Syntactic priming in the classroom: using narratives to prime L2 arabic speakers

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Alaa Alzahrani, Hanan Almalki
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Abstract

A robust finding in psycholinguistics is that prior language experience influences subsequent language processing. This phenomenon is known as syntactic priming. Most of the empirical support for L2 syntactic priming comes from lab-based experiments. However, this evidence might not reflect how priming occurs in typical language activities in the L2 classroom. As such, we conducted a classroom-based priming study. Using a between-subject design, 52 L2 Arabic speakers read and listened to eight story-reading sessions over two weeks that either included a high proportion of the fronted temporal phrase (TP) structure (experimental group) or included no fronted TPs (controls). The effect of L2 proficiency was also investigated. Results revealed that the experimental group did not significantly increase their use of fronted TPs in the immediate posttest or the one-week delayed posttest relative to the baseline. A null effect of Arabic L2 proficiency was also observed. We discuss our findings in light of related priming theories and previous findings. This study highlights the need for more research on syntactic priming via common language tasks in the L2 classroom.

Abstract Image

课堂中的句法启蒙:利用叙事为第二语言阿拉伯语使用者提供启蒙
心理语言学的一个重要发现是,先前的语言经验会影响后续的语言加工。这种现象被称为句法启动。对 L2 句法引物的实证支持大多来自实验室实验。然而,这些证据可能并不能反映在 L2 课堂上典型的语言活动中引介是如何发生的。因此,我们进行了一项基于课堂的引语研究。采用主体间设计,52 名讲阿拉伯语的第二语言学习者在两周内阅读和聆听了八节故事阅读课,这些故事要么包含高比例的前置时间短语(TP)结构(实验组),要么不包含前置时间短语(对照组)。此外,还研究了第二语言能力的影响。结果显示,与基线相比,实验组在即时后测或一周延迟后测中对前置时态短语的使用没有明显增加。阿拉伯语第二语言水平的影响也是无效的。我们将根据相关的引物理论和以前的研究结果来讨论我们的发现。本研究强调了在第二语言课堂上通过共同语言任务对句法引物进行更多研究的必要性。
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来源期刊
Asian-Pacific Journal of Second and Foreign Language Education
Asian-Pacific Journal of Second and Foreign Language Education Arts and Humanities-Language and Linguistics
CiteScore
2.90
自引率
5.60%
发文量
40
审稿时长
5 weeks
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