Experimental Designs in Sentence Processing Research

Keating, Gregory D.; Jegerski, Jill

doi:10.1017/s0272263114000187

Cited by 167 publications

(139 citation statements)

References 40 publications

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“…Marsden, Thompson, and Plonsky (2018b) represents another recent methodological synthesis with parallels to the present study. Their review, like ours, focused on the use of one particular elicitation procedure, self-paced reading, which has likewise been the subject of a number of debates concerning construct validity as well as what might constitute appropriate implementation and design (e.g., Keating and Jegerski, 2015;Roberts, 2016). Marsden et al's results indicated that the features of self-paced reading tasks vary widely.…”

Section: Methodological Transparency and Rigormentioning

confidence: 99%

A methodological synthesis and meta-analysis of judgment tasks in second language research

Plonsky

Marsden

Crowther

et al. 2019

Second Language Research

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Judgment tasks (JTs, often called acceptability or grammaticality judgment tasks) are found extensively throughout the history of second language (L2) research (Chaudron, 1983). Data from such instruments have been used to investigate a range of hypotheses and phenomena, from generativist theories to instructional effectiveness. Though popular and convenient, JTs have engendered considerable controversy, with concerns often centered on their construct validity in terms of the type of representations they elicit, such as implicit or explicit knowledge (Ellis, 2005; Vafaee et al., 2016). A number of studies have also examined the impact of JT conditions such as timed vs. untimed, oral vs. written (e.g., Murphy, 1997; Spada et al., 2015). This paper presents a synthesis of the use of JTs and a meta-analysis of the effects of task conditions on learner performance. Following a comprehensive search, 385 JTs were found in 302 individual studies. Each report was coded for features related to study design as well as methodological, procedural, and psychometric properties of the JTs. These data were synthesized in order to understand how this type of instrument has been implemented and reported. In addition to observing a steady increase in the use of JTs over the last four decades, we also found many of the features of JTs, when reported, varied substantially across studies. In terms of the impact of JT design, whereas modality was not found to have a strong or stable effect on learner performance (median d=.14; IQR=1.04), scores on untimed JTs tended to be substantially higher than when timed (d=1.35; IQR=1.74). In examining these features and their links to findings, this paper builds on a growing body of methodological syntheses of L2 research instrumentation (e.g., Derrick, 2016; Marsden et al., in press) and makes a number of empirically grounded recommendations for future studies involving JTs.

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Section: Methodological Transparency and Rigormentioning

confidence: 99%

A methodological synthesis and meta-analysis of judgment tasks in second language research

Plonsky

Marsden

Crowther

et al. 2019

Second Language Research

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“…The SSH is considered a mainstream theory of L2 psycholinguistics, in fact potentially the main promoter of the surging interest in L2 processing since the early 2000s (cf. Keating & Jegerski, 2015). Because it most directly corresponds to claims of processing proper, its main thesis can be applied within multiple theories of linguistic representation.…”

Section: Psycholinguistics Brings New Research Techniques and Methodsmentioning

confidence: 99%

The Generative Approach to Sla and Its Place in Modern Second Language Studies

Rothman

Slabakova

2017

Stud Second Lang Acquis

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“…The self-paced reading (SPR) test was administered after the CMTs and used 16 items from the CMT-Listen 7 , with eight context-stimulus matches and eight mismatches, counterbalanced as described above for the CMT tests. Half the items were followed by Yes/No comprehension questions to increase the likelihood that participants focused on meaning (see Keating & Jegerski, 2015) 8 . The answers to the questions only depended on a lexico-semantic feature (but not verb stems) and not on inflectional morphology.…”

Section: Stimulus (Habitual): Quand Patrick Quittait La Maison Il Vomentioning

confidence: 99%

L1 Explicit Instruction Can Improve L2 Online and Offline Performance

McManus

Marsden

2016

Stud Second Lang Acquis

107

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Article:McManus, Kevin orcid.org/0000-0002-7855-6733 and Marsden, Emma orcid.org/0000-0003-4086-5765 (2017) L1 explicit instruction can improve L2 online and offline performance. Studies in Second Language Acquisition. pp. 459-492. ISSN 1470459-492. ISSN -1545 https://doi.org/10.1017/S027226311600022X eprints@whiterose.ac.uk https://eprints.whiterose.ac.uk/ Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. Explicit information and practice in L2 learningThe usefulness of providing L2 learners with explicit information (EI) about a target feature and subsequent practice in processing the input is not fully understood. As noted by Henry, Culman and VanPatten (2009, p.573) Ònot all EI is the same, not all structures are the same, and the interaction of EI, structure, and processing problem may yield different results in different studiesÓ. The current study investigates the effects of EI with practice in the L2 and also, in light of research documenting persistent difficulty when the L1 and L2 express the same meaning differently (Izquierdo & Collins, 2008;McManus, 2013McManus, , 2015Roberts & Liszka, 2013), whether additional EI about the L1 with L1 practice can help a specific processing problem Ð interpreting the habitual versus ongoing meanings of L2 French Imparfait for L1 English learners. We tested whether making this conceptual distinction explicit, via EI and meaning-based practice in both L1 and L2, would aid form-meaning mapping. First, we briefly discuss research into L2 EI and practice, before justifying the investigation of a role for L1 EI and practice, and then move on to discuss why EI and practice (in L2 and L1) may have an effect on online processing. L2 EI and PracticeEI about the L2 is useful for learning, according to information processing and skill acquisition theories, because some declarative information can become proceduralised via practice and automatized, resulting in automatised declarative knowledge and/or knowledge that appears indistinguishable from implicit knowledge (DeKeyser, 2015). 'Weaker' accounts suggest that learners can use EI to segment or parse the input (Terrell, 1991), notice features (Schmidt, 1990), understand a rule and help production (Leow, 2015), and arrive at correct interpretations with fewer practice items (Henry et al., 2009 4 ! to depend on several factors, including its precise nature Ð the type of information conveyed and the feature in focus. T...

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Experimental Designs in Sentence Processing Research

Cited by 167 publications

References 40 publications

A methodological synthesis and meta-analysis of judgment tasks in second language research

A methodological synthesis and meta-analysis of judgment tasks in second language research

The Generative Approach to Sla and Its Place in Modern Second Language Studies

L1 Explicit Instruction Can Improve L2 Online and Offline Performance

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