Exploring second language learners’ grammaticality judgment performance in relation to task design features

Shiu, Li-Ju; Yalçın, Şebnem; Spada, Nina

doi:10.1016/j.system.2017.12.004

Cited by 16 publications

(18 citation statements)

References 32 publications

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“…This response window was calculated based on the results of a preliminary pilot study (cf. procedures in Shiu et al, 2018). First, words per second for the shortest and longest trials of the two modalities from the pilot results were calculated.…”

Section: Test Itemsmentioning

confidence: 99%

The role of modality and awareness in language learning

Zhao

Kormos

Rebuschat

et al. 2021

Applied Psycholinguistics

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There is conflicting empirical evidence regarding the role of awareness in second language learning. Possible explanations for the contradictory results include the modality in the exposure and assessment phases of previous experiments. Our study investigated the acquisition of a novel determiner system under incidental exposure conditions and examined the effect of modality in both exposure and assessment phases. Animacy served as a hidden regularity in the determiners, which were embedded in sentences and presented to Chinese speakers of English either in auditory or in visual mode. Learning was assessed by a two-alternative forced-choice test either auditorily or in writing. Implicit and explicit knowledge were measured using retrospective verbal reports and source judgements. Bayesian analysis provided moderate evidence for above chance level learning. Significant learning effects were observed regardless of whether participants based their accuracy judgements on explicit or implicit knowledge. Bayesian analysis showed moderate evidence for above chance learning effects for aware participants. Generalized linear mixed-effects modeling revealed a small-size significant benefit of the auditory exposure modality over the written modality but indicated no significant effect of the modality of assessment or awareness. Our research underscores the importance of considering the role of modality of exposure in incidental second language learning contexts.

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Section: Test Itemsmentioning

confidence: 99%

The role of modality and awareness in language learning

Zhao

Kormos

Rebuschat

et al. 2021

Applied Psycholinguistics

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“…Cognitive processes are often sensitive to the task at hand. For example, task manipulations have led to significant effects on sentence processing in both native and non-native speakers, sometimes with differing results for native compared to non-native speakers (e.g., Kamide and Mitchell, 1997 ; Williams, 2006 ; Swets et al, 2008 ; Leeser et al, 2011 ; Prego and Gabriele, 2014 ; McManus and Marsden, 2017 ; Shiu et al, 2018 ). However, it is only relatively recently that task demands have explicitly been incorporated into models of sentence processing ( Ferreira et al, 2002 ; Ferreira and Patson, 2007 ).…”

Section: Introductionmentioning

confidence: 99%

Task Sensitivity in L2 English Speakers’ Syntactic Processing: Evidence for Good-Enough Processing in Self-Paced Reading

Tan

Foltz

2020

Front. Psychol.

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Native (L1) and second-language (L2) sentence processing can sometimes be shallow. A Good-Enough approach suggests that speakers may engage in shallow processing if the task permits. This study tests English native speakers and native Chinese L2 learners of English to explore whether different task demands affect their sentence processing. In a self-paced reading task, participants read globally or temporarily ambiguous sentences with relative clauses preceded by a matrix clause containing two noun phrases (NPs). Comprehension questions modulated task difficulty: Half the participants received comprehension questions that probed their interpretation of the relative clauses whereas the remaining half received superficial questions unrelated to the relative clauses. Task difficulty affected reading times at the point of disambiguation for both L1 and L2 participants. Additionally, participants' attachment choices for globally ambiguous sentences were consistent with reading times of the disambiguating region in both L1 and L2 readers. The results suggest that both L1 and L2 syntactic processing is modulated by the task at hand. We argue for a similar treatment of shallowness for L1 and L2 speakers in models of sentence processing, along the lines of the Good-Enough approach to language processing.

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“…Although most validation studies modeled on the Marsden Project (R. Ellis, 2005) have used written GJTs (cf. Bialystok, 1979, for an early example with auditory stimuli), a small number of studies have found that GJTs with auditory stimuli are both more difficult (Johnson, 1992;Plonsky, Marsden, Crowther, Gass, & Spinner, 2020;Shiu, Yalçın, & Spada, 2018) and more likely to load on factors corresponding to implicit knowledge (Kim & Nam, 2017;Spada, Shiu, & Tomita, 2015) than those with written stimuli. Timed tests in which speeded responses limit the controlled processing required to access explicit knowledge (Godfroid et al, 2015) have also been found to load more highly on factors representing implicit knowledge relative to unspeeded tests (Bowles, 2011;R.…”

Section: Grammaticality Judgment Tests Grammaticality and The Measurement Of Implicit Knowledgementioning

confidence: 99%

Implicit Statistical Learning in Naturalistic and Instructed Morphosyntactic Attainment: An Aptitude‐Treatment Interaction Design

Bolibaugh

Foster

2021

Language Learning

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We investigated the potential influence of implicit learning mechanisms on L2 morphosyntactic attainment by examining the relationship between age of onset (AoO), two cognitive abilities hypothesized to underlie implicit learning (phonological short-term memory and implicit statistical learning), and performance on an auditory grammaticality judgment test (GJT). Participants were 71 Polish-English longterm bilinguals with a wide range of AoOs (1-35 years) who differed in their context of learning and use (immersed vs. instructed). In immersed learners, we observed a growing dissociation between performance on grammatical and ungrammatical sentences as AoO was delayed. This effect was attenuated in those with better phonological shortterm memory and statistical learning abilities and is consistent with a decline in the ability to learn from implicit negative evidence. In instructed learners, GJT performance was subject to additive effects of AoO and grammaticality and was not associated with either cognitive predictor, suggesting that implicit learning mechanisms were not involved.

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Exploring second language learners’ grammaticality judgment performance in relation to task design features

Cited by 16 publications

References 32 publications

The role of modality and awareness in language learning

The role of modality and awareness in language learning

Task Sensitivity in L2 English Speakers’ Syntactic Processing: Evidence for Good-Enough Processing in Self-Paced Reading

Implicit Statistical Learning in Naturalistic and Instructed Morphosyntactic Attainment: An Aptitude‐Treatment Interaction Design

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