scholarly journals Relation between Frequency and Processing Difficulty of English Relative Clauses by L2 Learners: A Learner Corpus Analysis

2018 ◽  
Vol 34 (3) ◽  
pp. 491-504
Author(s):  
신근영
Keyword(s):  
Relative Clauses ◽  
Corpus Analysis ◽  
Learner Corpus ◽  
L2 Learners ◽  
Learner Corpus Analysis ◽  
Processing Difficulty ◽  
English Relative Clauses

scholarly journals L2 Learner Corpus Analysis of Modal Expressions in Written Text

English21 ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 209-229
Author(s):  
Koh, Sungran ◽  
Kim, Bong-Gyu
Keyword(s):  
Corpus Analysis ◽  
Written Text ◽  
Learner Corpus ◽  
Learner Corpus Analysis

Relative clauses in L2 learners’ spoken Korean.

2018 ◽  
Vol 23 (1) ◽  
pp. 67-90
Author(s):  
Hyeson Park ◽  
Keyword(s):  
Relative Clauses ◽  
L2 Learners

scholarly journals Comprehension and Eye Movements in the Processing of Subject- and Object-Relative Clauses: Evidence from Dyslexia and Individual Differences

2021 ◽  
Vol 11 (7) ◽  
pp. 915
Author(s):  
Marianna Stella ◽  
Paul E. Engelhardt
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Eye Movements ◽  
Relative Clauses ◽  
Sentence Type ◽  
Main Effect ◽  
Subject And Object ◽  
The Subject ◽  
Processing Difficulty ◽  
Object Relative

In this study, we examined eye movements and comprehension in sentences containing a relative clause. To date, few studies have focused on syntactic processing in dyslexia and so one goal of the study is to contribute to this gap in the experimental literature. A second goal is to contribute to theoretical psycholinguistic debate concerning the cause and the location of the processing difficulty associated with object-relative clauses. We compared dyslexic readers (n = 50) to a group of non-dyslexic controls (n = 50). We also assessed two key individual differences variables (working memory and verbal intelligence), which have been theorised to impact reading times and comprehension of subject- and object-relative clauses. The results showed that dyslexics and controls had similar comprehension accuracy. However, reading times showed participants with dyslexia spent significantly longer reading the sentences compared to controls (i.e., a main effect of dyslexia). In general, sentence type did not interact with dyslexia status. With respect to individual differences and the theoretical debate, we found that processing difficulty between the subject and object relatives was no longer significant when individual differences in working memory were controlled. Thus, our findings support theories, which assume that working memory demands are responsible for the processing difficulty incurred by (1) individuals with dyslexia and (2) object-relative clauses as compared to subject relative clauses.

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