Implicit Statistical Learning in Naturalistic and Instructed Morphosyntactic Attainment: An Aptitude-Treatment Interaction Design

Autor/inn/en	Bolibaugh, Cylcia; Foster, Pauline
Titel	Implicit Statistical Learning in Naturalistic and Instructed Morphosyntactic Attainment: An Aptitude-Treatment Interaction Design
Quelle	In: Language Learning, 71 (2021) 4, S.959-1003 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bolibaugh, Cylcia) ORCID (Foster, Pauline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12465
Schlagwörter	Second Language Learning; Phonology; Morphology (Languages); Syntax; Age Differences; Correlation; Cognitive Ability; Learning Processes; Short Term Memory; Grammar; Decision Making; Language Tests; Polish; English (Second Language); Bilingualism; Language Usage; Teaching Methods; Immersion Programs; Predictor Variables; Language Aptitude; Comparative Analysis; Task Analysis; Auditory Stimuli + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fonologie; Morphology; Morphologie; Age; Difference; Age difference; Altersunterschied; Korrelation; Denkfähigkeit; Learning process; Lernprozess; Kurzzeitgedächtnis; Grammatik; Decision-making; Entscheidungsfindung; Language test; Sprachtest; Polnisch; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Immersionsprogramm; Prädiktor; Sprachbegabung; Spracheignung; Aufgabenanalyse; Auditive Stimulation
Abstract	We investigated the potential influence of implicit learning mechanisms on L2 morphosyntactic attainment by examining the relationship between age of onset (AoO), two cognitive abilities hypothesized to underlie implicit learning (phonological short-term memory and implicit statistical learning), and performance on an auditory grammaticality judgment test (GJT). Participants were 71 Polish-English long-term bilinguals with a wide range of AoOs (1-35 years) who differed in their context of learning and use (immersed vs. instructed). In immersed learners, we observed a growing dissociation between performance on grammatical and ungrammatical sentences as AoO was delayed. This effect was attenuated in those with better phonological short-term memory and statistical learning abilities and is consistent with a decline in the ability to learn from implicit negative evidence. In instructed learners, GJT performance was subject to additive effects of AoO and grammaticality and was not associated with either cognitive predictor, suggesting that implicit learning mechanisms were not involved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01