Affiliation:
1. School of Languages, Linguistics, Literatures and Cultures , University of Calgary , Calgary , Canada
2. Writing Centre , McGill University , Montréal , Canada
Abstract
Abstract
Assigning stress to the appropriate syllable is consequential for being understood. Despite the importance, second language (L2) learners’ stress assignment is often incorrect, being affected by their first language (L1). Beyond the L1, learners’ lexical stress assignment may depend on analogy with other words in their lexicon. The current study investigates the respective roles of the L1 (English, French) and analogy in L2 German lexical stress assignment. Because English, like German, has variable stress assignment and French does not, participants included English- and French-speaking German L2 learners who assigned stress to German nonsense words in a perceptual preference and a production task. Results suggest a role of the L1, with English-speaking German L2 learners performing more like L1 German speakers. While French-speaking German L2 learners’ performance could not be predicted by other factors, L2 German proficiency and the ability to produce analogous words were predictive of English-speaking German L2 learners’ production performance.
Subject
Linguistics and Language,Language and Linguistics
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