Chapter 2. Syntactic priming and child language competence

Contemori, Carla

doi:10.1075/tilar.31.02con

Cited by 2 publications

(4 citation statements)

References 64 publications

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“…We hypothesised that child HSs might be less likely to be syntactically primed in production because they have relatively less experience with the HL and the specific structures tested in the study (see Contemori, 2022 for a discussion of how and why priming magnitude varies as a function language experience). In the case of the online processing task, we measured both children's comprehension of non-canonical structures in real-time, and their offline accuracy on these constructions at the end of the sentence.…”

Section: Discussionmentioning

confidence: 99%

Heritage language development and processing: Non-canonical word orders in Mandarin–English child heritage speakers

Hao,

Chondrogianni,

Sturt

2023

Bilingualism

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Previous research suggests that child HSs’ performance in offline linguistic tasks is typically worse than their age-matched monolingual peers and is modulated by linguistic and child-level factors. This study examined the comprehension and production of three Mandarin non-canonical structures in 5- to 9-year-old Mandarin–English heritage children and Mandarin-speaking monolingual children, including an online processing task. Results showed that heritage children had different performance in production and offline comprehension across structures compared to monolinguals. In online processing, they showed sensitivity to different cues similarly to monolinguals but took longer to revise initial misinterpretations. Within heritage children, we found that presence of morphosyntactic cues facilitated performance across tasks while cross-linguistic influence was only identified in production and offline comprehension but not in online processing. Additionally, input quantity predicted their production and offline comprehension accuracy of non-canonical structures, whereas age modulated their production. Lastly, online processing was not modulated by age nor input.

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Section: Discussionmentioning

confidence: 99%

Heritage language development and processing: Non-canonical word orders in Mandarin–English child heritage speakers

Hao,

Chondrogianni,

Sturt

2023

Bilingualism

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“…This language facilitation is observed in both experimental data (e.g., Branigan & Messenger, 2016;Hartsuiker et al, 2008) and natural language data (e.g., Gries, 2005;Jaeger & Snider, 2008, 2013Reitter et al, 2011). Syntactic priming effects have been found in various groups (e.g., healthy L1 and L2 adults, L1 children, and people with language disorders) (e.g., Branigan A common design in syntactic priming research is the lab-based experimental design (Contemori, 2023). In the classic syntactic priming paradigm, participants read or listen to a series of unrelated sentences (primes) either from an experimenter or from the computer (McDonough & Tro movich, 2009).…”

Section: Introductionmentioning

confidence: 91%

“…This study aims to examine syntactic priming in an L2 classroom context to investigate whether typical classroom language-based activities could trigger syntactic learning among L2 Arabic speakers and whether L2 pro ciency might mediate this effect. This examination could should light on how experimental priming ndings could be linked to the classroom, which may help in addressring the ecologocal validity of syntactic prming in more naturalistic settings (Contemori, 2023). This study will prime the Modern Standard Arabic (MSA) fronted Temporal Phrase (TP) structure.…”

Section: The Present Studymentioning

confidence: 99%

“…Exposing L2 learners to the prime structure through short stories in a group setting provides an opportunity to examine whether syntactic priming could occur in a common L2 classroom activity. In this study, we decided to focus on investigating syntactic priming in an L2 classroom context to shed more light on the ecological validity of syntactic priming, a gap that has not been su ciently addressed in the syntactic priming literature as stated in a recent review by Contemori (2023).…”

Section: Introductionmentioning

confidence: 99%

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Syntactic priming in the classroom: using narratives to prime L2 Arabic speakers

Alzahrani,

Almalki

2023

Preprint

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A robust finding in psycholinguistics is syntactic priming, namely that prior language experience influences subsequent language processing. However, most of the empirical evidence for L2 syntactic priming comes from lab-based experiments, which might not reflect how priming occurs in typical language activities in the L2 classroom. As such, we conducted a classroom-based priming study and exposed 52 L2 Arabic speakers to eight story-reading sessions over two weeks that either included a high proportion of the fronted temporal phrase (TP) strucutre (experimental group) or included no fronted TPs (controls). The effect of L2 proficiency was also investigated. Results revealed that the experimental group did not significantly increase their use of fronted TPs in the immediate posttest or the one-week delayed posttest. Similarly, there was no observed effect for Arabic L2 proficiency on priming. We discuss our findings in light of related priming theories and previous findings. This study highlights the need for more research on syntactic priming via common language tasks in the L2 classroom.

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Chapter 2. Syntactic priming and child language competence

Cited by 2 publications

References 64 publications

Heritage language development and processing: Non-canonical word orders in Mandarin–English child heritage speakers

Heritage language development and processing: Non-canonical word orders in Mandarin–English child heritage speakers

Syntactic priming in the classroom: using narratives to prime L2 Arabic speakers

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