Explaining the Verb-Repetition "Boost": Interactions Between Verb Subcategorization and Syntactic Priming During Reading

2011 ◽  
Author(s):  
Trevor A. Brothers ◽  
Kerry Ledoux ◽  
Barry Gordon
Keyword(s):  
Syntactic Priming ◽  
Verb Subcategorization

Syntactic Priming Constrains Sentence Processing

1994 ◽  
Author(s):  
Maryellen C. Macdonald ◽  
Sarah P. Schuster
Keyword(s):  
Sentence Processing ◽  
Syntactic Priming

Lexical contributions to sentence formulation: Effects of lexical repetition on syntactic priming

2001 ◽  
Author(s):  
Martin J. Pickering ◽  
Janet F. McLean ◽  
Holly P. Branigan ◽  
Liesbeth Timmermans
Keyword(s):  
Syntactic Priming

Parallelism in coordination as an instance of syntactic priming

2005 ◽  
Author(s):  
Amit Dubey ◽  
Patrick Sturt ◽  
Frank Keller
Keyword(s):  
Syntactic Priming

Cognitive penetrability of syntactic priming in Broca's aphasia.

1994 ◽  
Vol 8 (1) ◽  
pp. 83-90 ◽  
Author(s):  
Kerry W. Kilborn ◽  
Angela D. Friederici
Keyword(s):  
Syntactic Priming ◽  
Broca's Aphasia ◽  
Cognitive Penetrability ◽  
Broca’S Aphasia

Is word-order similarity necessary for cross-linguistic structural priming?

2013 ◽  
Vol 29 (4) ◽  
pp. 375-389 ◽  
Author(s):  
Baoguo Chen ◽  
Yuefang Jia ◽  
Zhu Wang ◽  
Susan Dunlap ◽  
Jeong-Ah Shin
Keyword(s):  
Word Order ◽  
Language Production ◽  
Structural Priming ◽  
Stage Model ◽  
Syntactic Priming ◽  
Two Stage ◽  
Chinese And English

This article presents two experiments employing two structural priming paradigms that investigated whether cross-linguistic syntactic priming occurred in Chinese and English passive sentences that differ in word order (production-to-production priming in Experiment 1 and comprehension-to-production priming in Experiment 2). Results revealed that cross-linguistic syntactic priming occurred in Chinese and English passive sentences, regardless of production of primes or comprehension of primes and language direction (L1–L2 or L2–L1). Our findings indicate that word-order similarity between languages is not necessary for cross-linguistic structural priming, supporting the view of a two-stage model of language production.

scholarly journals Can Google Translate Rewire Your L2 English Processing?

Digital ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 66-85
Author(s):  
Natália Resende ◽  
Andy Way
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Cognitive Processing ◽  
Vocabulary Learning ◽  
Brazilian Portuguese ◽  
English Speakers ◽  
Syntactic Priming ◽  
Web Based ◽  
English Syntax

In this article, we address the question of whether exposure to the translated output of MT systems could result in changes in the cognitive processing of English as a second language (L2 English). To answer this question, we first conducted a survey with 90 Brazilian Portuguese L2 English speakers with the aim of understanding how and for what purposes they use web-based MT systems. To investigate whether MT systems are capable of influencing L2 English cognitive processing, we carried out a syntactic priming experiment with 32 Brazilian Portuguese speakers. We wanted to test whether speakers re-use in their subsequent speech in English the same syntactic alternative previously seen in the MT output, when using the popular Google Translate system to translate sentences from Portuguese into English. The results of the survey show that Brazilian Portuguese L2 English speakers use Google Translate as a tool supporting their speech in English as well as a source of English vocabulary learning. The results of the syntactic priming experiment show that exposure to an English syntactic alternative through GT can lead to the re-use of the same syntactic alternative in subsequent speech even if it is not the speaker’s preferred syntactic alternative in English. These findings suggest that GT is being used as a tool for language learning purposes and so is indeed capable of rewiring the processing of L2 English syntax.

Second language learning via syntactic priming: The effects of modality, attention and motivation

2021 ◽  
Author(s):  
Marion Coumel ◽  
Ema Ushioda ◽  
Katherine Messenger
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Speakers ◽  
Syntactic Priming ◽  
Input Modality ◽  
Online Study ◽  
L2 Learning ◽  
Short And Long Term ◽  
High Motivation

We examined whether language input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared French L2 English and L1 English speakers’ primed production of passives in reading-to-writing vs. listening-to-writing priming conditions. We measured immediate priming (producing a passive immediately after exposure to the target structure) and short- and long-term learning (producing more target structures in immediate and delayed post-tests without primes relative to pre-tests). Both groups showed immediate priming and short- and long-term learning. Prime modality did not influence these effects but learning was greater in L2 speakers. While attention only increased learning in L1 speakers, high motivation increased L2 speakers' learning in the reading-to-writing condition. These results suggest that syntactic priming fosters long-term L2 learning, regardless of input modality. This study is the first to show that motivation may modulate L2 learning via syntactic priming.

Sign in / Sign up

Export Citation Format

Share Document