Effects of Lexical Frequency in Predictive Processing: Higher Frequency Boosts First Language Speed and Facilitates Second Language Prediction

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2025-04-30 DOI:10.1111/lang.12718

Haerim Hwang, Kitaek Kim

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引用次数: 0

Abstract

This study explores how word frequency affects verb‐mediated prediction in L1 and L2 speakers, using a visual‐world eye‐tracking task. By manipulating frequency of nouns within subjects (higher; lower) and type of verbs used as predictive cues (semantically restrictive; neutral) in sentences (e.g., The {doctor/surgeon} {opened/moved} the box), we investigated the impact of frequency of early‐processed words on prediction, hypothesizing that higher‐frequency words might free up cognitive resources, thus facilitating lexical retrieval, integration with a subsequent predictive cue, and ultimately prediction. Results showed that both L1 and L2 speakers predicted the target object upon hearing restrictive verbs. However, the L2 group showed such a predictive behavior only when the sentences contained higher‐frequency subjects, whereas the L1 group did so in both conditions but faster with higher‐frequency subjects. These results suggest L2 learners’ sound ability to generate predictions, and underscore the importance of word frequency in facilitating both L1 and L2 prediction.

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词汇频率对预测加工的影响：高频率提高第一语言速度，促进第二语言预测

本研究通过视觉世界眼动追踪任务，探讨词频如何影响母语和第二母语使用者的动词介导预测。通过操纵主语中名词的频率(更高；较低)和用作预测线索的动词类型(语义限制性；在句子（例如，The {doctor/surgeon} {open /moved} The box）中，我们研究了早期加工词的频率对预测的影响，假设高频词可能会释放认知资源，从而促进词汇检索，与后续预测线索的整合，最终实现预测。结果表明，母语和第二语言使用者在听到限制性动词时都能预测目标宾语。然而，L2组只有在句子中包含高频词时才表现出这种预测行为，而L1组在两种情况下都表现出这种行为，但在高频词时表现得更快。这些结果表明，二语学习者有良好的预测能力，并强调了词频在促进母语和二语预测中的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.