外显记忆在第二语言句法发展中的作用:结构启动研究

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Marion Coumel, Merel Muylle, Katherine Messenger, Robert J. Hartsuiker
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引用次数: 0

摘要

我们测试了第二语言(L2)学习者在较低水平的结构性引物中是否比在较高水平的结构性引物中更依赖于显性记忆(Hartsuiker & Bernolet, 2017)。我们比较了 100 名低水平和 100 名高水平法语第二语言学习者在低工作记忆负荷和高工作记忆负荷条件下的词汇重叠的第二语言内引物,并在引物和目标之间进行了字母系列回忆任务。高工作记忆负荷条件将阻止在目标词生成过程中对原词的明确回忆。两组学生在低负荷条件下的引物量都高于高负荷条件下的引物量。各组的负荷效应相似,但将熟练程度作为连续变量进行的探索性分析表明,随着熟练程度的提高,参与者在高负荷下的引物较少。我们讨论了这些发现是如何支持学习者在学习初期和后期的引物过程中更多地利用显性记忆这一观点的。总之,本研究表明,显性记忆影响着整个 L2 学习轨迹中的句法加工。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Role of Explicit Memory Across Second Language Syntactic Development: A Structural Priming Study

We tested whether second language (L2) learners rely more on explicit memory during structural priming at lower than at higher proficiency levels (Hartsuiker & Bernolet, 2017). We compared within-L2 priming with lexical overlap in 100 low and 100 high proficiency French L2 speakers under low versus high working memory load conditions induced with a letter series recall task presented between primes and targets. The high load condition would prevent explicit recall of primes during target production. Both groups primed more under low than high load. The effect of load was similar across groups, but exploratory analyses with proficiency as a continuous variable suggested that, with increasing proficiency, participants primed less under high load. We discuss how these findings support the idea that learners exploit explicit memory more during priming in early versus later stages of acquisition. Overall, this study showed that explicit memory influences syntactic processing across the L2 learning trajectory.

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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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