scholarly journals HOW EXPLICIT KNOWLEDGE AFFECTS ONLINE L2 PROCESSING

2015 ◽  
Vol 37 (2) ◽  
pp. 237-268 ◽  
Author(s):  
Sible Andringa ◽  
Maja Curcic
Keyword(s):  
Eye Tracking ◽  
Explicit Knowledge ◽  
Judgment Task ◽  
L2 Acquisition ◽  
Production Studies ◽  
Online Processing ◽  
Grammaticality Judgment ◽  
L2 Processing ◽  
Object Marking ◽  
Types Of Instruction

Form-focused instruction studies generally report larger gains for explicit types of instruction over implicit types on measures of controlled production. Studies that used online processing measures—which do not readily allow for the application of explicit knowledge—however, suggest that this advantage occurs primarily when the target structure is similar in the first language (L1) and the second language (L2). This study investigated how explicit knowledge of a structure that does not exist in the L1 affects the initial stage of adult L2 acquisition. Fifty-one Dutch L1 speakers received a short auditory exposure (instruction) to a new language that included differential object marking (DOM), in which animate but not inanimate direct objects are preceded by a preposition. For 26 learners, the instruction was complemented by a brief rule explanation. Afterward, learners’ online processing and explicit knowledge of DOM were measured by means of eye-tracking (visual world paradigm) and oral grammaticality judgments. Results show that metalinguistic information promoted learners’ performance on the grammaticality judgment task. Although differences between the groups were also found on the eye-tracking measure, learners were not able to use DOM to predict the following object.

Incidental and explicit learning of L2 derivational morphology and the nature of acquired knowledge

2019 ◽  
Vol 40 (6) ◽  
pp. 1377-1404
Author(s):  
Keiichi Ishikawa
Keyword(s):  
Reaction Time ◽  
Explicit Knowledge ◽  
Judgment Task ◽  
Explicit Learning ◽  
Derivational Morphology ◽  
Verbal Reports ◽  
Delayed Effects ◽  
Grammaticality Judgment ◽  
Significant Difference ◽  
Set Up

AbstractThe aim of the current study was to compare both incidental and explicit auditory learning of second language derivational morphology by measuring the accuracy and the reaction time of a grammaticality judgment task. Furthermore, the study was set up to examine the nature of acquired knowledge using subjective measures of awareness during the testing phases and postexperimental verbal reports. The delayed effects of learning were investigated by testing participants immediately after the learning and 1 week later also. The results showed a significant learning effect for the incidental and explicit learners immediately after exposure, but only the explicit learners maintained the learning effects a week later. Both types of learners showed no significant difference in the reaction time. Incidental learners primarily developed implicit knowledge, while explicit learners relied on explicit knowledge to a large extent, part of which became unconscious later. The differences of learning under incidental and explicit learning conditions are discussed in terms of the maintenance of knowledge.

Verb movement in the L2 acquisition of English by adult native speakers of French

2005 ◽  
Vol 5 ◽  
pp. 35-76 ◽  
Author(s):  
Dalila Ayoun
Keyword(s):  
Native Speakers ◽  
Judgment Task ◽  
Production Task ◽  
L2 Acquisition ◽  
Verb Movement ◽  
School Students ◽  
Grammaticality Judgment ◽  
Performance Effects ◽  
Adverb Placement ◽  
Syntactic Properties

This study investigates the acquisition of English verb movement phenomena by two groups of adult French native speakers: a group of secondary school students and a group of university students. A group of English native speakers served as controls. Participants were administered a written questionnaire composed of a controlled production task, a grammaticality judgment task, and a preference/grammaticality judgment task, to test acquisition of the syntactic properties associated with the verb movement parameter (Pollock 1989, 1997). Instead of substantiating the anecdotal evidence that suggests that adverb placement errors persist into very advanced stages of English L2 acquisition, the present data support the successful acquisition of English adverb placement by French native speakers. It is argued that the advanced group has acquired the appropriate L2 parametric value as measured by the controlled production task; while results on the other two tasks are explained by performance effects.

USING EYE-TRACKING TO INVESTIGATE TOPICS IN L2 ACQUISITION AND L2 PROCESSING

2013 ◽  
Vol 35 (2) ◽  
pp. 213-235 ◽  
Author(s):  
Leah Roberts ◽  
Anna Siyanova-Chanturia
Keyword(s):  
Eye Tracking ◽  
Real Time ◽  
Language Processing ◽  
Target Language ◽  
Tracking Data ◽  
L2 Acquisition ◽  
Tracking Method ◽  
L2 Processing ◽  
Major Benefit ◽  
The Moment

Second language (L2) researchers are becoming more interested in both L2 learners’ knowledge of the target language and how that knowledge is put to use during real-time language processing. Researchers are therefore beginning to see the importance of combining traditional L2 research methods with those that capture the moment-by-moment interpretation of the target language, such as eye-tracking. The major benefit of the eye-tracking method is that it can tap into real-time (or online) comprehension processes during the uninterrupted processing of the input, and thus, the data can be compared to those elicited by other, more metalinguistic tasks to offer a broader picture of language acquisition and processing. In this article, we present an overview of the eye-tracking technique and illustrate the method with L2 studies that show how eye-tracking data can be used to (a) investigate language-related topics and (b) inform key debates in the fields of L2 acquisition and L2 processing.

