Gauging the Processing Times of Ambiguous Sentences: A Reaction Time Study on Persian Undergraduate Students

Autor/inn/en	Salehi, Mohammad; Basiri, Nasim Mahboob
Titel	Gauging the Processing Times of Ambiguous Sentences: A Reaction Time Study on Persian Undergraduate Students
Quelle	In: Athens Journal of Education, 3 (2016) 2, S.155-171 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Foreign Countries; Undergraduate Students; Language Processing; Reaction Time; Ambiguity (Semantics); Sentences; English (Second Language); Second Language Learning; Iran + Suchen Sie Ihr Suchwort? Ausland; Sprachverarbeitung; Reaktionsvermögen; Sentence analysis; Satzanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	The present study explored the differences among the process times for sentences containing one of the three kinds of linguistic ambiguities namely, lexical, grouping, and functional ambiguities. A reaction time program of a 30- item multiple-choice test of translation was developed. Forty-three Persian undergraduate students took the test. The reaction time of each item was recorded in milliseconds for each participant. A multivariate ANOVA (MANOVA) was run to compare the process times for each subsection of the test. The results of the pair-wise comparison tests indicated that there was a significant difference between process times for lexical and grouping ambiguities and between those of lexical and functional ambiguities. There was no significant difference, however, between the process times for grouping and functional ambiguities. The findings of this study can be useful in educating English learners about ambiguities and deciding on which ambiguity should be under more focus and attention. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01