Big data suggest strong constraints of linguistic similarity on adult language learning

Associations of language barriers with very preterm children's behavioural and socio-emotional problems across Europe

BACKGROUND

Very preterm birth (<32 weeks gestation, VP), immigrant background, and language barriers are all independently associated with a high risk for mental health problems in childhood, but research has neglected the long-term development of immigrant children born VP. We assessed whether behavioural and socio-emotional problems of 5-year-old children born VP growing up across different language contexts in the European Union are associated with an immigrant background and linguistic distance of families' mother tongue (L1) to the host countries' official languages.

METHODS

Data are from a population-based cohort including all VP births in 2011/12 in 11 European countries; a total of 3,067 children were followed up at 2 and 5 years of age. Behavioural and socio-emotional difficulties were assessed using the parent-reported Strengths and Difficulties Questionnaire (SDQ).

RESULTS

Mixed-effects models showed that a larger linguistic distance of children's L1 to the host countries' official language was associated with higher SDQ total scores (0.02 [0.01, 0.03]), after adjusting for a wide range of social risks, biological, and perinatal clinical factors.

CONCLUSION

Language barriers in the form of linguistic distance between VP children's L1 and countries' official languages play a critically important role for the behavioural and socio-emotional development of immigrant children born VP.

IMPACT

Immigrant children born very preterm across Europe face systemic inequalities such as language barriers. Language barriers can be operationalised as a continuous linguistic distance score between children's mother tongues and countries' official languages. Linguistic distance plays an important role for the behavioural and socio-emotional development of immigrant children born VP. Research, policy, and practice need to better account for language barriers to increase equity in health and education.

Do French speakers have an advantage in learning English vocabulary thanks to familiar suffixes?

Previous research has shown that languages from nearby families are easier to learn as second languages (L2) than languages from more distant families, attributing this difference to the presence of shared elements between the native language (L1) and L2. Building on this idea, we hypothesised that suffixes present in L1 might facilitate complex word acquisition in L2. To test this hypothesis, we recruited 76 late French-English bilinguals and tasked them with learning a set of 80 English-derived words containing suffixes that also exist in French (e.g., -able) or are unique to English (e.g., -ness). Consolidation of the learned words was assessed 1 week after the last learning session. The results showed a significant learning effect across the learning trials and consolidation, suggesting that the bilingual participants were able to acquire the derived words. However, contrary to our hypothesis, suffixes also existing in French did not give a significant advantage over English-unique suffixes. Further analysis revealed that this was due to variations in the consistency of familiar suffixes from L1. While some translation pairs shared the same suffix (e.g., amazement-étonnement), others had different suffixes (e.g., slippage-glissement). The type of translation pair with inconsistent suffix overlap (slippage-glissement) carried learning costs, preventing the bilingual participants from benefitting from the presence of familiar suffixes in L2 words. These findings suggest that shared information can be used effectively for L2 learning only if the mapping between L1 and L2 is consistent.

Native Language Perceptual Sensitivity Predicts Nonnative Speech Perception Differently in Younger and Older Singaporean Bilinguals

PURPOSE

We investigate in this study how individual variability in native language speech perception (termed Perceptual Sensitivity) influences nonnative speech perception in Singaporean Tamil-English bilinguals. Further, we assess if and how contextual and demographic factors influence Perceptual Sensitivity in the acquired languages and if the influence of Perceptual Sensitivity on nonnative speech perception is different across younger and older bilinguals.

METHOD

Perceptual Sensitivity in the native languages was examined by implementing Tamil and English gating tasks in 87 Singaporean Tamil-English bilinguals from two age groups (younger: 19-33 years; older: 55-70 years). Mandarin lexical tone discrimination was implemented as a measure of nonnative speech perception.

RESULTS

There was a wide range of variability in Perceptual Sensitivity scores in both languages across both age groups. Perceptual Sensitivity in the first native language (L1 Tamil) was a robust predictor of nonnative speech perception across both age groups, especially for the older bilinguals. However, general intelligence emerged as a stronger predictor than Tamil Perceptual Sensitivity in younger bilinguals. The influence of Tamil Perceptual Sensitivity on lexical tone perception was not tone-specific, supporting a general enhancement of lexical tone perception with better Tamil Perceptual Sensitivity. There was an influence of demographic factors on English Perceptual Sensitivity in older bilinguals, but not for Tamil and not in younger bilinguals.

