L1 and L2 Acquisition

1
L1 and L2 Acquisition

• Think of a good L2 speaker you know
• What part of their speech is native and what is
  non native?

2
L1 and L2 Acquisition

• Think of a good L2 speaker you know
• What part of their speech is native and what is
  non native?
• Vocabulary, grammar are good
• Phonology is bad

3
L1 and L2 Acquisition

• Think of a good L2 speaker you know
• What part of their speech is native and what is
  non native?
• Vocabulary, grammar are good
• Phonology is bad
• So is critical period mainly phonology?

4
L1 and L2 Acquisition

• Why is there a critical period?

5
L1 and L2 Acquisition

• Why is there a critical period?
• The brain changes

6
L1 and L2 Acquisition

• Why is there a critical period?
• The brain changes

7
L1 and L2 Acquisition

• Why is there a critical period?
• The brain changes
• Your L1 impedes your learning

8
L1 and L2 Acquisition

• Why is there a critical period?
• The brain changes
• Your L1 impedes your learning
• The innate language devise is only on for a few
  years

9
L1 and L2 Acquisition

• Why is there a critical period?
• The brain changes
• Your L1 impedes your learning
• The innate language devise is only on for a few
  years
• Children and adults learn differently

10
L1 and L2 Acquisition

• Why is there a critical period?
• The brain changes
• Your L1 impedes your learning
• The innate language devise is only on for a few
  years
• Children and adults learn differently
• What if adults has to spend as much time as kids
  figuring out the language? Time

11
L1 and L2 Acquisition

• How does L1 impede learning?

12
L1 and L2 Acquisition

• How does L1 impede learning?
• Highly ingrained habits
• Attending to L1 cues, distinctions
• Brain has strong L1 connections

13
L1 and L2 Acquisition

• What if you were forced to use a dvorak keyboard
  instead of a QWERTY?

14
L1 and L2 Acquisition

• What if you were forced to use a dvorak keyboard
  instead of a QWERTY?
• What if you were forced to drive on opposite side
  of road?

15
L1 and L2 Acquisition

• What if you were forced to use a dvorak keyboard
  instead of a QWERTY?
• What if you were forced to drive on opposite side
  of road?

16
L1 and L2 Acquisition

• What if you were forced to use a dvorak keyboard
  instead of a QWERTY?
• What if you were forced to drive on opposite side
  of road?
• What if you had to classify all nouns into 7
  categories?

17
L1 and L2 Acquisition

• What if you were forced to use a dvorak keyboard
  instead of a QWERTY?
• What if you were forced to drive on opposite side
  of road?
• What if you had to classify all nouns into 7
  categories?
• What if you had to start sentences with verbs?

18
L1 and L2 Acquisition

• What if there were 5 ways to produce plurals.

19
L1 and L2 Acquisition

• What if there were 5 ways to produce plurals.
• What if your language was written without vowels?

20
L1 and L2 Acquisition

• What if there were 5 ways to produce plurals.
• What if your language was written without vowels?
• What if you had to change the way you speak
  depending on the person's gender, age, social
  status, familiarity?

21
L1 and L2 Acquisition

• How fluent will you get by interacting with
  people in the language 16 hours a day 7 days a
  week?

22
L1 and L2 Acquisition

• How fluent will you get by interacting with
  people in the language 16 hours a day 7 days a
  week?
• How fluent will you get by using the language 5
  hours a week?

23
L1 and L2 Acquisition

• Activation model
• Adult brains are going to activate all kinds of
  L1 stuff when hearing L2.

24
L1 and L2 Acquisition

• Activation model
• Adult brains are going to activate all kinds of
  L1 stuff when hearing L2.
• Adults are going to use entrenched patterns that
  are not relevant to L2
• word order
• phonotactics
• articulatory habits

25
L1 and L2 Acquisition

• Transfer applying L1 habits to L2

26
L1 and L2 Acquisition

• Transfer applying L1 habits to L2
• Is it good or bad?

27
L1 and L2 Acquisition

• Transfer applying L1 habits to L2
• Is it good or bad?
• It is good if language structures are the same
• -s plural in English and Spanish
• Latin vocabulary in English and Romance languages

28
L1 and L2 Acquisition

• Transfer applying L1 habits to L2
• Is it good or bad?
• It is good if language structures are the same
• -s plural in English and Spanish
• Latin vocabulary in English and Romance languages
• It is bad when structures are different

29
L1 and L2 Acquisition

• Can early exposure help later acquisition
• Overhearers heard language in childhood

30
L1 and L2 Acquisition

• Can early exposure help later acquisition
• Overhearers heard language in childhood
• Learned childhood language as adults

