Grammatical Processing of Spoken Language in Child and Adult Language Learners

Autor/inn/en	Felser, Claudia; Clahsen, Harald
Titel	Grammatical Processing of Spoken Language in Child and Adult Language Learners
Quelle	In: Journal of Psycholinguistic Research, 38 (2009) 3, S.305-319 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-009-9104-8
Schlagwörter	Speech; Grammar; Oral Language; Child Language; Language Processing; English (Second Language); Second Language Learning; Diagnostic Tests; Eye Movements; Cues; Morphemes; Psycholinguistics; Adults; Listening Comprehension + Suchen Sie Ihr Suchwort? Speaking; Sprechen; Grammatik; Oral interpretation; Mündlicher Sprachgebrauch; 'Children''s language'; Kindersprache; Sprachverarbeitung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Diagnostic test; Diagnostischer Test; Augenbewegung; Stichwort; Morphem; Psycholinguistik; Hörverständnis
Abstract	This article presents a selective overview of studies that have investigated auditory language processing in children and late second-language (L2) learners using online methods such as event-related potentials (ERPs), eye-movement monitoring, or the cross-modal priming paradigm. Two grammatical phenomena are examined in detail, children's and adults' processing of German plural inflections (Luck et al. Brain Res 1077:144-152, 2006; Hahne et al. J Cognitive Neurosci 18:121-134, 2006; Clahsen et al. J Child Language 34:601-622, 2007) and language learners' processing of filler-gap dependencies in English (Felser C, Roberts L Second Language Res 23:9-36, 2007; Roberts et al. J Psycholinguist Res 36:175-188, 2007). The results from these studies reveal clear differences between native and nonnative processing in both domains of grammar, suggesting that nonnative listeners rely less on grammatical parsing routines during processing than either child or adult native listeners. We also argue that factors such as slower processing speed or cognitive resource limitations only provide a partial account of our findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10