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Managing Oral and Written Data from an ESL Corpus from Canadian Secondary School Students in a Compulsory, School-Based ESL Program
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Expectation violation enhances the development of new abstract syntactic representations: evidence from an artificial language learning study ...
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Prediction and error-based learning in L2 processing and acquisition : a conceptual review
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Expectation Violation Enhances the Development of New Abstract Syntactic Representations : Evidence from an Artificial Language Learning Study
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Abstract:
Prediction error is known to enhance priming effects for familiar syntactic structures; it also strengthens the formation of new declarative memories. Here, we investigate whether violating expectations may aid the acquisition of new abstract syntactic structures, too, by enhancing memory for individual instances which can then form the basis for abstraction. In a cross-situational artificial language learning paradigm, participants were exposed to novel syntactic structures in ways that either violated their expectations (Surprisal group) or that conformed to them (Control group). First, we established a potential expectation to hear feedback that simply repeated the same structure as that just experienced. We then manipulated feedback so that the Surprisal group unexpectedly heard passive structures in feedback following active sentences, while the Control group only heard passive structures following passive sentences. Delayed post-tests examined participants’ structural knowledge both by means of structure test trials (focusing on the active / passive distinction, with both familiar and novel verbs), and by a grammaticality judgment task. The Surprisal group was significantly more accurate than the Control group on the structure test trials with novel verbs and on the grammaticality judgment task, suggesting participants had developed stronger abstract structural knowledge and were better at generalising it to novel instances. Tentative evidence suggested the Surprisal group was not significantly more likely to become aware of the functional distinction between the two structures.
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URL: https://eprints.whiterose.ac.uk/178632/7/ldr_428_bovolenta.pdf https://eprints.whiterose.ac.uk/178632/ https://doi.org/10.31219/osf.io/zyegf
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Eliciting and measuring L2 metaphoric competence : three decades on from Low (1988)
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Elicited metaphoric competence in a second language : a construct associated with vocabulary knowledge and general proficiency?
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Towards a credibility revolution in bilingualism research : Open data and materials as stepping stones to more reproducible and replicable research
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Introduction of Methods Showcase Articles in Language Learning
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Signatures of automaticity during practice : Explicit instruction about L1 processing routines can improve L2 grammatical processing.
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Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom
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Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning : Evidence from oral production in L2 French.
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A meta-analysis of sensitivity to grammatical information during self-paced reading: Towards a framework of reference for reading time effect sizes.
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Inclusion of Research Materials When Submitting an Article to Language Learning
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Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom
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Extending the reach of second language research: The accessible summaries initiative
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In: https://hal.archives-ouvertes.fr/hal-02466249 ; 2018 (2018)
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A Methodological Synthesis of Self-Paced Reading in Second Language Research : Methodological synthesis of SPR tests
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Introducing Registered Reports at Language Learning: Promoting Transparency, Replication, and a Synthetic Ethic in the Language Sciences
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Towards ecological validity in research into input-based practice : Form spotting can be as beneficial as form-meaning practice
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