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Investigating the Stories of Success of Students who are African American and Male in AP English
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| 22 |
Prospective Teachers' Noticing and Naming of Students' Mathematical Strengths and Support of Students' Participation
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| 23 |
Exploring Identities and Relationships: Narratives of Second-Generation, Black, West Indian College Students From Boston
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| 24 |
A CASE STUDY OF PRESERVICE WORLD LANGUAGE TEACHERS’ IDENTITY DEVELOPMENT AND THE ROLE AND IMPACT OF MENTOR TEACHERS
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| 25 |
UNDERSTANDING HOW PRESERVICE TEACHERS USE FOCUSING QUESTIONING STRUCTURES: A MULTIPLE CASE STUDY
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| 26 |
THE COMPARISON OF L1 AND L2 CASE PROCESSING: ERP EVIDENCE FROM TURKISH
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Abstract:
This dissertation investigates the morphological and morphosyntactic processing of case-marking by native and nonnative speakers of Turkish, through behavioral and electrophysiological responses. The study explores the locus of case processing costs during first (L1) and second language (L2) word recognition both in isolation and in sentences. It identifies the factors leading to persistent problems that late L2 learners face in attaining native-like processing of case assignment. To this end, the first experiment (a visual lexical decision task) examines whether different case forms generate differential processing costs, based on four main comparisons that reflect case properties and its status in the inflectional paradigm: 1) structural (genitive, accusative) vs. lexical (dative) case; 2) argument (accusative, dative) vs. non-argument (genitive); 3) higher (genitive) vs. lower type frequency (accusative, dative), and 4) citation form (nominative) vs. oblique cases (genitive, accusative, dative). The behavioral findings show significantly larger processing costs (i.e., longer reaction times and lower accuracy rates) for the genitive than the nominative case (citation form) across both subject groups, and than other oblique cases in L2 group only. ERP findings show significantly larger processing costs for the genitive than the accusative, and for the dative than the accusative only in L2 group. When the same case-inflected nouns were placed in a sentence context, larger N400 effects were found for the genitive, compared to the nominative and accusative in L1 group only. Together, these results suggest that different case forms generate differential processing costs in both subject groups, and L2 learners’ difficulty with the non-argument genitive and lexical dative oblique cases are at the level of form rather than sentence structure. The second (sentence) experiment also examined the processing of case errors (i.e., substitution of the accusative for the dative or vice versa on the object). ERP findings show a qualitative difference between L1 and L2 morphosyntactic patterns: P600 was missing while early negativities (N400 and left anterior negativity, LAN) were present in L2 group. These results suggest that advanced L2 learners evaluate the verb argument structure (LAN) and semantic fit (N400), but do not attempt to reparse the sentence (P600), unlike native speakers.
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Keyword:
Case; ERP; Foreign language education; Linguistics; Morphology; Morphosyntax; Neurosciences; Turkish
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URL: https://doi.org/10.13016/2oco-3ei7
http://hdl.handle.net/1903/24929
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| 27 |
THE CONTRIBUTION OF EXECUTIVE FUNCTION TO READING COMPREHENSION FOR LINGUISTICALLY DIVERSE LEARNERS
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| 28 |
SPEECH MODIFICATION TO NON-NATIVE SPEAKERS AND CONTENT DILUTION: IMPLICATIONS FOR ENGLISH AS A MEDIUM OF INSTRUCTION (EMI)
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| 29 |
Pathways to Proficiency: Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework
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| 30 |
The Effects of With-Text and Without-Text Song Presentation Styles on Preschoolers' Singing Voice Use and Pitch Accuracy
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| 31 |
English Teacher as Dungeon Master: Game Design Theory Meets Course Design in Rhetorical Education
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| 32 |
STREAMS THAT RUN INTO THE RIVER OF LIVED EXPERIENCE: A PHENOMENOLOGICAL STUDY OF INTERN TEACHERS USING CURRERE TO UNDERSTAND CURRICULUM
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| 33 |
“Speak English”: Challenges of and Opportunities for Implementing National Education Language Policy in Rural Nicaragua
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| 34 |
TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT
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| 35 |
Elementary General Education Teachers’ Decision Making Process During the Referral of English Learners to Special Education: Distinguishing between English Language Acquisition and Learning Disability
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| 36 |
"I'm here for a purpose": Latina/Chicana senior student affairs officers' testimonios of resistance and resilience
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| 37 |
Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content
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| 38 |
HOW LONG DOES IT TAKE FOR ENGLISH LEARNERS TO BE RECLASSIFIED AS ENGLISH PROFICIENT?
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| 39 |
Being "good company" to students on their journeys toward intercultural maturity: A case study of a study abroad program
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| 40 |
BUILDING BLOCK OF THE WORLD, BUILDING BLOCK OF YOUR IDENTITY: MULTILINGUAL LITERACY SOCIALIZATION OF HERITAGE LANGUAGE LEARNERS
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