Prosody-Syntax Integration in a Second Language: Contrasting Event-Related Potentials from German and Chinese Learners of English Using Linear Mixed Effect Models

Autor/inn/en	Nickels, Stefanie; Steinhauer, Karsten
Titel	Prosody-Syntax Integration in a Second Language: Contrasting Event-Related Potentials from German and Chinese Learners of English Using Linear Mixed Effect Models
Quelle	In: Second Language Research, 34 (2018) 1, S.9-37 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658316649998
Schlagwörter	Intonation; Syntax; Second Language Learning; Second Language Instruction; Suprasegmentals; Chinese; German; Native Language; English (Second Language); Language Proficiency; Brain Hemisphere Functions; Diagnostic Tests; Role; Language Processing; Linguistic Theory; Cues; Teaching Methods; Transfer of Training; Statistical Analysis; Foreign Countries; Canada; United Kingdom; Germany + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; China; Chinesen; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Diagnostic test; Diagnostischer Test; Rollen; Sprachverarbeitung; Linguistische Theorie; Stichwort; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Statistische Analyse; Ausland; Kanada; Großbritannien; Deutschland
Abstract	The role of prosodic information in sentence processing is not usually addressed in second language (L2) instruction, and neurocognitive studies on prosody-syntax interactions are rare. Here we compare event-related potentials (ERP) of Chinese and German learners of English L2 to those of native English speakers and show how first language (L1) background and L2 proficiency influence the online processing of prosody-induced garden-path effects. Unlike most previous ERP studies, we use linear mixed effect models to analyse L2 proficiency as a continuous (rather than categorical) variable. Our results show that both L1 background and language proficiency shape the integration of prosodic and syntactic cues, and that, importantly, even English native speakers' ERPs were influenced by their English proficiency level. Lastly, this article also addresses why coverage of prosody in L2 classroom instruction may be beneficial. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01