学习不可接受性:反复接触可接受句子可提高成人学习者对不可接受句子的识别能力

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Karina Tachihara, Adele E. Goldberg
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引用次数: 0

摘要

学习新语言的成人对非常规语篇的评判往往比讲流利语言的人更宽松;而对可接受语篇的评判往往与讲流利语言的人更接近。这种不对称现象提出了一个问题:对于成人学习者来说,非常规语篇是否能在统计学上被常规语篇所取代。我们报告了一项预先登记的研究,该研究让西班牙语班的本科生在没有反馈的情况下接触了三天常规西班牙语句子。判断数据显示,统计抢先效应效果显著,尤其是对中级学习者,正如所预测的那样:与不相关的非常规句子相比,反复看到常规句子会导致学习者随后判断相应的非常规句子的表达能力明显降低。目前的研究结果表明,成人学习者可以利用统计抢占的优势,在没有明确指导或反馈的情况下,通过反复接触可接受的替代句子来学习非常规句子的不可接受性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning Unacceptability: Repeated Exposure to Acceptable Sentences Improves Adult Learners’ Recognition of Unacceptable Sentences
Adults learning a new language tend to judge unconventional utterances more leniently than fluent speakers do; ratings on acceptable utterances, however, tend to align more closely with fluent speakers. This asymmetry raises a question as to whether unconventional utterances can be statistically preempted by conventional utterances for adult learners. We report a preregistered study that provided undergraduates in Spanish classes with three days of exposure to conventional Spanish sentences without feedback. Judgment data reveal a significant effect of statistical preemption, particularly on intermediate learners, as predicted: Repeatedly witnessing conventional sentences led learners to subsequently judge as significantly lower the corresponding unconventional formulations in comparison to unrelated unconventional sentences. Current findings indicate that adult learners can take advantage of statistical preemption to learn the unacceptability of unconventional sentences from repeated exposure to acceptable alternatives, without explicit instruction or feedback.
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
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.
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