L2 Processing of Linguistic and Nonlinguistic Information: L2 Speakers Use Definiteness if Real-World Knowledge Is Unusable

Autor/in	Ahn, Hyunah
Titel	L2 Processing of Linguistic and Nonlinguistic Information: L2 Speakers Use Definiteness if Real-World Knowledge Is Unusable
Quelle	In: Studies in Second Language Acquisition, 44 (2022) 2, S.507-535 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ahn, Hyunah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263121000322
Schlagwörter	Second Language Learning; Language Processing; Sentences; Linguistics; Knowledge Level + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprachverarbeitung; Sentence analysis; Satzanalyse; Linguistik; Wissensbasis
Abstract	This study investigates how linguistic and nonlinguistic information interacts in second language (L2) sentence processing. Previous studies argued that L2 behaviors might stem from how L2 speakers rely more on one type of information over another. However, direct attempts have not been made to test the (dis)agreement of different information types. To fill this gap, the present study explored the integration of definiteness and real-world knowledge. Experiment 1 showed that both first language (L1) speakers (n = 34) and advanced L2 speakers (n = 49) could use definiteness to predict unmentioned referents, but intermediate L2 speakers could not (n = 35). After confirming that L1 and L2 speakers shared the same real-world knowledge, Experiment 2 (n (L1) = 36, n (L2) = 43) showed that the two groups' behaviors differed when linguistic and nonlinguistic information had to be processed simultaneously. The findings suggest that L2 speakers can process linguistic information in a targetlike manner only in the absence of usable nonlinguistic information. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01