The Roles of First Language and Proficiency in L2 Processing of Spanish Clitics: Global Effects

Autor/inn/en	Seibert Hanson, Aroline E.; Carlson, Matthew T.
Titel	The Roles of First Language and Proficiency in L2 Processing of Spanish Clitics: Global Effects
Quelle	In: Language Learning, 64 (2014) 2, S.310-342 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12050
Schlagwörter	Language Role; Second Language Learning; Native Language; Spanish; Language Proficiency; Prediction; Language Processing; Linguistic Theory; Linguistic Input; English; Contrastive Linguistics; Auditory Stimuli; Task Analysis; Romance Languages; Learning Strategies; Correlation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Spanisch; Language skill; Language skills; Sprachkompetenz; Vorhersage; Sprachverarbeitung; Linguistische Theorie; Sprachbildung; English language; Englisch; Linguistics; Kontrastive Linguistik; Auditive Stimulation; Aufgabenanalyse; Romanische Sprache; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Korrelation
Abstract	We assessed the roles of first language (L1) and second language (L2) proficiency in the processing of preverbal clitics in L2 Spanish by considering the predictions of four processing theories--the Input Processing Theory, the Unified Competition Model, the Amalgamation Model, and the Associative-Cognitive CREED. We compared the performance of L1 English (typologically different from Spanish) to L1 Romanian (typologically similar to Spanish) speakers from various L2 Spanish proficiency levels on an auditory sentence-processing task. We found main effects of proficiency, condition, and L1 and an interaction between proficiency and condition. Although we did not find an interaction between L1 and condition, the L1 Romanians showed an overall advantage that may be attributable to structure-specific experience in the L1, raising new questions about how crosslinguistic differences influence the processing strategies learners apply to their L2. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10