A Meta-Analysis of Sensitivity to Grammatical Information during Self-Paced Reading: Towards a Framework of Reference for Reading Time Effect Sizes

Autor/inn/en	Avery, Nick; Marsden, Emma
Titel	A Meta-Analysis of Sensitivity to Grammatical Information during Self-Paced Reading: Towards a Framework of Reference for Reading Time Effect Sizes
Quelle	In: Studies in Second Language Acquisition, 41 (2019) 5, S.1055-1087 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263119000196
Schlagwörter	Meta Analysis; Second Language Learning; Morphology (Languages); Syntax; Language Proficiency; Native Language; Reading Rate; Grammar; Reading Processes; Advanced Students; Transfer of Training; Reading Research; Language Research; Computer Assisted Testing; Effect Size + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Zweitsprachenerwerb; Morphology; Morphologie; Language skill; Language skills; Sprachkompetenz; Reading readiness; Reading speed; Lesegeschwindigkeit; Grammatik; Leseprozess; Fortgeschrittener; Training; Transfer; Ausbildung; Leseforschung; Sprachforschung
Abstract	Despite extensive theoretical and empirical research, we do not have estimations of the magnitude of sensitivity to grammatical information during L2 online processing. This is largely due to reliance on null hypothesis significance testing (Plonsky, 2015). The current meta-analysis draws on data from one elicitation technique, self-paced reading, across 57 studies (N = 3,052), to estimate sensitivity to L2 morphosyntax and how far L1 background moderates this. Overall, we found a reliable sensitivity to L2 morphosyntax at advanced proficiencies (d = 0.20, 95% CIs 0.15, 0.25), with some evidence that this was reliably lower than for native speakers (NSs). These patterns were not generally moderated by linguistic feature or sentence region. However, effects for anomaly detection were larger among NSs than L2 learners and the effects among L2 learners appeared to show a trend toward L1 influence. Finding smaller effects than in other subdomains, we provide an initial framework of reference for L2 reading time effect sizes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01