Similarity-Based Interference and Relative Clauses in Second Language Processing

Autor/inn/en	Cunnings, Ian; Fujita, Hiroki
Titel	Similarity-Based Interference and Relative Clauses in Second Language Processing
Quelle	In: Second Language Research, 39 (2023) 2, S.539-563 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cunnings, Ian) ORCID (Fujita, Hiroki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/02676583211063534
Schlagwörter	Native Language; Second Language Learning; Eye Movements; Task Analysis; Phrase Structure; Language Processing; Memory; Transfer of Training; Interference (Language); Verbs; Accuracy; Comparative Analysis + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Augenbewegung; Aufgabenanalyse; Phrasenstruktur; Sprachverarbeitung; Gedächtnis; Training; Transfer; Ausbildung
Abstract	Relative clauses have long been examined in research on first (L1) and second (L2) language acquisition and processing, and a large body of research has shown that object relative clauses (e.g. 'The boy that the girl saw') are more difficult to process than subject relative clauses (e.g. 'The boy that saw the girl'). Although there are different accounts of this finding, memory-based factors have been argued to play a role in explaining the object relative disadvantage. Evidence of memory-based factors in relative clause processing comes from studies indicating that representational similarity influences the difficulty associated with object relatives as a result of a phenomenon known as similarity-based interference. Although similarity-based interference has been well studied in L1 processing, less is known about how it influences L2 processing. We report two studies -- an eye-tracking experiment and a comprehension task -- investigating interference in the comprehension of relative clauses in L1 and L2 readers. Our results indicated similarity-based interference in the processing of object relative clauses in both L1 and L2 readers, with no significant differences in the size of interference effects between the two groups. These results highlight the importance of considering memory-based factors when examining L2 processing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01