{"title":"第一语言和第二语言使用者对 wh-clauses 分布特性的敏感性","authors":"Ivana Domazetoska, Helen Zhao","doi":"10.1075/aral.23011.dom","DOIUrl":null,"url":null,"abstract":"\n The present study investigates L1 and L2 English speakers’ knowledge of the wh-clausal\n construction along the parameters of (a) conventionality, distinguishing between high-frequency conventional and low-frequency\n unconventional formulations (I asked him why they agreed/why did they agree), and (b) proposition type,\n differentiating between interrogative versus non-interrogative proposition types (I asked / told him why they\n agreed). We also consider the extent to which L2 speakers’ constructional knowledge is influenced by learners’ target\n language experience, such as L2 proficiency, context of L2 learning (ESL or EFL), and target language exposure. Results from a\n judgment task revealed nuances in L1-L2 discriminatory capacities, and more importantly, differences in sensitivity to proposition\n type between the ESL and EFL group, but no L2 differences in sensitivity to conventionality. L2 proficiency, speakers’ length of\n target immersion experience, and classroom exposure were shown to also impact linguistic sensitivity, highlighting a moderating\n effect of target language exposure and an important role for classroom instruction.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"23 18","pages":""},"PeriodicalIF":0.9000,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"First and second language speakers’ sensitivity to the distributional properties of\\n wh-clauses\",\"authors\":\"Ivana Domazetoska, Helen Zhao\",\"doi\":\"10.1075/aral.23011.dom\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n The present study investigates L1 and L2 English speakers’ knowledge of the wh-clausal\\n construction along the parameters of (a) conventionality, distinguishing between high-frequency conventional and low-frequency\\n unconventional formulations (I asked him why they agreed/why did they agree), and (b) proposition type,\\n differentiating between interrogative versus non-interrogative proposition types (I asked / told him why they\\n agreed). We also consider the extent to which L2 speakers’ constructional knowledge is influenced by learners’ target\\n language experience, such as L2 proficiency, context of L2 learning (ESL or EFL), and target language exposure. Results from a\\n judgment task revealed nuances in L1-L2 discriminatory capacities, and more importantly, differences in sensitivity to proposition\\n type between the ESL and EFL group, but no L2 differences in sensitivity to conventionality. L2 proficiency, speakers’ length of\\n target immersion experience, and classroom exposure were shown to also impact linguistic sensitivity, highlighting a moderating\\n effect of target language exposure and an important role for classroom instruction.\",\"PeriodicalId\":43911,\"journal\":{\"name\":\"Australian Review of Applied Linguistics\",\"volume\":\"23 18\",\"pages\":\"\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2023-12-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Australian Review of Applied Linguistics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1075/aral.23011.dom\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Review of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/aral.23011.dom","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"LINGUISTICS","Score":null,"Total":0}
First and second language speakers’ sensitivity to the distributional properties of
wh-clauses
The present study investigates L1 and L2 English speakers’ knowledge of the wh-clausal
construction along the parameters of (a) conventionality, distinguishing between high-frequency conventional and low-frequency
unconventional formulations (I asked him why they agreed/why did they agree), and (b) proposition type,
differentiating between interrogative versus non-interrogative proposition types (I asked / told him why they
agreed). We also consider the extent to which L2 speakers’ constructional knowledge is influenced by learners’ target
language experience, such as L2 proficiency, context of L2 learning (ESL or EFL), and target language exposure. Results from a
judgment task revealed nuances in L1-L2 discriminatory capacities, and more importantly, differences in sensitivity to proposition
type between the ESL and EFL group, but no L2 differences in sensitivity to conventionality. L2 proficiency, speakers’ length of
target immersion experience, and classroom exposure were shown to also impact linguistic sensitivity, highlighting a moderating
effect of target language exposure and an important role for classroom instruction.
期刊介绍:
The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.