Generalizing Knowledge of Second Language Collocations: The Roles of Within- and Cross-Language Similarity on Acceptability and Event-Related Potentials

Autor/in	Pulido, Manuel F.
Titel	Generalizing Knowledge of Second Language Collocations: The Roles of Within- and Cross-Language Similarity on Acceptability and Event-Related Potentials
Quelle	In: Language Learning, 73 (2023) 2, S.578-612 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pulido, Manuel F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12543
Schlagwörter	Phrase Structure; Second Language Learning; Second Language Instruction; Native Language; Language Processing; Linguistic Theory; Learning Processes; Verbs; Nouns; Transfer of Training; Brain Hemisphere Functions; Diagnostic Tests; Decision Making; Contrastive Linguistics; Generalization + Suchen Sie Ihr Suchwort? Phrasenstruktur; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachverarbeitung; Linguistische Theorie; Learning process; Lernprozess; Training; Transfer; Ausbildung; Diagnostic test; Diagnostischer Test; Decision-making; Entscheidungsfindung; Linguistics; Kontrastive Linguistik
Abstract	Recent research has shown that knowledge of second language (L2) collocations is important to learners for improving their language processing and production but also that acquiring L2-specific collocations is a very burdensome task for learners. Thus, bootstrapping knowledge of L2 collocations through generalization is highly desirable, but this area has received surprisingly limited attention. This study examined L2 learners' ability to generalize knowledge of recently learned verb-noun collocations during processing and whether this type of learning occurred via intralexical associations in the L2 (similarity) or was facilitated by known collocations in learners' first language (L1). Mixed-effects regression targeting measures of learners' brain event-related potentials revealed cross-language influence during real-time processing that preceded learners' acceptability judgments. Both within- and cross-language similarity influenced learners' behavioral judgments. These findings revealed cross-language integration in L1-L2 incongruent collocations from the earliest moments of processing. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01