The Additive Use of Prosody and Morphosyntax in L2 German

Autor/in	Henry, Nick
Titel	The Additive Use of Prosody and Morphosyntax in L2 German
Quelle	In: Studies in Second Language Acquisition, 45 (2023) 2, S.348-369 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henry, Nick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263122000092
Schlagwörter	Suprasegmentals; Cues; Morphology (Languages); Syntax; Second Language Learning; German; Intonation; Task Analysis; Reading Comprehension + Suchen Sie Ihr Suchwort? Stichwort; Morphology; Morphologie; Zweitsprachenerwerb; Deutscher; Aufgabenanalyse; Leseverstehen
Abstract	This study investigates whether the use of prosodic cues during instruction facilitates the processing of German accusative case markers. Two groups of third semester L1 English learners of L2 German completed Processing Instruction (PI) with aural input: Learners in the PI+P group heard sentences that included focused prosodic cues; learners in the PI group heard sentences with monotone prosody. The effects of training were assessed through an offline comprehension task, a written production task, and an online self-paced reading (SPR) task. The results for the offline tasks showed that the groups were similar with respect to their offline comprehension and production. The SPR task showed that both groups used case markers to interpret word order online to some extent; however, only the PI+P group did so in all conditions. These results suggest that prosody does play a role in (morpho)syntactic processing, and that covert activation of prosodic structures can facilitate processing during online reading tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01