Can late L2 learners acquire new grammatical features? Evidence from ERPs and eye-tracking

2012 ◽  
Vol 66 (1) ◽  
pp. 226-248 ◽  
Author(s):  
Alice Foucart ◽  
Cheryl Frenck-Mestre
Keyword(s):  
Eye Tracking ◽  
L2 Learners

Cue coalitions and additivity in predictive processing: The interaction between case and prosody in L2 German

2020 ◽  
pp. 026765832096315
Author(s):  
Nick Henry ◽  
Carrie N Jackson ◽  
Holger Hopp
Keyword(s):  
Second Language ◽  
Eye Tracking ◽  
Semantic Information ◽  
Predictive Processing ◽  
Use Case ◽  
Thematic Roles ◽  
Prosodic Cues ◽  
Linguistic Cues ◽  
L2 Learners ◽  
Verbal Arguments

This article explores how multiple linguistic cues interact in predictive processing among second language (L2) learners. In a visual-world eye-tracking experiment, we investigated whether learners of German use case and prosody cues together to assign thematic roles and predict post-verbal arguments. During the experiment, participants listened to subject-first and object-first sentences that contained (1) case cues only, or (2) both case and prosody. The results showed that the learners successfully predicted post-verbal arguments on the basis of lexical-semantic information but were less successful in using case cues. However, prediction success increased when both case and prosody were present, suggesting that predictive processing is supported by prosodic cues. Additionally, results show that higher proficiency was associated with faster processing and a greater ability to generate predictions. We conclude that the presence of cue coalitions allows L2 learners to process information more efficiently, and that the L2 processor can exploit the additive use of cues for prediction.

scholarly journals Interactions Between Lower- and Higher-Level Processing when Reading in a Second Language: An Eye-Tracking Study

2019 ◽  
Author(s):  
Annina Hessel ◽  
Sascha Schroeder
Keyword(s):  
Second Language ◽  
Eye Tracking ◽  
Experimental Evidence ◽  
Word Processing ◽  
Expository Texts ◽  
Online Interactions ◽  
Inconsistent Information ◽  
Difficult Condition ◽  
L2 Learners ◽  
Processing Difficulty

This experiment investigated interactions between lower- and higher-level processing when reading in a second language (L2). We conducted an eye-tracking experiment with the within-subject manipulation inconsistency (to tap higher-level coherence-building) crossed with a within-subject manipulation of word processing difficulty (to alter the ease of lower-level processing), both manipulated on the text level. Sixty-three L2 learners read 48 short expository texts containing inconsistencies created through mismatches between pre-targets such as soya and targets such as corn, or consistent controls. Word processing difficulty was manipulated by inserting either shorter and higher-frequency words such as often, or longer and lower-frequency words such as increasingly. We found evidence of interactions between lower-level word processing difficulty and higher-level coherence-building, as revealed by reduced inconsistency go-past durations and rereading in the difficult condition. This effect did not, however, extend to targeted regressions into inconsistent information. Our findings provide first experimental evidence for online interactions between lower-level word processing and higher-level coherence-building.

SOMETIMES LESS IS MORE

2021 ◽  
pp. 1-26
Author(s):  
Kiwako Ito ◽  
Wynne Wong
Keyword(s):  
Second Language ◽  
Eye Tracking ◽  
Tracking Task ◽  
Tracking Data ◽  
Processing Instruction ◽  
Less Is More ◽  
Selection Accuracy ◽  
L2 Learners ◽  
Before And After ◽  
Causative Structure

Abstract Effects of phonetically variable input (PVI) for processing instruction (PI) training and the number of training items were tested with a picture-selection eye-tracking task. Intermediate second language (L2) learners of French (n = 174) were tested before and after they received either a short (24 items), medium (48), or long (96) training on the causative structure with either single- or multivoice input. PI improved picture-selection accuracy from about 10% to above 50% regardless of the training size. Eye-tracking data showed a reduction in looks to the incorrect picture only after the short and medium training: it surfaced regardless of voice variability after the short training, whereas multivoice training led to a greater reduction after the medium training. Long training did not yield a reliable reduction of incorrect looks regardless of voice variability. Taken together, PVI does not hinder L2 syntactic learning. Learners may benefit more from a relatively shorter training with PVI.

