Trilingual conversations: a window into multicompetence

A recurrent theme in the literature on trilingual language use is the question of whether there is a specific “trilingual competence.” In this paper we consider this question in the light of codeswitching patterns in two dyadic trilingual conversations between a mother and daughter conducted in (Lebanese) Arabic, French, and English. Quantitative and qualitative analysis of codeswitching in both conversants shows that, despite the fact that both subjects are fluent in all three languages, uses of switching are significantly different for mother and daughter across a number of features, including relative frequency of different switch types, and the incidence of hybrid constructions involving items from two or more languages. The subjects appear to display qualitatively distinct profiles of competence in the trilingual mode. This in turn leads to the conclusion that the facts of trilingual language use are best characterized in terms of “multicompetence” (Cook, 1991). The paper concludes with some further reflections on the uniqueness of trilingual language use (an “old chestnut” in trilingualism research, cf. Klein, 1995)

Predicting language learners' grades in the L1, L2, L3 and L4: the effect of some psychological and sociocognitive variables

This study of 89 Flemish high-school students' grades for L1 (Dutch), L2 (French), L3 (English) and L4 (German) investigates the effects of three higher-level personality dimensions (psychoticism, extraversion, neuroticism), one lower-level personality dimension (foreign language anxiety) and sociobiographical variables (gender, social class) on the participants' language grades. Analyses of variance revealed no significant effects of the higher-level personality dimensions on grades. Participants with high levels of foreign language anxiety obtained significantly lower grades in the L2 and L3. Gender and social class had no effect. Strong positive correlations between grades in the different languages could point to an underlying sociocognitive dimension. The implications of these findings are discussed

人格(パースナリティー)理論に就いて

The aim of this study was to evaluate the ability of new rubbery liners, used as a cervical increment, to relieve contraction stress and thereby reduce the formation of cervical gaps in class II composite restorations. The investigated liners were made of polyester-acrylate (PE(1), PE(2) or PE(3)) or silicone-acrylate (S), mixed with UDMA, without (A, B, C, D) or with HEMA (AH, BH, CH, DH). A silanized filler was added to the mixture, DH, to give composites with 20, 40, 60, and 70% (w/w) of filler (DHF20, DHF40, DHF60, DHF70, respectively). The presence and width of cervical gaps were determined using a light microscope. Statistical analysis showed that six of the 12 rubbery liners (AH-DH, DHF20-DHF40) significantly decreased gap formation in comparison with the control group. In addition, the polymerization shrinkage, flow, and strain capacity of these liners were measured and the influence of these factors on gap formation was examined. Two- and three-dimensional regression analyses showed significantly negative linear correlations between gap formation and strain capacity, and between gap formation and flow, and a significantly positive linear correlation between gap formation and shrinkage

Attitudes towards code-switching among adult mono- and multilingual language users

The present study investigates inter-individual variation (linked to personality traits, multilingualism and sociobiographical variables) in attitudes towards code-switching (CS) among 2070 multilinguals. Data were collected through an on-line questionnaire. We found that high levels of Tolerance of Ambiguity and Cognitive Empathy, and low levels of Neuroticism are linked with significantly more positive attitudes towards CS. Knowing many languages had a marginally positive effect. A more fine-grained analysis revealed that participants with mid-range global proficiency values were less positive towards CS than those at the lower and higher end of the scale. Participants who grew up in a bilingual family and in an ethnically diverse environment, and currently worked in an ethnically diverse environment had significantly more positive attitudes towards CS. Female participants and those with the lowest and highest levels of education appreciated CS most, and participants in their teens and twenties appreciated CS less than older participants. The findings thus show that the attitudes towards CS are linked to personality, language learning history and current linguistic practices, as well as some sociobiographical variables

Self-bias and the emotionality of foreign languages

Article first published online: June 13, 2018Foreign language contexts impose a relative psychological and emotional distance in bilinguals. In our previous studies, we demonstrated that the use of a foreign language changes the strength of the seemingly automatic emotional responses in the self-paradigm, showing a robust asymmetry in the self-bias effect in a native and a foreign language context. Namely, larger effects were found in the native language, suggesting an emotional blunting in the foreign language context. In the present study, we investigated the source of these effects by directly comparing whether they stem from a language’s foreignness versus its non-nativeness. We employed the same self-paradigm (a simple perceptual matching task of associating simple geometric shapes with the labels “you,” “friend,” and “other”), testing unbalanced Spanish–Basque–English trilinguals. We applied the paradigm to three language contexts: native, non-native but contextually present (i.e., non-native local), and non-native foreign. Results showed a smaller self-bias only in the foreign language pointing to the foreign-language-induced psychological/emotional distance as the necessary prerequisite for foreign language effects. Furthermore, we explored whether perceived emotional distance towards foreign languages in Spanish–English bilinguals modulates foreign language effects. Results suggest that none of the different indices of emotional distance towards the foreign language obtained via questionnaires modulated the self-biases in the foreign language contexts. Our results further elucidate the deeply rooted and automatic nature of foreign-language-driven differential emotional processing.This research has been partially funded by grants PSI2015-65689-P and SEV-2015-0490 from the Spanish Government, AThEME-613465 from the European Union, and a 2016 BBVA Foundation Grant for Researchers and Cultural Creators awarded to the last author (J.A.D.)