31
L1 and L2 Acquisition

• Can early exposure help later acquisition
• Overhearers heard language in childhood
• Learned childhood language as adults
• Had better pronunciation than non-overhearers
• No difference with non-overhearers on morphology

32
L1 and L2 Acquisition

• Can early exposure help later acquisition
• Overhearers
• Childhood speakers
• No early exposure

33
L1 and L2 Acquisition

• Can early exposure help later acquisition
• Overhearers
• Childhood speakers
• No early exposure
• Childhood speakers could distinguish hard Korean
  sounds better than overhearers and people with no
  early exposure

34
L1 and L2 Acquisition

• Problems for adult learners
• Feeling like a baby
• Unable to express self-identity

35
L1 and L2 Acquisition

• Problems for adult learners
• Feeling like a baby
• Unable to express self-identity
• Not fitting in socially

36
L1 and L2 Acquisition

• Problems for adult learners
• Feeling like a baby
• Unable to express self-identity
• Not fitting in socially
• Being illiterate again

37
L1 and L2 Acquisition

• Problems for adult learners
• Feeling like a baby
• Unable to express self-identity
• Not fitting in socially
• Being illiterate again
• Being too self-conscious to talk, get feedback,
  get involved in L2 culture

38
L1 and L2 Acquisition

• People may retain accent to retain cultural
  identity

39
L1 and L2 Acquisition

• People may retain accent to retain cultural
  identity
• Immigrants in Germany with good accents
• watched more TV in German
• had more German friends

40
L1 and L2 Acquisition

• People may retain accent to retain cultural
  identity
• Immigrants in Germany with good accents
• watched more TV in German
• had more German friends
• Immigrants with bad accents adopted less German
  culture

41
L1 and L2 Acquisition

• Bad accent may be due to
• less practice with Germans, not less
  acculturation

42
L1 and L2 Acquisition

• Accent changing
• When moving to different state
• What does family think of it?
• Video

43
Bilingualism

• How are two languages processed in the brain?

44
Bilingualism

• How are two languages processed in the brain?
• Is it good to raise children bilingual?
• Are there benefits to being bilingual?

45
Bilingualism

• Experiment Spanish / Catalan bilinguals
• Shown two pictures, one in red and the other in
  green.
• Asked to name picture in green and ignore red one

46
Bilingualism

• Distractor with cognate name (cup tasa, tassa)
• Distractor with non-cognate name (net red,
  xarxa)

47
Bilingualism

• Distractor with cognate name (cup tasa, tassa)
• Distractor with non-cognate name (net red,
  xarxa)

48
Bilingualism

• Distractors with cross language related names
  (armilla, ardilla)
• Distractors with unrelated names (pico, bec)

49
Bilingualism

• Distractors with cross language related names
  (armilla, ardilla)
• Distractors with unrelated names (pico, bec)

50
Bilingualism

• Moral of the story
• We can't help but see language

51
Bilingualism

• Moral of the story
• We can't help but see language
• Both languages are activated when one is being
  used.

52
Bilingualism

• Moral of the story
• We can't help but see language
• Both languages are activated when one is being
  used.
• But wait, what about verbal versus signed
  languages?

53
Bilingualism

• Near-Infrared Spectroscopy-measures blood flow

54
Bilingualism

• Three groups
• ASL / English bilinguals
• ASL monolinguals
• English monolinguals

55
Bilingualism

• Experiment
• Monolingual mode name picture in one language
• Bilingual mode name pictures alternating
  languages

56
Bilingualism

• Starred bars are significantly different
• Posterior temporal area is Wernike's area
• Why would sensory motor be more activated in
  bilingual mode?

57
Bilingualism

• So, words in both languages are activated, how
  about sentences?

58
Bilingualism

• So, words in both languages are activated, how
  about sentences?
• Lexical Decision task with sentences
• German / English bilinguals

59
Bilingualism

• The tree was painted by the artist.
• Primes
• The tree was painted by the artist.

60
Bilingualism

• Der Baum wurde von dem Künstler gemalt.
• (The tree was painted by the artist.)
• Primes
• The tree was painted by the girls.

61
Bilingualism

• Der Baum wurde von dem Künstler gemalt.
• (The tree was painted by the artist.)
• Primes
• The moon was painted by the girls.

62
Bilingualism

• The artist painted the tree.
• Primes
• Der Künstler malte den Baum.
• (The artist paints the tree)

63
Bilingualism

• Are languages processed in different parts of the
  brain?
• Brain exposed patients shown pictures, and asked
  to say this is a ___
• Spot on brain is electrically stimulated.
• If stimulation impedes production its a
  language area
• Are certain areas particular to one language?
• Yes, but more are common to both languages.