The on-line processing of binding principles in second language acquisition: Evidence from eye tracking

2014 ◽  
Vol 36 (6) ◽  
pp. 1317-1374 ◽  
Author(s):  
EUNAH KIM ◽  
SILVINA MONTRUL ◽  
JAMES YOON
Keyword(s):  
Second Language Acquisition ◽  
Eye Tracking ◽  
Native Speakers ◽  
Noun Phrases ◽  
Binding Theory ◽  
Visual World Paradigm ◽  
Syntactic Information ◽  
L2 Learners ◽  
On Line ◽  
Syntactic Binding

ABSTRACTThis study examined how adult L2 learners make use of grammatical and extragrammatical information to interpret reflexives and pronouns. Forty adult English native speakers and 32 intermediate–advanced Korean L2 learners participated in a visual world paradigm eye-tracking experiment. We investigated the interpretation of reflexives (himself) and pronouns (him) in contexts where there is a potential coargument antecedent and in the context of picture noun phrases (a picture of him/himself), where the distribution of reflexives and pronouns can overlap. The results indicated that the learners interpreted reflexives in a nativelike fashion in both contexts, whereas they interpreted pronouns differently from native speakers, even when learners had advanced English proficiency. Adopting the binding theory as developed in the reflexivity/primitives of binding framework (Reinhart & Reuland, 1993; Reuland, 2001, 2011), we interpret these results to mean that while adult L2 learners are able to apply syntactic binding principles to assign an interpretation to anaphoric expressions, they have difficulty in integrating syntactic information with contextual and discourse information.

Slowly but surely: Interpreting facilitates L2 morphological anticipation based on suprasegmental and segmental information

2019 ◽  
Vol 23 (4) ◽  
pp. 752-762
Author(s):  
Cristina Lozano-Argüelles ◽  
Nuria Sagarra ◽  
Joseph V. Casillas
Keyword(s):  
Eye Tracking ◽  
English Learners ◽  
Native Speakers ◽  
Spoken Word ◽  
Tracking Data ◽  
Linguistic Variables ◽  
Word Prediction ◽  
L2 Learners ◽  
Syllabic Structure

AbstractNative speakers use suprasegmental information to predict words, but less is known about segmental information. Moreover, anticipatory studies with non-native speakers are scarce and mix proficiency with anticipatory experience. To address these limitations, we investigated whether Spanish monolinguals and advanced English learners of Spanish use suprasegmentals (stress: oxytone, paroxytone) and segmentals (syllabic structure: CVC, CV) to predict word suffixes, and whether increased anticipatory experience acquired via interpreting will facilitate anticipation in non-interpreting L2 situations. Eye-tracking data revealed that: (1) the three groups made use of the linguistic variables, and L2 groups did not anticipate in CV paroxytones; (2) everybody anticipated better with the less frequent conditions (oxytones, CVC) having fewer lexical competitors; (3) monolinguals anticipated earlier than L2 learners; and (4) interpreters anticipated at a faster rate in some conditions. These findings indicate that less frequent suprasegmental and segmental information and anticipatory experience facilitate native and non-native spoken word prediction.

Exploring task-based cognitive processes

2021 ◽  
Vol 1 (2) ◽  
pp. 266-288
Author(s):  
Andrea Révész
Keyword(s):  
Eye Tracking ◽  
Cognitive Processes ◽  
Dual Task ◽  
Pedagogical Practices ◽  
Think Aloud ◽  
Theory Construction ◽  
Stimulated Recall ◽  
L2 Learners

Abstract This paper argues that TBLT researchers should dedicate more effort to investigating the cognitive processes in which L2 learners engage during task work to facilitate theory-construction and to inform pedagogical practices. To help achieve this, a review follows of various subjective (questionnaires, interviews, think-aloud/stimulated recall protocols) and objective (dual-task methodology, keystroke-logging, eye-tracking) methods that are available to TBLT researchers to examine cognitive processes underlying task-based performance. The paper concludes that, to obtain a more valid understanding of task-generated cognitive processes, it is best to combine various methods to overcome the limitations of each. Finally, some methodological recommendations are provided for future cognitively-oriented TBLT research.

