用法事件与结构知识:引论it结构的两种变体研究

IF 4.2 1区 文学 Q1 LINGUISTICS
Sakol Suethanapornkul, Sarut Supasiraprapa
{"title":"用法事件与结构知识:引论it结构的两种变体研究","authors":"Sakol Suethanapornkul, Sarut Supasiraprapa","doi":"10.1017/s0272263123000517","DOIUrl":null,"url":null,"abstract":"Usage-based theories hold that mental representation of language is shaped by a lifetime of usage. Both input to which first language (L1) and second language (L2) users are exposed and their own language production affect their construction learning and entrenchment. The present study investigates L2 users’ knowledge of two introductory-<jats:italic>it</jats:italic> variants, Adj-that (e.g., <jats:italic>it is clear that</jats:italic> …) and Adj-to (e.g., <jats:italic>it is difficult to</jats:italic> …). We probed the extent to which adjective–variant associations in an academic section of COCA and L2 users’ engagement with academic writing affected learners’ generation of adjectives distinctively attracted to the two variants. An analysis of cue-outcome contingency was conducted to establish adjective–variant associations, and an elicitation task was carried out, probing L2 users’ ability to generate adjectives when prompted with the variants (e.g., <jats:italic>it is [blank] to</jats:italic>). The participants were 84 graduate students in the United States, 44 from L1 English and 40 from L1 Thai backgrounds. The results indicated that the adjective–variant associations predicted L2 users’ generation of adjectives. However, academic writing engagement did not affect learners’ performance. The findings suggest that statistical information in the input affects L2 users’ constructional representation.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":"8 43","pages":""},"PeriodicalIF":4.2000,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Usage events and constructional knowledge: A study of two variants of the introductory-it construction\",\"authors\":\"Sakol Suethanapornkul, Sarut Supasiraprapa\",\"doi\":\"10.1017/s0272263123000517\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Usage-based theories hold that mental representation of language is shaped by a lifetime of usage. Both input to which first language (L1) and second language (L2) users are exposed and their own language production affect their construction learning and entrenchment. The present study investigates L2 users’ knowledge of two introductory-<jats:italic>it</jats:italic> variants, Adj-that (e.g., <jats:italic>it is clear that</jats:italic> …) and Adj-to (e.g., <jats:italic>it is difficult to</jats:italic> …). We probed the extent to which adjective–variant associations in an academic section of COCA and L2 users’ engagement with academic writing affected learners’ generation of adjectives distinctively attracted to the two variants. An analysis of cue-outcome contingency was conducted to establish adjective–variant associations, and an elicitation task was carried out, probing L2 users’ ability to generate adjectives when prompted with the variants (e.g., <jats:italic>it is [blank] to</jats:italic>). The participants were 84 graduate students in the United States, 44 from L1 English and 40 from L1 Thai backgrounds. The results indicated that the adjective–variant associations predicted L2 users’ generation of adjectives. However, academic writing engagement did not affect learners’ performance. The findings suggest that statistical information in the input affects L2 users’ constructional representation.\",\"PeriodicalId\":22008,\"journal\":{\"name\":\"Studies in Second Language Acquisition\",\"volume\":\"8 43\",\"pages\":\"\"},\"PeriodicalIF\":4.2000,\"publicationDate\":\"2023-10-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Second Language Acquisition\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1017/s0272263123000517\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Second Language Acquisition","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1017/s0272263123000517","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 0

摘要

基于使用的理论认为,语言的心理表征是由一生的使用形成的。第一语言(L1)和第二语言(L2)使用者所接触的输入和他们自己的语言生产都会影响他们的建构学习和巩固。本研究调查了二语用户对两种介绍性it变体的了解,即Adj-that(例如,很明显…)和Adj-to(例如,它很难…)。我们探讨了COCA学术部分中的形容词-变体关联和二语用户对学术写作的参与在多大程度上影响了学习者对这两个变体所吸引的形容词的生成。对线索-结果偶然性进行了分析,以建立形容词-变体的关联,并进行了启发任务,探究二语用户在被变体提示时生成形容词的能力(例如,它是[空白]到)。参与者是84名来自美国的研究生,44名来自英语一级,40名来自泰国一级。结果表明,形容词-变体关联预测了二语用户的形容词生成。然而,学术写作投入并没有影响学习者的表现。研究结果表明,输入中的统计信息会影响二语用户的结构表征。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Usage events and constructional knowledge: A study of two variants of the introductory-it construction
Usage-based theories hold that mental representation of language is shaped by a lifetime of usage. Both input to which first language (L1) and second language (L2) users are exposed and their own language production affect their construction learning and entrenchment. The present study investigates L2 users’ knowledge of two introductory-it variants, Adj-that (e.g., it is clear that …) and Adj-to (e.g., it is difficult to …). We probed the extent to which adjective–variant associations in an academic section of COCA and L2 users’ engagement with academic writing affected learners’ generation of adjectives distinctively attracted to the two variants. An analysis of cue-outcome contingency was conducted to establish adjective–variant associations, and an elicitation task was carried out, probing L2 users’ ability to generate adjectives when prompted with the variants (e.g., it is [blank] to). The participants were 84 graduate students in the United States, 44 from L1 English and 40 from L1 Thai backgrounds. The results indicated that the adjective–variant associations predicted L2 users’ generation of adjectives. However, academic writing engagement did not affect learners’ performance. The findings suggest that statistical information in the input affects L2 users’ constructional representation.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
8.00
自引率
9.80%
发文量
52
期刊介绍: Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (five issues) contains research articles of either a quantitative, qualitative, or mixed-methods nature in addition to essays on current theoretical matters. Other rubrics include shorter articles such as Replication Studies, Critical Commentaries, and Research Reports.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信