Lexical and Syntactic Congruency in L2 Predictive Gender Processing

Autor/inn/en	Hopp, Holger; Lemmerth, Natalia
Titel	Lexical and Syntactic Congruency in L2 Predictive Gender Processing
Quelle	In: Studies in Second Language Acquisition, 40 (2018) 1, S.171-199 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	Syntax; Second Language Learning; Form Classes (Languages); Russian; German; Morphemes; Advanced Students; Language Proficiency; Language Processing; Prediction; Grammar; Nouns; Native Language; Language Research; Eye Movements; Adults + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Analytischer Sprachbau; Russisch; Deutscher; Morphem; Fortgeschrittener; Language skill; Language skills; Sprachkompetenz; Sprachverarbeitung; Vorhersage; Grammatik; Sprachforschung; Augenbewegung
Abstract	This article investigates how lexical and syntactic differences in L1 and L2 grammatical gender affect L2 predictive gender processing. In a visual-world eye-tracking experiment, 24 L1 Russian adult learners and 15 native speakers of German were tested. Both Russian and German have three gender classes. Yet, they differ in lexical congruency, that is, whether a noun ("house") is assigned to the same or a different gender class. Further, gender is syntactically realized on postnominal suffixes in Russian but on prenominal articles in German. For adjectives, both Russian and German mark gender on suffixes. In predictive gender processing, we find interactions of proficiency and congruency for gender-marked articles. Advanced L2 learners show nativelike gender prediction throughout. High-intermediate learners display asymmetries according to syntactic and lexical congruency. Predictive gender processing obtains for all nouns in the (syntactically congruent) adjective condition, yet only for lexically congruent nouns in the (syntactically incongruent) article condition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01