Cross‐Language Activation Begins During Speech Planning and Extends Into Second Language Speech
The research reported in this article was performed as a dissertation by the first author. We thank Chip Gerfen for his contribution to the design and analysis of the experiments. The writing of this article was supported in part by NIH Grant HD053146 and NSF Grants BCS‐0955090 and OISE‐0968369 to Judith Kroll and by NSF Grant SMA‐1409636 to Melinda Fricke and Judith Kroll. Portions of this work were presented at the Fifth International Symposium on Bilingualism, the 2005 meeting of the European Society for Cognitive Psychology, and the 29th International Congress of Psychology.
Abstract
Three groups of native English speakers named words aloud in Spanish, their second language (L2). Intermediate proficiency learners in a classroom setting (Experiment 1) and in a domestic immersion program (Experiment 2) were compared to a group of highly proficient English–Spanish speakers. All three groups named cognate words more quickly and accurately than matched noncognates, indicating that all speakers experienced cross‐language activation during speech planning. However, only the classroom learners exhibited effects of cross‐language activation in their articulation: Cognate words were named with shorter overall durations, but longer (more English‐like) voice onset times. Inhibition of the first language during L2 speech planning appears to impact the stages of speech production at which cross‐language activation patterns can be observed.
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