Plausibility and Syntactic Reanalysis in Processing Novel Noun-noun Combinations During Chinese Reading: Evidence From Native and Non-native Speakers

IF 2.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Scientific Studies of Reading Pub Date : 2021-12-22 DOI:10.1080/10888438.2021.2020796

Panpan Yao, Reem Alkhammash, Xingshan Li

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引用次数: 4

Abstract

ABSTRACT We aimed to tackle the question about the time course of plausibility effect in on-line processing of Chinese nouns in temporarily ambiguous structures, and whether L2ers can immediately use the plausibility information generated from classifier-noun associations in analyzing ambiguous structures. Two eye-tracking experiments were conducted to explore how native Chinese speakers (Experiment 1) and high-proficiency Dutch-Chinese learners (Experiment 2) on-line process 4-character novel noun-noun combinations in Chinese. In each pair of nominal phrases (Numeral+Classifier+Noun1+Noun2), the plausibility of Classifier-Noun1 varied (plausible vs. implausible) while the whole nominal phrases were always plausible. Results showed that the plausibility of Classifier-Noun1 associations had an immediate effect on Noun1, and a reversed effect on Noun2 for both groups of participants. These findings indicated that plausibility plays an immediate role in incremental semantic integration during on-line processing of Chinese. Similar to native Chinese speakers, high-proficiency L2ers can also use the plausibility information of classifier-noun associations in syntactic reanalysis.

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汉语阅读中小说名词组合处理的合理性与句法再分析——来自母语和非母语者的证据

摘要:本研究旨在探讨汉语名词在暂时歧义结构中在线加工的似是而非效应的时间过程，以及学习者是否能够立即使用由分类词-名词关联产生的似是而非的信息来分析歧义结构。本研究采用眼动追踪法研究母语汉语学习者(实验1)和高水平荷中学习者(实验2)在线处理汉语四字小说名词-名词组合的过程。在每一对名词短语(number +Classifier+Noun1+Noun2)中，Classifier-Noun1的似是而非(似是而非)，而整个名词短语始终似是而非。结果表明，分类器-名称1关联的可信性对名称1有直接影响，对名称2有相反的影响。研究结果表明，在汉语在线加工过程中，可信性对语义整合的增量起着直接作用。与汉语母语者相似，高水平学习者也能在句法再分析中使用分类名词关联的似是而非信息。

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来源期刊

Scientific Studies of Reading Multiple-

CiteScore

7.20

自引率

2.70%

发文量

期刊介绍： This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.