Fluency in L2 Learning and Use

AbstractValency theory has been applied to investigate various languages, such as German, Chinese and English. However, most studies in this field were based on the linguistic materials produced by native speakers. The current research aimed to examine the valency structures in the interlanguage. Based on the English writing produced by L2 Chinese learners, we adopted the quantitative approach, trying to find out whether the distributional features of verb valency in the interlanguage also had regular probability distributions as those in the native languages, and whether there was a relationship between these valency distributional characteristics and L2 learners’ language competence. It was found that (1) verb valency in the interlanguage followed distributional regularities which had been identified in the native languages; (2) the valency features showed differences in the diversity of valency patterns, the use of valences and the complexity of forms of complements between the interlanguage and the target language; (3) the distribution functions and parameters related to verb valency could manifest the development of students’ language competence. The current research has extended valency theory to the study of interlanguage and the valency perspective has profound methodological and pedagogical implications for L2 learning. Its item-specific property and the integration of grammatical and lexical factors are conducive to analyzing the way various words combine with each other.

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Applying priming methods to L2 learning, teaching and research: Insights from psycholinguistics (review)

Language ◽

10.1353/lan.2012.0057 ◽

2012 ◽

Vol 88 (3) ◽

pp. 675-678

Author(s):

Renata Meuter

Keyword(s):

Teaching And Research ◽

L2 Learning

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Individual Differences in L2 Learning and Long-Term L1-L2 Relationships

Language Learning ◽

10.1111/j.1467-9922.2012.00704.x ◽

2012 ◽

Vol 62 ◽

pp. 5-27 ◽

Cited By ~ 19

Author(s):

Richard L. Sparks

Keyword(s):

Individual Differences ◽

L2 Learning

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

10.31234/osf.io/czka6 ◽

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.

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