raıs Factors affecting word learning in adults: A comparison of L2 versus L1 acquisition /r/ /aı/ /s/ /r/ /aı/ /s/ = individual sound

Transcription

1 1 Factors affecting word learning in adults: A comparison of L2 versus L1 acquisition Junko Maekawa & Holly L. Storkel University of Kansas Lexical raıs /r/ /aı/ /s/ 2 = meaning Lexical raıs Lexical raıs = word as a whole unit /r/ /aı/ /s/ /r/ /aı/ /s/ 3 4 = meaning Lexical raıs Lexical raıs = word as a whole unit /r/ /aı/ /s/ = individual sound /r/ /aı/ /s/ = individual sound 5 6

2 7 L2 acquisition level L2 acquisition level Lexical level /raıs/ or /laıs/?? level /r/ or /l/?? Lexical level /raıs/ or /laıs/?? level /r/ or /l/?? 8 and Lexical Levels (L1) L1 studies of English speaking children Word learning strongly related to phonological knowledge vs. sounds correctly produced sounds incorrectly produced sounds Word learning Early Stage: > (Leonard et al. 1981) Later Stage: < (Storkel, 2004) and Lexical Levels (L2) L2 lexical representations are constrained by familiarity with L2 phonological pattern short-term memory Nonword repetition (e.g., Speciale et al., 2004) Perceptual difficulties (Cutler et al., 2006) Mapping between phonetic information and word recognition Eye-tracking /r-l/ for L1J-L2E 9 10 L2-L1 Mapping Non-native sound discrimination Language-universal Language-specific L1 influence e.g., Best et al. (1988), Goto (1971), Trehub (1976), Werker & Tees (1983, 1984) L2-L1 Mapping L1 Japanese L2 English speakers (Guion et al., 2000) Identification of English consonants in terms of Japanese categories : categorized as a single Japanese consonant : categorized as more than one Japanese consonant /t, s, w, v, b/ /r, l, θ/ 11 12

3 13 Question Is L2 word learning influenced by the speaker s phonological knowledge of the target sounds ( vs. ) in the word? Participants L1 Japanese L2 English N = 24 Ages: Native English (control) N = 24 Ages: High English proficiency English monolingual Normal speech, hearing, and cognition Normal speech, hearing, and cognition 14 Target Consonants vs. : s t w : r l θ Target Verification Perception and production of target sounds L1 Japanese: > NE English: = Substitution patterns for sounds recorded for each participant Auditory stimuli Visual stimuli (Kroll & Potter, 1984) 4 CVC nonwords for each target consonant sig ruk Type s, t, w r, l, θ Nonwords suz, sig, seb, saıp tid, top, tut, tok wat, wεn, wıd, wis rog, ris, rem, ruk lεf, lut, las, lop θæk, θıp, θεd, θæt 17 18

4 19 Exposure Exposure script This is a ruk. Say ruk. Find the ruk. Yes, that s the ruk. Referent Identification Measure Picture choice 4 pictures (target + 3 foils) Scoring correct / incorrect 1 2 representations

5 25 Picture Naming Measure Scoring Correct if 3/3 phonemes are produced correctly words: mispronunciation accepted as correct if followed the substitution patterns in the production probe for each participant Lexical representations Repeated exposure-test paradigm Referent ID vs. Baseline 3 cycles 1 week post L1 Japanese Native English Exposure Test (RefID, Naming) Retention 1 week post-exposure test (RefID, Naming) Picture Naming vs. Results by task L1 Japanese Native English Ref ID: L1 Japanese = Native English Type: = (L1 J & NE) : cycle 1 < cycle 2 < cycle 3 > 1-week post Picture Naming: L1 Japanese Native English Type: > (L1 J) = (NE) : cycle 1 < cycle 2 < cycle 3 > 1-week post 29 30

6 31 Group comparisons Ref ID (semantic) : L1 Japanese = Native English : L1 Japanese = Native English Picture Naming (lexical) : L1 Japanese = Native English : L1 Japanese < Native English (p =.001) Conclusion knowledge influences L2 word learning. Group difference only for picture naming words L1 Japanese: > only for picture naming Affects lexical representations (picture naming) Does not affect semantic representations (RefID) 32 Implications L2-L1 phonological mapping can be extended to L2 word learning. Assessment/Instruction Use of perceptual information to predict L2 vocabulary learning Perceptual training to improve L2 word learning Monitor retention Thank you! NIDCD Joan Sereno, Alison Gabriele, Sanae Eda Word and Sound Learning Lab staff Contact information: Junko Maekawa: junko@ku.edu