A Reading-Time Study of the Main Verb versus Reduced Relative Clause Ambiguity Resolution by English Learners in Taiwan

Autor/inn/en	Yang, Pi-Lan; Shih, Su-Chin
Titel	A Reading-Time Study of the Main Verb versus Reduced Relative Clause Ambiguity Resolution by English Learners in Taiwan
Quelle	In: Applied Psycholinguistics, 34 (2013) 6, S.1109-1133 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716412000343
Schlagwörter	Verbs; Phrase Structure; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Task Analysis; Language Proficiency; Profiles; Ambiguity (Semantics); Native Speakers; Syntax; Pragmatics; Language Processing; Psycholinguistics; Reading Processes; Reading Rate; Taiwan + Suchen Sie Ihr Suchwort? Phrasenstruktur; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Language skill; Language skills; Sprachkompetenz; Charakterisierung; Profilanalyse; Muttersprachler; Pragmalinguistik; Sprachverarbeitung; Psycholinguistik; Leseprozess; Reading readiness; Reading speed; Lesegeschwindigkeit
Abstract	Using a self-paced reading task, the study aimed to investigate (a) whether English learners in Taiwan immediately resolve main verb versus reduced relative clause ambiguities in a similar way as native English speakers and (b) whether the learners at various English proficiency levels show diverse profiles. With analyses and syntheses of reading times for critical segments, results showed that different proficiency groups of Taiwanese English learners resolved such ambiguities in a way similar to native speakers to varying extents. The findings suggest that the sentence-processing mechanism of human language is subject to sufficient facility with syntactic access and/or with a network of lexical, semantic, and pragmatic information of individual speakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10