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Orena, Adriel John; Byers-Heinlein, Krista; Polka, Linda – Developmental Science, 2020
Examining how bilingual infants experience their dual language input is important for understanding bilingual language acquisition. To assess these language experiences, researchers typically conduct language interviews with caregivers. However, little is known about the reliability of these parent reports in describing how bilingual children…
Descriptors: Bilingualism, Infants, Linguistic Input, French
Maria Claudia Petrescu; Rena Helms-Park – Journal of Early Childhood Literacy, 2024
This longitudinal study documents a trilingual child's struggle with decoding and word recognition, the remedies sought to help him start reading in his second language (English) while he was in French immersion, and his performance after the intervention on tests of phonological awareness in L1 Romanian, L2 English, and L3 French. The study…
Descriptors: Multilingualism, Decoding (Reading), Word Recognition, Reading Difficulties
Tabassum Maqbool, Editor; Luna Yue Lang, Editor – IntechOpen, 2024
"Second Language Acquisition -- Learning Theories and Recent Approaches" will aim to present the process of learning an additional language apart from one's native language. The process of understanding, writing, and speaking another language with fluency involves complex intellectual and emotional responses as well as continuous…
Descriptors: Learning Theories, Second Language Learning, Second Language Instruction, Language Processing
Maya L. Barzilai – ProQuest LLC, 2020
This dissertation examines the relative effects of phonetic salience and phonological prominence on speech sound processing. Three test cases, respectively, investigate the processing of consonants versus vowels by speakers of German, Hebrew, and Amharic; the processing of aspirated versus unaspirated stops by speaker of Spanish and Thai; and the…
Descriptors: Phonetics, Phonology, Language Processing, Speech Communication
Grant, Angela M.; Brisson-McKenna, Maude; Phillips, Natalie A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Most language experiences take place at the level of multiple sentences. However, previous studies of second language (L2) comprehension have typically focused on lexical- and sentence-level processing. Our study addresses this gap by examining auditory discourse comprehension in 32 English/French bilinguals. We tested the prediction of the noisy…
Descriptors: Semantics, Physiology, Bilingualism, Short Term Memory
Friesen, Deanna C.; Ward, Olivia; Bohnet, Jessica; Cormier, Pierre; Jared, Debra – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
The current study investigated whether shared phonology across languages activates cross-language meaning when reading in context. Eighty-five bilinguals read English sentences while their eye movements were tracked. Critical sentences contained English members of English-French interlingual homophone pairs (e.g., "mow"; French homophone…
Descriptors: Phonology, Language Processing, Bilingualism, Reading Processes
Babineau, Mireille; Shi, Rushen – Language Learning and Development, 2016
We examined how toddlers process lexical ambiguity where different underlying forms are neutralized at the surface level. In a preferential-looking procedure, French-learning 30-month-olds were familiarized with either liaison-ambiguous phrases (i.e., sentences containing a determiner and a non-word, e.g., "ces /z/onches," "these…
Descriptors: Language Processing, Familiarity, Language Acquisition, Toddlers
Pasquarella, Adrian; Deacon, Helene; Chen, Becky X.; Commissaire, Eva; Au-Yeung, Karen – International Journal of Disability, Development and Education, 2014
This study examined the within-language and cross-language relationships between orthographic processing and word reading in French and English across Grades 1 and 2. Seventy-three children in French Immersion completed measures of orthographic processing and word reading in French and English in Grade 1 and Grade 2, as well as a series of control…
Descriptors: Language Processing, Reading, French, English
Evans, Mary Ann; Saint-Aubin, Jean – Journal of Educational Psychology, 2013
When preschoolers listen to storybooks, are their eye movements related to their vocabulary acquisition in this context? This study addressed this question with 36 four-year-old French-speaking participants by assessing their general receptive vocabulary knowledge and knowledge of low-frequency words in 3 storybooks. These books were read verbatim…
Descriptors: Eye Movements, Vocabulary Development, Receptive Language, Preschool Children
Katerelos, Marina; Poulin-Dubois, Diane; Oshima-Takane, Yuriko – Infancy, 2011
This study was designed to examine whether infants acquiring languages that place a differential emphasis on nouns and verbs, focus their attention on motions or objects in the presence of a novel word. An infant-controlled habituation paradigm was used to teach 18- to 20-month-old English-, French-, and Japanese-speaking infants' novel words for…
Descriptors: Infants, English, French, Japanese
Trofimovich, Pavel; Collins, Laura; Cardoso, Walcir; White, Joanna; Horst, Marlise – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2012
Most second language (L2) researchers and teachers would agree that input, often defined as the language a learner hears or reads, plays an important role in L2 learning. There is a great deal of research investigating which types of input are most beneficial for learning, how learners process and internalize input (e.g., Schmidt, 2001), and how…
Descriptors: Phonology, Native Speakers, English (Second Language), Teaching Methods
Bouchard, Caroline; Trudeau, Natacha; Sutton, Ann; Boudreault, Marie-Claude; Deneault, Joane – Applied Psycholinguistics, 2009
The purpose of this article is to examine the language of girls and boys between 8 and 30 months of age, using the Quebec French version of The MacArthur Communicative Development Inventories. The findings from this parental report measure confirm those of earlier research, which showed the linguistic superiority of girls over boys at a young age.…
Descriptors: Females, French Canadians, Foreign Countries, French
Tremblay, Annie – Applied Psycholinguistics, 2008
The objectives of this study are (a) to determine if native speakers of Canadian French at different English proficiencies can use primary stress for recognizing English words and (b) to specify how the second language (L2) learners' (surface-level) knowledge of L2 stress placement influences their use of primary stress in L2 word recognition. Two…
Descriptors: Suprasegmentals, French Canadians, Second Language Learning, English (Second Language)
Trofimovich, Pavel; Gatbonton, Elizabeth; Segalowitz, Norman – Studies in Second Language Acquisition, 2007
This study investigates whether second language (L2) phonological learning can be characterized as a gradual and systematically patterned replacement of nonnative segments by native segments in learners' speech, conforming to a two-stage implicational scale. We adopt a dynamic approach to language variation based on Gatbonton's (1975, 1978)…
Descriptors: Language Variation, Phonetics, Measures (Individuals), Foreign Countries
Poliquin, Gaetane – 1988
A discussion of the use of songs to teach French as a second language focuses on the value of songs in teaching aspects of pronunciation. An introductory section describes the benefits of songs as instructional material, particularly to impart cultural information about Quebec to Canadian anglophones. Three sections outline justifications for the…
Descriptors: Classification, Classroom Research, Classroom Techniques, Cognitive Processes
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