Event-Related Potentials in the Study of L2 Sentence Processing: A Scoping Review of the Decade 2010-2020

Autor/inn/en	Antonicelli, Giada; Rastelli, Stefano
Titel	Event-Related Potentials in the Study of L2 Sentence Processing: A Scoping Review of the Decade 2010-2020
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 30 (2023) 2, S.163-200 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Antonicelli, Giada) ORCID (Rastelli, Stefano)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
DOI	10.1080/10489223.2022.2141633
Schlagwörter	Brain Hemisphere Functions; Diagnostic Tests; Language Proficiency; Sentences; Language Processing; Language Classification; Individual Differences; Second Language Learning; Language Research; Correlation; Native Language; Linguistic Theory; Age Differences; Predictor Variables; Second Languages; Research Reports; Task Analysis + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Language skill; Language skills; Sprachkompetenz; Sentence analysis; Satzanalyse; Sprachverarbeitung; Sprachtypologie; Individueller Unterschied; Zweitsprachenerwerb; Sprachforschung; Korrelation; Linguistische Theorie; Age; Difference; Age difference; Altersunterschied; Prädiktor; Second language; Zweitsprache; Research report; Forschungsbericht; Aufgabenanalyse
Abstract	Event-related potentials (ERPs) have become widespread in second language acquisition (SLA) research and a growing body of literature has been produced in recent years. We surveyed 61 SLA papers that use ERPs to study L2 sentence processing in healthy late learners. Our main aim was to provide a critical summary of findings from the decade 2010-2020. The qualitative review reveals that proficiency plays a major role in determining ERP components, but its effect is modulated by language similarity and individual differences. The statistical analysis (a multinomial logistic regression) suggests that ERP components are uniquely predicted by learners' proficiency level and the linguistic phenomenon at issue, while no effect of language distance is found. We also made a cursive methodological overview, which evidences several gaps in the literature and raises some concerns on the way proficiency is factorized across studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01