Psycholinguistic techniques and resources in second language acquisition research

In this article, a survey of current psycholinguistic techniques relevant to second language acquisition (SLA) research is presented. I summarize many of the available methods and discuss their use with particular reference to two critical questions in current SLA research: (1) What does a learner’s current knowledge of the second language (L2) look like?; (2) How do learners process the L2 in real time? The aim is to show how psycholinguistic techniques that capture real-time (online) processing can elucidate such questions; to suggest methods best suited to particular research topics, and types of participants; and to offer practical information on the setting up of a psycholinguistics laboratory.

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A BIBLIOMETRIC ANALYSIS OF SECOND LANGUAGE ACQUISITION BETWEEN 1997 AND 2018

Studies in Second Language Acquisition ◽

10.1017/s0272263119000573 ◽

2019 ◽

Vol 42 (1) ◽

pp. 199-222 ◽

Cited By ~ 4

Author(s):

Xian Zhang

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Bibliometric Analysis ◽

Web Of Science ◽

Research Topics ◽

Bibliometric Method ◽

Keyword Analysis ◽

Scientific Network ◽

Geographic Regions

AbstractThis study used the bibliometric method to examine the field of second language acquisition (SLA) between 1997 and 2018 to provide a systematic overview of the field and to discover major trends in SLA. Based on citation/cocitation information and keywords retrieved from Web of Science, this study performed three types of bibliometric analyses to identify the prominent scholarly documents, authors, research institutions, geographic regions, and research topics that have been highly influential in the field of SLA over the last two decades. The scientific network maps and the keyword analysis revealed a number of significant changes as well as new trends in the field.

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Processing epistemic modality in a second language: a self-paced reading study

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2017-0107 ◽

2017 ◽

Vol 55 (3) ◽

Cited By ~ 2

Author(s):

Nadia Mifka-Profozic

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Epistemic Modality ◽

The Other ◽

Modal Verbs ◽

Auxiliary Verbs ◽

Online Processing ◽

Modal Semantics ◽

Reading Study

AbstractThe current study brings together two novel perspectives: one is concerned with second language acquisition of complex modal semantics by learners of a Slavic (Croatian) language, and the other relates to online processing of modal auxiliary verbs in L2 English. The study sought to examine how English L2 learners process modal verbs

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Second Language Acquisition of English Unaccusative Verbs: A Theoretical Critique and Prospects for Future Studies

Theory and Practice in Language Studies ◽

10.17507/tpls.1006.05 ◽

2020 ◽

Vol 10 (6) ◽

pp. 657

Author(s):

Junhua Mo

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Theoretical Approach ◽

Panoramic View ◽

L1 Transfer ◽

Future Studies ◽

Online Processing ◽

Unaccusative Verbs ◽

Shed Light

Unaccusative verbs are a focus of second language acquisition research. Taking the second language acquisition of English unaccusative verbs as an example, this study first reviews the Unaccusative Hierarchy Hypothesis, the Unaccusative Trap Hypothesis and the Semantic Verb Class Hypothesis, which are exclusively concerned with the acquisition of unaccusative verbs. Then it examines the Entrenchment Hypothesis and the Interface Hypothesis, which address language acquisition in general, but shed light on the second language acquisition of English unaccusative verbs. This study maintains that these five hypothesis help to provide a panoramic view of second language acquisition of English unaccusative verbs. But it also points out that these hypotheses need to be further tested. It advises future studies to take a usage-based theoretical approach. It also calls for more attention to the possible between-verb variations, the possible influence of L1 transfer and the online processing of English unaccusative verbs

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Techniques and Applications in Instructional L2 Learning

International Journal of English Linguistics ◽

10.5539/ijel.v7n6p198 ◽

2017 ◽

Vol 7 (6) ◽

pp. 198

Author(s):

Hulin Ren

Keyword(s):

Second Language ◽

Real Time ◽

Sentence Processing ◽

Learning Process ◽

Decisive Factor ◽

Research Topics ◽

Critical Questions ◽

L2 Learners ◽

L2 Learning

In this paper, a survey of certain techniques applied in the study of second language (L2) learning is presented. In this context, four types of techniques with reference to two critical questions in investigating instructional learning process of L2 sentences are described and commented: (1) how do individual L2 learners’ differences process sentences in real time?; (2) what is the decisive factor in L2 learners’ sentence processing? The aim is to show how comprehensive techniques that capture real-time sentence processing of L2 learners with instruction can be applied to elucidate such questions, with the purpose to suggest best suited techniques to particular research topics in exploring learners’ nature of instructional L2 sentence processing.

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