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| 2821 |
Translingual Practices and Reconstruction of Identities in Maghrebi Students in Galicia
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| 2822 |
Lexico-syntactic interactions during the processing of temporally ambiguous L2 relative clauses: An eye-tracking study with intermediate and advanced PortugueseEnglish bilinguals
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Abstract:
There is extensive evidence showing that bilinguals activate the lexical and the syntactic representations of both languages in a nonselective way. However, the extent to which the lexical and the syntactic levels of representations interact during second language (L2) sentence processing and how those interactions are modulated by L2 proficiency remain unclear. This paper aimed to directly address these issues by using an online technique (eye-tracking) that is highly sensitive to the lexical and syntactic processes involved in sentence reading. To that purpose, native-speakers of European Portuguese (EP) learning English as L2 at intermediate and advanced levels of proficiency were asked to silently read temporally ambiguous L2 relative clause (RC) sentences disambiguated with a High-Attachment (HA) or Low-Attachment (LA) strategy while their eye-movements were monitored. Since EP and English native speakers differ in the way they process and comprehend this syntactic structure (EP: HA, English: LA), HA preferences were used as a marker of L1 RC syntax interference. Additionally, the cognate status of the complex NP that preceded the RC was manipulated to further analyze how the lexical co-activation of both languages would also affect the syntactic representations of the non-target (L1) language. Results showed cognate facilitation in early and late reading time measures regardless of L2 proficiency, and also that the cognate status of the complex NP impacted L2 reading performance, particularly at lower levels of L2 proficiency. These findings provide compelling evidence for a bilingual reading system that seems to be highly dynamic and interactive not only within each level of processing, but, importantly, across levels of representation. They also suggested that, as the level of L2 proficiency increases, L1 RC syntax interference becomes stronger, in a syntactic parser that seems to operate in a more integrated and nonselective way, with both strategies being equally available to guide L2 reading comprehension. Results are discussed attending to the current models of bilingual syntactic processing. ; This study was conducted at Psychology Research Centre (PSI/01662), University of Minho, and supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Science, Technology and Higher Education through national funds, and co-financed by FEDER through COMPETE2020 under the PT2020 Partnership Agreement (POCI-01-0145-FEDER-007653). It was also supported by the grant EXPL/MHC-PCN/0859/2013 from the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Science (https://www.fct.pt/apoios/) and from the grants UID/PSI/01662/2013 and PSI2015-65116-P from the Spanish Ministry of Economy and Competitiveness (http://www.mineco.gob.es/portal/site/mineco/) ; SI
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Keyword:
Grammar; Learning; Linguistics; Multilingualism; Multilinguism; Semantics; Sentence processing; Syntax; Time measurement
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URL: https://doi.org/10.1371/journal.pone.0216779
http://hdl.handle.net/10347/21008
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| 2823 |
Multilingual schools: linguistic competence and motivation towards the foreign (English), the regional (Basque), and the majority (Spanish)
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| 2824 |
Hizkuntza ezberdinen ikaskuntza Nafarroan. Elebitasunetik eleaniztasunera ; Aprendizaje de diferentes idiomas en Navarra. Del bilingüismo al multilingüismo
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| 2825 |
Análisis del paisaje lingüístico en un centro de Educación Secundaria: un camino hacia la aceptación de la diversidad lingüística
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| 2827 |
Ingelesaren ikaskuntza-irakaskuntza Nafarroako D ereduko programa ezberdinetan
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| 2828 |
Irakaskuntza eleanitza aurrera eramateko jarraibideak lehen hezkuntzan
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| 2830 |
O desenvolvimento da percepção dos contrastes mínimos na língua brasileira de sinais em um grupo de Codas
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In: Revista CEFAC, Vol 18, Iss 4, Pp 835-842
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| 2831 |
The effect of bilingualism on cognitive and auditory abilities in normally hearing adults
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In: Revista CEFAC, Vol 20, Iss 1, Pp 21-28
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| 2832 |
Globalização e Multilingualismo no Brasil Competência Linguística e o Programa Ciência Sem Fronteiras
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In: Revista Brasileira de Linguística Aplicada, Vol 15, Iss 3, Pp 621-656
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