Input Frequency and Construction Interference Interactions in L2 Development

Autor/inn/en	Zhang, Xiaopeng; Dong, Xiaoli
Titel	Input Frequency and Construction Interference Interactions in L2 Development
Quelle	In: Second Language Research, 35 (2019) 4, S.505-527 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Xiaopeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658318791651
Schlagwörter	Linguistic Input; Second Language Learning; Language Research; English (Second Language); Phrase Structure; Interference (Language); Pictorial Stimuli; Task Analysis; Pretests Posttests; Form Classes (Languages); Chinese; Native Language; Contrastive Linguistics; Linguistic Theory; Middle School Students; Comparative Analysis; Foreign Countries; Learning Processes; China + Suchen Sie Ihr Suchwort? Sprachbildung; Zweitsprachenerwerb; Sprachforschung; English as second language; English; Second Language; Englisch als Zweitsprache; Phrasenstruktur; Fantasieanregung; Aufgabenanalyse; Analytischer Sprachbau; China; Chinesen; Linguistics; Kontrastive Linguistik; Linguistische Theorie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Learning process; Lernprozess
Abstract	The interaction between input frequency and constructional interference receives little attention in second language (L2) research. Two studies were conducted to test the effect of this interaction. Study 1 examined effects of both Zipfian frequency (ZF) and balanced frequency (BF) on L2 learning of English subject-extracted relative clauses (SRs). Participants learned SRs and finished a picture description task at pretest, posttest and delayed posttest. Results suggest that ZF was not superior to BF for learners to use SRs. Study 2 tested effects of ZF and BF on L2 learning of English object-extracted relative clauses (ORs). The learning and testing procedures were the same as those in Study 1, but different from Study 1 participants either with or without previous exposure to SRs learned ORs. Results show that ZF was not superior to BF for learners without previous exposure to SRs to use ORs, but more beneficial than BF for those with previous exposure to SRs to use ORs to describe pictures. These findings demonstrate that ZF was more effective than BF in inhibiting SR interference. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01