Nonnative Speakers Do Not Take Competing Alternative Expressions into Account the Way Native Speakers Do

Autor/inn/en	Robenalt, Clarice; Goldberg, Adele E.
Titel	Nonnative Speakers Do Not Take Competing Alternative Expressions into Account the Way Native Speakers Do
Quelle	In: Language Learning, 66 (2016) 1, S.60-93 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12149
Schlagwörter	English (Second Language); Second Language Learning; Verbs; Word Frequency; Native Speakers; Sentences; Language Processing; Prediction; Grammar; Language Proficiency; Decision Making; Language Research + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Word analysis; Frequency; Wortanalyse; Häufigkeit; Muttersprachler; Sentence analysis; Satzanalyse; Sprachverarbeitung; Vorhersage; Grammatik; Language skill; Language skills; Sprachkompetenz; Decision-making; Entscheidungsfindung; Sprachforschung
Abstract	When native speakers judge the acceptability of novel sentences, they appear to implicitly take competing formulations into account, judging novel sentences with a readily available alternative formulation to be less acceptable than novel sentences with no competing alternative. Moreover, novel sentences with a competing alternative are more strongly dispreferred when they contain high- compared to low-frequency verbs. We replicate these findings with a group of native speakers and extend the paradigm to second language (L2) users. Previous work has found that compared to native speakers, L2 users are less able to generate online expectations during language processing, implying a reduced ability to differentiate between novel sentences with and without a competing alternative. We test this prediction and confirm that, while L2 speakers learn from positive exemplars, they show no evidence of taking competing grammatical alternatives into account, except at the highest quartile of speaking proficiency, where L2 judgments align with native speaker judgments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01