Second Language Users Exhibit Shallow Morphological Processing

Autor/inn/en	Song, Yoonsang; Do, Youngah; Thompson, Arthur L.; Waegemaekers, Eileen R.; Lee, Jongbong
Titel	Second Language Users Exhibit Shallow Morphological Processing
Quelle	In: Studies in Second Language Acquisition, 42 (2020) 5, S.1121-1136 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Song, Yoonsang) ORCID (Do, Youngah) ORCID (Lee, Jongbong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263120000170
Schlagwörter	Language Processing; Second Language Learning; Morphology (Languages); English (Second Language); Grammar + Suchen Sie Ihr Suchwort? Sprachverarbeitung; Zweitsprachenerwerb; Morphology; Morphologie; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik
Abstract	The present study tests the Shallow Structure Hypothesis (SSH), which claims that compared to L1 processing, L2 language processing generally underuses grammatical information, prioritizing nongrammatical information. Specifically, this cross-modal priming study tests SSH at the level of morphology, investigating whether late advanced L2 learners construct hierarchically structured representations for trimorphemic derived words during real-time processing as native speakers do. Our results support SSH. In lexical decision on English trimorphemic words (e.g., "unkindness" or [[un-[kind]]-ness]), L1 recognition of the targets was facilitated by their bimorphemic morphological-structural constituent primes (e.g., "unkind"), but not by their bimorphemic nonconstituent primes (e.g., "kindness"), which were only semantically and formally related to the target. In contrast, L2 recognition was equally facilitated by both constituent and nonconstituent primes. These results suggest that unlike L1 processing, L2 processing of multimorphemic words is not mainly guided by detailed morphological structure, overrelying on nonstructural information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01