Effects of Reading Span and Plausibility in the Reanalysis of "Wh"-Gaps by Chinese-English Second Language Speakers

Autor/inn/en	Dussias, Paola E.; Pinar, Pilar
Titel	Effects of Reading Span and Plausibility in the Reanalysis of "Wh"-Gaps by Chinese-English Second Language Speakers
Quelle	In: Second Language Research, 26 (2010) 4, S.443-472 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658310373326
Schlagwörter	English (Second Language); Second Language Learning; Chinese; Scores; Reading Skills; Native Speakers; Language Processing; Cognitive Ability; Sentences; Language Acquisition; Language Research; Grammar; Task Analysis + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; China; Chinesen; Reading skill; Lesefertigkeit; Muttersprachler; Sprachverarbeitung; Denkfähigkeit; Sentence analysis; Satzanalyse; Sprachaneignung; Spracherwerb; Sprachforschung; Grammatik; Aufgabenanalyse
Abstract	This study utilizes a moving window technique to investigate how individual cognitive resources (operationalized in terms of reading span scores) might modulate the extent to which native English speakers and Chinese second language (L2) learners of English utilize plausibility information to recover from an initial misparse in the processing of long-distance "wh"-questions. Consistent with findings in the previous literature, both groups postulated a filler-gap dependency at the earliest possible position. This was evidenced by subject-object extraction parsing asymmetries that were indicative of an initially incorrect filler-gap analysis. Additionally, it was found that plausibility did not prevent initial misparses, but affected how fast participants recovered from misanalysis, with implausible analyses facilitating recovery. However, only the English L2 participants in the higher span group resembled English native readers in their ability to exploit plausibility information in this way. We conclude that the individual cognitive resources of the learner are an important factor in determining the extent to which sentence processing might be qualitatively similar or different in a first language (L1) and a second language. (Contains 10 notes, 5 tables, and 6 figures.) (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	2017/4/10