Verb movement in French L2 acquisition

1999 ◽  
Vol 2 (2) ◽  
pp. 103-125 ◽  
Author(s):  
Dalila Ayoun
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Judgment Task ◽  
Production Task ◽  
L2 Acquisition ◽  
Verb Movement ◽  
Grammaticality Judgment ◽  
L2 Learners ◽  
Theoretical Predictions ◽  
Parameter Resetting

This study investigates the acquisition of verb movement phenomena in the interlanguage of English native speakers learning French as a second language. Participants (n=83), who were enrolled in three different classes, were given a grammaticality judgment task and a production task. The French native speakers' results (n=85) go against certain theoretical predictions for negation and adverb placement in nonfinite contexts, as well as for quantification at a distance. The production task results, but not the grammaticality judgment results, support the hypothesis that the effects of parameter resetting successfully appear in the interlanguage of adult L2 learners.

The diffusion of impositional innovations in the Estonian object-marking system

Diachronica ◽  
2011 ◽  
Vol 28 (3) ◽  
pp. 324-344
Author(s):  
Martin Ehala
Keyword(s):  
Secondary School ◽  
Diffusion Of Innovations ◽  
Secondary School Students ◽  
Native Speakers ◽  
Judgment Task ◽  
School Students ◽  
Causal Factors ◽  
Grammaticality Judgment ◽  
Object Marking ◽  
Weak Contact

This study aims to specify to what extent the variation introduced in the Estonian object-marking system by Russian-dominant Estonian L2 speakers is spreading to the native usage of Estonian. 669 secondary school students completed a written production task and a grammaticality judgment task on object marking. The results indicate that the object-marking variation is contact-induced and that the group of fluent bilinguals acts as a bridge for impositional innovations to enter and to be accepted by native speakers. The findings also suggest that multiple causal forces influence the diffusion of innovations. While any single causal factor may drive diffusion if it is strong enough, the process is greatly facilitated when different causal factors contribute to the same direction. In this case, fairly weak contact is sufficient to induce diffusion.

MOTION VERBS WITH GOAL PPs IN THE L2 ACQUISITION OF ENGLISH AND JAPANESE

2001 ◽  
Vol 23 (2) ◽  
pp. 153-170 ◽  
Author(s):  
Shunji Inagaki
Keyword(s):  
English Learners ◽  
Argument Structure ◽  
Judgment Task ◽  
Motion Verbs ◽  
L2 Acquisition ◽  
Directed Motion ◽  
Japanese Learners Of English ◽  
Grammaticality Judgment ◽  
L1 Influence ◽  
Japanese Learners

In English, manner-of-motion verbs (walk, run) and directed motion verbs (go) can appear with a prepositional phrase that expresses a goal (goal PP) as in John walked (ran, went) to school. In contrast, Japanese allows only directed motion verbs to occur with a goal PP. Thus, English allows a wider range of motion verbs to occur with goal PPs than Japanese does. Learnability considerations, then, lead me to hypothesize that Japanese learners will learn manner-of-motion verbs with goal PPs in English from positive evidence, whereas English learners will have difficulty learning that manner-of-motion verbs with goal PPs are impossible in Japanese because nothing in the input will tell them so. Forty-two intermediate Japanese learners of English and 21 advanced English learners of Japanese were tested using a grammaticality judgment task with pictures. Results support this prediction and provide a new piece of evidence for the previous findings indicating that L1 influence persists when an argument structure in the L2 constitutes a subset of its counterpart in the L1.

scholarly journals From a simple to a complex aspectual system: Feature reassembly in L2 acquisition of Chinese imperfective markers by English speakers

2020 ◽  
pp. 026765832091143
Author(s):  
Yanyu Guo
Keyword(s):  
Judgment Task ◽  
Matching Task ◽  
Semantic Features ◽  
L2 Acquisition ◽  
Advanced Learners ◽  
Imperfective Aspect ◽  
Grammaticality Judgment ◽  
Feature Reassembly ◽  
L1 Influence ◽  
English Speaking

This article reports on an empirical study on the acquisition of Chinese imperfective markers ( zai, - zheP and - zheR) by English-speaking learners at three proficiency levels. Compared to English, Chinese has a richer imperfective aspect in terms of markers (forms) and features (meanings). Results are presented from a grammaticality judgment task, a sentence–picture matching task and a sentence completeness judgment task. We find that advanced learners are successful in reassembling additional semantic features (e.g. the [+durative] feature of zai and the [+atelic] feature of -zheP) when the first language (L1) and second language (L2) functional categories to which the to-be-added features belong are the same. However, advanced learners have problems in differentiating between the interpretations of the progressive zai and the resultant-stative - zheR, and are not sensitive to the incompleteness effect of - zheP, which indicates that discarding L1-transferred features is arduous for learners. Our findings, in general, support the predictions of the Feature Reassembly Hypothesis (Lardiere, 2009). In addition, there is some evidence obtained for L1 influence, which persists at an advanced stage.

