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L1 Backgrounds (l1 + background)
Selected AbstractsThe Effects of First Language Orthographic Features on Second Language Reading in TextLANGUAGE LEARNING, Issue 2 2003Nobuhiko Akamatsu This study investigated the effects of first language (L1) orthographic features on second language (L2) reading. Three groups of fluent L2 readers with a variety of L1 backgrounds (i.e., Chinese, Japanese, and Persian) were provided with English passages printed in either alternated case or a normal manner and asked to read them for comprehension. Results showed that the Chinese and the Japanese (nonalphabetic L1 groups) were more adversely affected by case alternation than was the Persian group (an alphabetic L1 group), in terms of reading speed. This suggests that, because of L1 effects on basic processing in L2 reading, L2 readers with a nonalphabetic L1 background were less efficient in processing English words than those with an alphabetic L1 background. [source] Adequate language description in L2 research/teaching: the case of pro-drop language speakers learning L2 EnglishINTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 3 2008Dilin Liu Taking the example of ESL learners' difficulties in resetting the pro-drop parameter, this paper explores the need for L2 research and teaching to be based on sound linguistic data and description. First of all, it reviews key studies on the acquisition of non-null arguments in English, focusing on the varying difficulties that speakers of different pro-drop languages face in the acquisition process. Secondly, it examines some major English grammar reference books and student textbooks, illustrating the inadequacy of the existing depiction of the English argument parameter. Finally, it suggests how a more accurate description can result in a better understanding of ESL learners' difficulties and lead to an informed pedagogy, tailored to the unique needs of learners of different L1 backgrounds. [source] Influence of First Language Orthographic Experience on Second Language Decoding and Word LearningLANGUAGE LEARNING, Issue 1 2008Megumi Hamada This study examined the influence of first language (L1) orthographic experiences on decoding and semantic information retention of new words in a second language (L2). Hypotheses were that congruity in L1 and L2 orthographic experiences determines L2 decoding efficiency, which, in turn, affects semantic information encoding and retention. College-level English L2 learners with typologically similar (Korean) and dissimilar (Chinese) L1 backgrounds were participants. Their decoding efficiency was measured by a pseudoword naming task with phonologically regular and irregular conditions. They learned the meaning of the pseudowords paired with pictures. Subsequent recall tasks showed that the Korean group had better overall retention but greater impairment with the irregular pseudowords. These findings suggest that L1 orthographic distance influences L2 word learning processes. [source] The Effects of First Language Orthographic Features on Second Language Reading in TextLANGUAGE LEARNING, Issue 2 2003Nobuhiko Akamatsu This study investigated the effects of first language (L1) orthographic features on second language (L2) reading. Three groups of fluent L2 readers with a variety of L1 backgrounds (i.e., Chinese, Japanese, and Persian) were provided with English passages printed in either alternated case or a normal manner and asked to read them for comprehension. Results showed that the Chinese and the Japanese (nonalphabetic L1 groups) were more adversely affected by case alternation than was the Persian group (an alphabetic L1 group), in terms of reading speed. This suggests that, because of L1 effects on basic processing in L2 reading, L2 readers with a nonalphabetic L1 background were less efficient in processing English words than those with an alphabetic L1 background. [source] | ||||||||||