CONCLUSIONS

Our findings corroborate with previous studies in showing that native language Perceptual Sensitivity is positively associated with and predicts nonnative speech perception in younger and older adulthood regardless of language similarity but to varying degrees. Specifically, the influence of Perceptual Sensitivity on nonnative speech perception is stronger in older adulthood, suggesting a possible shift in reliance on crystallized language knowledge with age. Proficiency and use, among other demographic and language variables, do not appear to influence L1 Perceptual Sensitivity in a lesser used language (Tamil) as significantly as previously assumed.

Language combinations of multilinguals are reflected in their first-language knowledge and processing

Consequences of multilingualism vary from offering cognitive benefits to poor educational and cognitive outcomes. One aspect of multilingualism that has not been systematically examined is the typology of multilinguals' languages: Do differences and similarities between languages multilinguals are exposed to contribute to the development of their cognition and brain? We investigated n = 162 5-6-year-olds with various language backgrounds on a monolingual-to-quintilingual continuum. Our results show that typological linguistic diversity can be related to expressive vocabulary knowledge in the dominant language. On neural level, it relates to brain activation patterns in (among others) the PGa area in the bilateral IPL, a brain region previously associated with multilingual experience, but never with language typology. We propose an ecologically valid way of describing the continuum of multilingual language experience and provide evidence for both the cognition and the brain of multilingual kindergartners to be related to the typological linguistic diversity of their environment.

Examining the potential influence of crosslinguistic lexical similarity on word-choice transfer in L2 English

We examined whether and how L1-L2 crosslinguistic formal lexical similarity influences L2 word choice. Our sample included two learner subcorpora, containing 8,500 and 6,390 English texts, written in an educational setting, by speakers of diverse L1s in the A1-B2 CEFR range of L2 proficiency. We quantified similarity based on phonological overlap between L1 words and their L2 (English) translations. This similarity relates to psycholinguistic cognancy, which occurs when words and their translations share a high level of formal similarity, often due to historical cognancy from shared etymology or language contact. We then used mixed-effects statistical models to examine how this similarity influences the rate of use of the L2 words; essentially, we checked whether L2 words that are more similar to their L1 translations are used more often. We also controlled for potential confounds, including the baseline L1 frequency of the English words. The type of crosslinguistic similarity that we examined did not influence learners' choice of L2 words in their writing in the present sample, which represents a type of educational setting that many learners encounter. This suggests that the influence of such similarity is constrained, and that communicative needs can override transfer from learners' L1 to their L2, which raises questions regarding when and how else situational factors can influence transfer.

Dialects, motivation, and English proficiency: Empirical evidence from China

Within the context of China, this study seeks to examine the relationship between English language proficiency, the native dialect of the learner, and the learner’s reason, or motivation for learning English. English language proficiency can be an important vehicle for accessing high quality higher education, for interacting with non-Chinese, and for enhancing employment and career opportunities Data was gathered through an online survey with 985 usable responses recorded. Respondents included a distribution of speakers from five of the major distinct dialects of China. The analysis provides empirical evidence of a diversity of propensities and motivations for English language acquisition among learners from different regions and native dialects. Access to international higher education as a type of motivation is found to have a moderating effect on English proficiency. Other findings suggest that learners in regions with more historic exposure to foreign interaction are more likely to be motivated for social reasons, those from regions with export focused commerce will be motivated for business related reasons. The results of this study may be of interest to policy makers, linguists, educators, and those with an interest in socioeconomic sustainability through language acquisition and education as a method of socioeconomic mobility.

Not all bilinguals are the same: A meta-analysis of the moral foreign language effect

Emerging evidence shows bilinguals employ different decision-making strategies in their foreign language compared to their native language (known as the Foreign Language Effect). When completing moral dilemmas, accumulating research findings indicate that bilinguals are more likely to endorse the utilitarian option. We conducted a meta-analysis to investigate whether linguistic variables (proficiency, immersion, and language similarity) moderate utilitarian responding to moral dilemmas in a foreign language. A systematic literature search extracted experiments comparing binary responses to moral dilemmas among bilingual participants. Analyses confirmed a moral Foreign Language Effect within personal dilemmas, though this effect was moderated by self-reported reading proficiency, whereby bilinguals with higher self-reported reading proficiency were less likely to make a utilitarian choice. Our findings suggest that not all bilinguals may experience a Foreign Language Effect, with low self-reported reading proficiency being the most likely indicator of whether their response tendencies to a moral dilemma change in the foreign language.