THE INTERACTION OF INSTRUCTION AND LEARNER-INTERNAL FACTORS IN THE ACQUISITION OF L2 MORPHOSYNTAX

2000 ◽  
Vol 22 (2) ◽  
pp. 169-208 ◽  
Author(s):  
Paul D. Toth
Keyword(s):  
Native Speaker ◽  
Universal Grammar ◽  
First Language ◽  
Judgment Task ◽  
L2 Acquisition ◽  
Internal Factors ◽  
L1 Transfer ◽  
Verb Classes ◽  
Grammaticality Judgment ◽  
English Speaking

This study considers the role of instruction, second language (L2) input, first language (L1) transfer, and Universal Grammar (UG) in the development of L2 morphosyntactic knowledge. Specifically, it investigates the acquisition of the Spanish morpheme se by English-speaking adult learners. Participants included 91 university students and 30 Spanish native-speaker controls. Learners received form-focused, communicative instruction on se for one week and were tested before, immediately following, and 24 days after the treatment period. Assessment consisted of a grammaticality judgment task and two production tasks using se in a variety of verb classes. The results showed that se had been added to many learners' grammars, but also that L1-derived forms and overgeneralization errors had not been completely preempted. These findings are taken as evidence that the development of L2 grammars is affected by a number of independent, yet cooperating, knowledge sources, which thus supports a modular account of L2 acquisition.

scholarly journals VARIABILITY IN SECOND LANGUAGE LEARNING

2016 ◽  
Vol 38 (2) ◽  
pp. 293-316 ◽  
Author(s):  
Kaitlyn M. Tagarelli ◽  
Simón Ruiz ◽  
José Luis Moreno Vega ◽  
Patrick Rebuschat
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Explicit Knowledge ◽  
Judgment Task ◽  
Procedural Learning ◽  
Exposure Condition ◽  
Linguistic Complexity ◽  
Grammaticality Judgment ◽  
Incidental Group

Second language learning outcomes are highly variable, due to a variety of factors, including individual differences, exposure conditions, and linguistic complexity. However, exactly how these factors interact to influence language learning is unknown. This article examines the relationship between these three variables in language learners.Native English speakers were exposed to an artificial language containing three sentence patterns of varying linguistic complexity. They were randomly assigned to two groups—incidental and instructed—designed to promote the acquisition of implicit and explicit knowledge, respectively. Learning was assessed with a grammaticality judgment task, and subjective measures of awareness were used to measure whether exposure had resulted in implicit or explicit knowledge. Participants also completed cognitive tests.Awareness measures demonstrated that learners in the incidental group relied more on implicit knowledge, whereas learners in the instructed group relied more on explicit knowledge. Overall, exposure condition was the most significant predictor of performance on the grammaticality judgment task, with learners in the instructed group outperforming those in the incidental group. Performance on a procedural learning task accounted for additional variance. When outcomes were analyzed according to linguistic complexity, exposure condition was the most significant predictor for two syntactic patterns, but it was not a predictor for the most complex sentence group; instead, procedural learning ability was.

scholarly journals Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study

2021 ◽  
pp. 026765832110497
Author(s):  
Eva Puimège ◽  
Maribel Montero Perez ◽  
Elke Peters
Keyword(s):  
Visual Attention ◽  
Eye Tracking ◽  
Item Difficulty ◽  
Empirical Support ◽  
L2 Acquisition ◽  
Online Processing ◽  
Multiword Units ◽  
Textual Enhancement ◽  
Word Skipping ◽  
Positive Effect

This study examines the effect of textual enhancement on learners’ attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using eye-tracking, we measured learners’ online processing of the multiword units as they appeared in the captions. Form recall pre- and posttests measured learners’ acquisition of the target items. The results of mixed effects models indicate that enhanced items received greater visual attention, with longer reading times, less single word skipping and more rereading. Further, a positive relationship was found between amount of visual attention and learning odds: items fixated longer, particularly during the first pass, were more likely to be recalled in an immediate posttest. Our findings provide empirical support for the positive effect of visual attention on form recall of multiword units encountered in captioned television. The results also suggest that item difficulty and amount of attention were more important than textual enhancement in predicting learning gains.

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