Processing Tense/Aspect-Agreement Violations On-Line in the Second Language: A Self-Paced Reading Study with French and German L2 Learners of English

Autor/inn/en	Roberts, Leah; Liszka, Sarah Ann
Titel	Processing Tense/Aspect-Agreement Violations On-Line in the Second Language: A Self-Paced Reading Study with French and German L2 Learners of English
Quelle	In: Second Language Research, 29 (2013) 4, S.413-439 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658313503171
Schlagwörter	Language Processing; English (Second Language); Second Language Learning; French; German; Task Analysis; Verbs; Morphemes; Cloze Procedure; Form Classes (Languages); Native Language; Transfer of Training; Language Research; Reading Processes; Grammar; Adults; Error Analysis (Language); Independent Study + Suchen Sie Ihr Suchwort? Sprachverarbeitung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Französisch; Deutscher; Aufgabenanalyse; Morphem; Lückentext; Analytischer Sprachbau; Training; Transfer; Ausbildung; Sprachforschung; Leseprozess; Grammatik; Error analysis; Language; Fehleranalyse; Selbststudium
Abstract	In this article, we report the results of a self-paced reading experiment designed to investigate the question of whether or not advanced French and German learners of English as a second language (L2) are sensitive to tense/aspect mismatches between a fronted temporal adverbial and the inflected verb that follows (e.g. *"Last week, James has gone swimming every day") in their on-line comprehension. The L2 learners were equally able to distinguish correctly the past simple from the present perfect as measured by a traditional cloze test production task. They were also both able to assess the mismatch items as less acceptable than the match items in an off-line judgment task. Using a self-paced reading task, we investigated whether they could access this knowledge during real-time processing. Despite performing similarly in the explicit tasks, the two learner groups processed the experimental items differently from each other in real time. On-line, only the French L2 learners were sensitive to the mismatch conditions in both the past simple and the present perfect contexts, whereas the German L2 learners did not show a processing cost at all for either mismatch type. We suggest that the performance differences between the L2 groups can be explained by influences from the learners' first language (L1): namely, only those whose L1 has grammaticized aspect (French) were sensitive to the tense/aspect violations on-line, and thus could be argued to have implicit knowledge of English tense/aspect distinctions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10