LANGUAGE REVITALIZATION AS L2 SHADOW BOXING

2020 ◽  
pp. 1-16
Author(s):  
John M. Lipski
Keyword(s):  
Eye Tracking ◽  
Language Revitalization ◽  
Corrective Feedback ◽  
Definite Article ◽  
Written Production ◽  
Artificial Languages ◽  
School Based ◽  
Processing Data ◽  
Language Classes ◽  
L2 Learners

Abstract In the Afro-Colombian community of San Basilio de Palenque, there are school-based efforts to revitalize the once-endangered creole language Palenquero. At present, most Palenquero language classes do not include grammatical instruction, active student production, or corrective feedback, and there is little or no communication in Palenquero between L2 learners and fluent adult speakers. One result is that L2 Palenquero speakers are overgeneralizing the Palenquero prenominal plural marker to singular contexts, in a fashion that partly suggests a Spanish-influenced misinterpretation as a definite article. The present study summarizes oral and written production, and then analyzes processing data from an eye-tracking experiment confirming L2 learners’ emergent restructuring of the Palenquero plural marker. L2 learners have regularized perceived variation similar to learners of artificial languages, and the morphological marking of plurality is seemingly being lost, possibly morphing into an emergent but still unstable definiteness marker effectively delinked from number.

scholarly journals The use of eye-tracking in experimental approaches in second language acquisition research: the primary effects of Processing Instruction in the acquisition of the French imperfect

2020 ◽  
Vol 30 (2) ◽  
pp. 189-210
Author(s):  
Cécile Laval ◽  
Harriet Lowe
Keyword(s):  
Second Language Acquisition ◽  
Eye Tracking ◽  
Cognitive Processing ◽  
Processing Instruction ◽  
Design Considerations ◽  
Movement Data ◽  
L2 Learners ◽  
Post Test ◽  
Increase In Accuracy ◽  
Types Of Instruction

ABSTRACTDespite the ample database of research findings on the benefits of Processing Instruction (PI), research thus has primarily made use of offline measures to establish how L2 learners comprehend and process sentences. Using online methodology, such as eye-tracking, allows research to more directly measure implicit knowledge. The sensitivity of these measures requires meticulous design choices to ensure validity and replicability. This study provides an overview of the linguistic and physical design considerations necessary for creating eye-tracking materials in SLA research. The present study demonstrates the application of these design considerations in an eye-tracking study, comparing the changes in processing patterns between two types of instruction: PI and Traditional Instruction (TI) on low intermediate L2 adult learners’ acquisition of the French imperfect aspect. The results of the experimental study show beneficial gains made by L2 learners who received PI on the French imperfect tense, this was seen in both a significant increase in accuracy scores from pre-test to post-test and change in their cognitive processing as shown by eye-movement data. The present study emphasizes the need for future studies to consider methodological reflections and key design principles in eye-tracking research.

scholarly journals L2 Knowledge of the Obligatory French Subjunctive: Offline Measures and Eye Tracking Compared

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 31
Author(s):  
Amber Dudley ◽  
Roumyana Slabakova
Keyword(s):  
Eye Tracking ◽  
Real Time ◽  
Judgment Task ◽  
Grammatical Knowledge ◽  
Real Time Processing ◽  
Time Processing ◽  
L2 Learners ◽  
Reading Experiment ◽  
Computational Resources ◽  
L1 And L2

Extensive research has shown that second language (L2) learners find it difficult to apply grammatical knowledge during real-time processing, especially when differences exist between the first (L1) and L2. The current study examines the extent to which British English-speaking learners of French can apply their grammatical knowledge of the French subjunctive during real-time processing, and whether this ability is modulated by the properties of the L1 grammar, and/or proficiency. Data from an acceptability judgment task and an eye-tracking during reading experiment revealed that L2 learners had knowledge of the subjunctive, but were unable to apply this knowledge when reading for comprehension. Such findings therefore suggest that L2 knowledge of the subjunctive, at least at the proficiency levels tested in this study, is largely metalinguistic (explicit) in nature and that reduced lexical access and/or limited computational resources (e.g., working memory) prevented learners from fully utilising their grammatical representations during real-time processing.

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