In Bilingualsmentioning

confidence: 99%

“…So far, studies in these two lines of research have rigorously explored their questions of interest, but mostly in separate studies. With the exception of few studies (e.g., Aveledo & Athanasopoulos, 2016; Filipović, 2011), there has been very little attempt to address linguistic relativity and conceptual transfer together in a single study to garner a holistic understanding of how L2 users speak and think about a certain concept. To obtain a fuller picture of how language and thought interact within bilingual adults, the present study examined verbal and non-verbal behaviors of Korean–English sequential bilinguals in the domain of motion events.…”

Section: Introductionmentioning

confidence: 99%

How do Korean–English bilinguals speak and think about motion events? Evidence from verbal and non-verbal tasks

Park

2019

Bilingualism

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The present study compared both linguistic and non-linguistic representations of motion events in Korean–English sequential bilinguals sampled at varying proficiency levels (N = 80) against each other and against those of Korean and English monolinguals (N = 15 each). The bilinguals' L2 descriptions of motion events showed that their encoding patterns were influenced by both the first language (L1) and second language (L2) and also displayed unique behaviors that were not found in either monolingual norm. The non-verbal results on a triads-matching task demonstrated that bilinguals' categorization patterns followed L1-based patterns rather than L2-based patterns. The extent to which these bilinguals employed L2 encoding patterns in their motion event descriptions was largely modulated by L2 proficiency, whereas length of immersion experience in an L2-speaking country emerged as the only predictor of their non-verbal categorization patterns. These findings suggest that the bilinguals' verbal behavior seems more susceptible to change than their non-verbal behavior.

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“…We are currently examining the narratives in Chinese collected from the same bilingual participants in comparison with their Chinese-speaking monolingual peers. If parallel influences of English on Chinese and Chinese on English were found, we would have another case of bidirectional cross-linguistic influence (Aveledo & Athanasopoulos, 2016; Jarvis & Pavlenko, 2008).…”

Section: Discussionmentioning

confidence: 99%

Preferred argument structure in the narratives of Chinese-English bilinguals and their monolingual peers

Jiang

Chen

2017

International Journal of Bilingualism

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Aims and Objectives: This paper aims to tease apart the roles of different factors that contribute to potential divergence between bilingual and monolingual speakers in the patterns of preferred argument structure (PAS) in spoken discourse. Methodology: Spoken narratives were elicited from two groups of Chinese-English bilinguals (early versus late) and their monolingual peers, using the wordless picture storybook, Frog, where are you? Data and Analysis: For each transcribed narrative, core arguments in the clauses are coded for grammatical role and information status. The data are then analyzed for conformity to four constraints that Du Bois introduced in his theory of PAS. Findings: The results revealed both similarities and differences in the PAS patterns in the narratives of the four participant groups. While the similarities provide support for the validity of the PAS theory, the differences were found to result from cross-linguistic influence, an age of second language acquisition effect, or a general effect of bilingualism. Originality: The innovative nature of this study lies in the following: (i) the examination of a new syntax–discourse interface phenomenon in bilingual development; and (ii) the intentional attempt to tease apart the effect of cross-linguistic influence and the effect of bilingualism itself on bilingual performance. Implications: Our findings suggest that it is necessary, and indeed empirically possible, to tease apart not only the effect of age of second language acquisition from the effect of cross-linguistic influence, but also these two effects from the general effect of bilingualism in bilingual development and use.

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Second language influence on first language motion event encoding and categorization in Spanish-speaking children learning L2 English

Cited by 27 publications

References 31 publications

Effects of second language on motion event lexicalization: Comparison of bilingual and monolingual children’s frog story narratives

Effects of second language on motion event lexicalization: Comparison of bilingual and monolingual children’s frog story narratives

How do Korean–English bilinguals speak and think about motion events? Evidence from verbal and non-verbal tasks

Preferred argument structure in the narratives of Chinese-English bilinguals and their monolingual peers

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