Representation and Processing of Overtly Identical Complex Forms in L1 and L2: The Case of Conversion and Its "Siblings"

Autor/inn/en	Bordag, Denisa; Opitz, Andreas
Titel	Representation and Processing of Overtly Identical Complex Forms in L1 and L2: The Case of Conversion and Its "Siblings"
Quelle	In: Studies in Second Language Acquisition, 44 (2022) 2, S.331-356 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Opitz, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263121000206
Schlagwörter	Language Processing; Second Language Instruction; Second Language Learning; Native Language; Semantics; Nouns; Priming; German; Grammar; Verbs; Psycholinguistics; Language Classification + Suchen Sie Ihr Suchwort? Sprachverarbeitung; Fremdsprachenunterricht; Zweitsprachenerwerb; Semantik; Deutscher; Grammatik; Psycholinguistik; Sprachtypologie
Abstract	In two visual priming experiments, we investigated the relation of form-identical word forms with different grammatical functions in L1 and L2 German. Four different grammatical types (inflected verbs, infinitives, deverbal conversion forms, and countable nouns) were used as primes and their influence on the processing of form-identical inflected verbs as targets was compared. Results revealed full priming of inflected verbs, but only partial priming for conversion forms and infinitives. No priming was observed for semantically related countable nouns suggesting that they have a separate lexical entry. The findings bring first psycholinguistic evidence for typological claims that deverbal conversion nouns and infinitives fall into the category of nonfinites. They also support accounts assuming representations with a basic lexical entry and word-category specific subentries. The same priming pattern was observed in L1 and L2 suggesting that representation and processing of the studied complex forms is not fundamentally different in the two populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01