Lexically Independent Structural Priming in Second Language Online Sentence Comprehension

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2023-06-04 DOI:10.1111/lang.12588

Hang Wei, Julie E. Boland, Chi Zhang, Anlin Yang, Fang Yuan

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Abstract

This study examined structural priming during online second language (L2) comprehension. In two self-paced reading experiments, 64 intermediate to advanced Chinese learners of English as a foreign language read coordinated noun phrases where the conjuncts had either the same structure or different structures. Experiment 1 showed that the second conjunct was read faster when it had the same structure as the first. This effect occurred for the structurally marked adjective phrases (e.g., a simple to grasp problem) but only showed a numerical trend for the less marked relative clauses (e.g., a problem that was simple to grasp). Experiment 2 compared unmarked adjective phrases and relative clauses (e.g., a simple problem vs. a problem that was simple) and found significant priming for both. Together, the two experiments showed that L2 comprehension priming could occur without repetition of the lexical head. Moreover, this priming was susceptible to inverse frequency effects, with the less frequent structure exhibiting greater priming.

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第二语言在线句子理解中的词汇独立结构启动效应

本研究考察了在线第二语言（L2）理解过程中的结构引物。在两个自定进度的阅读实验中，64 名中国中高级英语作为外语的学习者阅读了连词结构相同或不同的协调名词短语。实验 1 显示，当第二个连接词与第一个连接词结构相同时，阅读速度更快。这种效应出现在有结构标记的形容词短语中（例如，一个简单易懂的问题），但只出现在标记较少的相对从句中（例如，一个简单易懂的问题）。实验 2 比较了没有标记的形容词短语和相对从句（例如，一个简单的问题与一个简单的问题），发现两者都有显著的引物作用。这两项实验共同表明，在不重复词头的情况下，也会产生 L2 理解引物。而且，这种引物容易受到反频率效应的影响，频率较低的结构会表现出更大的引物效应。

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.