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Heritage Speakers as Part of the Native Language Continuum ...
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Heritage Speakers as Part of the Native Language Continuum
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In: Front Psychol (2022)
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Detecting structured repetition in child-surrounding speech: Evidence from maximally diverse languages
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In: Lester, Nicholas A; Moran, Steven; Küntay, Aylin C; Allen, Shanley E M; Pfeiler, Barbara; Stoll, Sabine (2022). Detecting structured repetition in child-surrounding speech: Evidence from maximally diverse languages. Cognition, 221:104986. (2022)
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Cross-linguistic differences in parafoveal semantic and orthographic processing
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Deconstructing the Native Speaker: Further Evidence From Heritage Speakers for Why This Horse Should Be Dead!
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In: Front Psychol (2021)
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Abstract:
The category “native speaker” is flawed because it fails to consider the diversity between the speaker groups falling under its scope, as highlighted in previous literature. This paper provides further evidence by focusing on the similarities and differences between heritage speakers (HSs) and monolingually-raised speakers (MSs) of their heritage and majority languages. HSs are bilinguals who acquire a family (heritage) language and a societal (majority) language in early childhood. Naturalistic exposure from early childhood qualifies them as native speakers of their heritage language. Some HSs are simultaneous bilinguals, which makes them native speakers of their majority language as well. Others are early second language acquirers who may be indistinguishable from simultaneous bilinguals. Previous research shows that the heritage language productions of German HSs in the United States do not completely overlap with those of German MSs, who are, by default, native speakers. In overall clause type selection (independent main, coordinate main, and subordinate), the HSs differ from German MSs in German but are similar to English MSs in English. The present study examines the distribution of finite subordinate clauses and their types (relative, complement, and adverbial) across registers in 27 adolescent HSs of German in the United States, compared to 32 adolescent MSs of German and 32 MSs of English. All participants described a short video in two settings (formal/informal) and two modes (spoken/written). Results demonstrate that, even with respect to a specific phenomenon (subordinate clauses), HSs show similarities and differences to MSs of both languages. Concerning the distribution of subordinate clause types, HSs behave similarly to both English and German MSs. Concerning subordinate clauses in general, HSs use them less frequently than MSs in German. In English, the difference is more nuanced: HSs differentiate between settings in both modes, while MSs do so only in the written mode. This indicates that the category “native speaker” is not a meaningful descriptor since it covers speakers with varying production patterns. We propose that studies including native speakers should assure transparency and replicability of research by specifying and taking into account speaker characteristics such as bilingualism, proficiency, exposure and dominance.
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Keyword:
Psychology
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URL: https://doi.org/10.3389/fpsyg.2021.717352 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8523891/
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Towards a methodological toolset for the psycholinguistics of translation: The case of priming paradigms : The case of priming paradigms
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The impact of uninformative parafoveal masks on L1 and late L2 speakers
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In: J Eye Mov Res (2020)
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The impact of uninformative parafoveal masks on L1 and late L2 speakers
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Effects of speech rate on anticipatory eye movements in the Visual World Paradigm: Evidence from aging, native, and non-native language processing
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A universal cue for grammatical categories in the input to children: Frequent frames
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The role of constituent order and level of embedding in cross-linguistic structural priming
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