Vocal Learning and Behaviors in Birds and Human Bilinguals: Parallels, Divergences and Directions for Research

Comparisons between the communication systems of humans and animals are instrumental in contextualizing speech and language into an evolutionary and biological framework and for illuminating mechanisms of human communication. As a complement to previous work that compares developmental vocal learning and use among humans and songbirds, in this article we highlight phenomena associated with vocal learning subsequent to the development of primary vocalizations (i.e., the primary language (L1) in humans and the primary song (S1) in songbirds). By framing avian “second-song” (S2) learning and use within the human second-language (L2) context, we lay the groundwork for a scientifically-rich dialogue between disciplines. We begin by summarizing basic birdsong research, focusing on how songs are learned and on constraints on learning. We then consider commonalities in vocal learning across humans and birds, in particular the timing and neural mechanisms of learning, variability of input, and variability of outcomes. For S2 and L2 learning outcomes, we address the respective roles of age, entrenchment, and social interactions. We proceed to orient current and future birdsong inquiry around foundational features of human bilingualism: L1 effects on the L2, L1 attrition, and L1<–>L2 switching. Throughout, we highlight characteristics that are shared across species as well as the need for caution in interpreting birdsong research. Thus, from multiple instructive perspectives, our interdisciplinary dialogue sheds light on biological and experiential principles of L2 acquisition that are informed by birdsong research, and leverages well-studied characteristics of bilingualism in order to clarify, contextualize, and further explore S2 learning and use in songbirds.

Perceptuomotor compatibility effects in vowels: Beyond phonemic identity

Perceptuomotor compatibility between phonemically identical spoken and perceived syllables has been found to speed up response times (RTs) in speech production tasks. However, research on compatibility effects between perceived and produced stimuli at the subphonemic level is limited. Using a cue-distractor task, we investigated the effects of phonemic and subphonemic congruency in pairs of vowels. On each trial, a visual cue prompted individuals to produce a response vowel, and after the visual cue appeared a distractor vowel was auditorily presented while speakers were planning to produce the response vowel. The results revealed effects on RTs due to phonemic congruency (same vs. different vowels) between the response and distractor vowels, which resemble effects previously seen for consonants. Beyond phonemic congruency, we assessed how RTs are modulated as a function of the degree of subphonemic similarity between the response and distractor vowels. Higher similarity between the response and distractor in terms of phonological distance-defined by number of mismatching phonological features-resulted in faster RTs. However, the exact patterns of RTs varied across response-distractor vowel pairs. We discuss how different assumptions about phonological feature representations may account for the different patterns observed in RTs across response-distractor pairs. Our findings on the effects of perceived stimuli on produced speech at a more detailed level of representation than phonemic identity necessitate a more direct and specific formulation of the perception-production link. Additionally, these results extend previously reported perceptuomotor interactions mainly involving consonants to vowels.

Generative Adversarial Network-Based Neural Audio Caption Model for Oral Evaluation

Oral evaluation is one of the most critical processes in children’s language learning. Traditionally, the Scoring Rubric is widely used in oral evaluation for providing a ranking score by assessing word accuracy, phoneme accuracy, fluency, and accent position of a tester. In recent years, by the emerging demands of the market, oral evaluation requires not only providing a single score from pronunciation but also in-depth, meaning comments based on content, context, logic, and understanding. However, the Scoring Rubric requires massive human work (oral evaluation experts) to provide such deep meaning comments. It is considered uneconomical and inefficient in the current market. Therefore, this paper proposes an automated expert comment generation approach for oral evaluation. The approach first extracts the oral features from the children’s audio as well as the text features from the corresponding expert comments. Then, a Gated Recurrent Unit (GRU) is applied to encode the oral features into the model. Afterwards, a Long Short-Term Memory (LSTM) model is applied to train the mappings between oral features and text features and generate expert comments for the new coming oral audio. Finally, a Generative Adversarial Network (GAN) is combined to improve the quality of the generated comments. It generates pseudo-comments to train the discriminator to recognize the human-like comments. The proposed approach is evaluated in a real-world audio dataset (children oral audio) collected by our collaborative company. The proposed approach is also integrated into a commercial application to generate expert comments for children’s oral evaluation. The experimental results and the lessons learned from real-world applications show that the proposed approach is effective for providing meaningful comments for oral evaluation.