Language anxiety in Chinese dialects and Putonghua among college students in mainland China: the effects of sociobiographical and linguistic variables

This paper examined language anxiety (LA) in Chinese dialects and Putonghua among college students in mainland China and explored the links between their LA in the first language and a range of sociobiographical variables (i.e. gender and geographical background) as well as linguistic variables (i.e. mother tongue, age of onset of acquisition, context of learning, self-perceived oral proficiency, and frequency of use). Participants were 778 Beijing university students who speak Chinese dialects and Putonghua. Statistical analyses revealed that participants reported significantly higher levels of LA in dialects than in Putonghua across a variety of situations. Geographical background and gender had scattered effects on LA in Putonghua and in dialects. Early bilinguals whose mother tongue were both a dialect and Putonghua reported the least LA in both. Later age of onset and acquisition of Putonghua in an instructed context were linked to increased LA in Putonghua. The negative relationships between self-perceived oral proficiency, frequency of use and LA were stronger in Putonghua than in dialects. The higher levels of LA in dialects combined with their language practices in dialects suggest a relatively lower confidence in the use of dialects among in this group of highly educated young Chinese adults

Effect of nanostructuration on compressibility of cubic BN

Compressibility of high-purity nanostructured cBN has been studied under quasi-hydrostatic conditions at 300 K up to 35 GPa using diamond anvil cell and angle-dispersive synchrotron X-ray powder diffraction. A data fit to the Vinet equation of state yields the values of the bulk modulus B0 of 375(4) GPa with its first pressure derivative B0' of 2.3(3). The nanometer grain size (\sim20 nm) results in decrease of the bulk modulus by ~9%

Melting of tantalum at high pressure determined by angle dispersive x-ray diffraction in a double-sided laser-heated diamond-anvil cell

The high pressure and high temperature phase diagram of Ta has been studied in a laser-heated diamond-anvil cell (DAC) using x-ray diffraction measurements up to 52 GPa and 3800 K. The melting was observed at nine different pressures, being the melting temperature in good agreement with previous laser-heated DAC experiments, but in contradiction with several theoretical calculations and previous piston-cylinder apparatus experiments. A small slope for the melting curve of Ta is estimated (dTm/dP = 24 K/GPa at 1 bar) and a possible explanation for this behaviour is given. Finally, a P-V-T equation of states is obtained, being the temperature dependence of the thermal expansion coefficient and the bulk modulus estimated.Comment: 31 pages, 8 figures, to appear in J.Phys.:Cond.Matte

Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands

Aims and objectives: This study examines the language anxiety that occurs in immigrants’ daily lives when speaking the heritage language and the majority language, both in their host country and during visits to their home country. It compares the levels of heritage language anxiety and majority language anxiety across three generations of the Turkish immigrant community in the Netherlands and explores the link between immigrants’ language anxiety, and sociobiographical (i.e. generation, gender, education) and language background variables (i.e. age of acquisition, self-perceived proficiency, frequency of language use). Design: A Likert scale-based questionnaire was administered to 116 participants across three generations who reported their language anxiety levels when speaking the heritage language and the majority language in three social contexts (i.e. family, friendship and speaking with native speakers). Findings: Statistical analyses revealed that heritage language anxiety and majority language anxiety were prevalent in immigrants’ daily life, and that levels of both forms of anxiety differed across generations, and in different daily life situations. First- and second-generation immigrants typically experienced majority language anxiety, while second- and predominantly third-generation immigrants suffered from heritage language anxiety. Relationships emerged between language background variables and both forms of anxiety, but only in certain situations. These findings suggest that language background variables on their own may be insufficient to explain immigrant language anxiety in certain social contexts (i.e. within family). Rather than merely language background factors, a variety of other issues within social, cultural and national currents must be considered when examining language anxiety in the immigrant context. Implications: Taking an interdisciplinary approach that combines language contact and foreign language anxiety/second language anxiety research, this study suggests that the concept of foreign language anxiety/second language anxiety should be expanded beyond the confines of the classroom in order to include daily interactions immigrant or minority communities. Originality: This study contributes to the limited body of evidence on the topic of language anxiety in immigrant contexts and presents a new construct ‘majority language anxiety’

A bilingual emotional advantage? An investigation into the effects of psychological factors in emotion perception in Arabic and in English of Arabic-English bilinguals and Arabic /English monolinguals

Aims and objectives: While the debate on the cognitive bilingual advantage is ongoing, much less attention has been paid to a potential emotional advantage of bilinguals. The present study compared the performance of bilinguals and monolinguals in emotion perception (EP) in Arabic and in English and the differences in trait emotional intelligence (Trait EI). It also considered the relationship between Trait EI and EP scores. Methodology: 205 Arabic-English bilinguals, 71 Arabic monolinguals and 333 English monolinguals had to recognise anger, fear, sadness, disgust, surprise and happiness in twelve short audio-visual video clips (six in English and six in Arabic) embedded in an online questionnaire. The clips contained short conversations about day-to-day situations. Data and analysis: Nonparametric statistical analyses were used to explore the differences between bilinguals and monolinguals in EP in English and Arabic and to explore the relationship between Trait EI and EP. Findings: Bilinguals outperformed English monolinguals in the EP task in English but did not perform better than Arabic monolinguals in Arabic. Bilinguals scored higher on Trait EI than monolinguals, and Trait EI scores were significantly and positively correlated with EP scores. Originality: This study suggests that there is a small bilingual advantage for emotional and psychological domains. Significance: Bilingualism seems to have an effect on some personality dimensions and emotional skills