Grammatical aspect and L2 learners’ online processing of temporarily ambiguous sentences in English: A self-paced reading study with German, Dutch and French L2 learners

Roberts, Leah; Liszka, Sarah Ann

doi:10.1177/0267658319895551

Cited by 10 publications

(8 citation statements)

References 68 publications

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“…These research conclusions are in the line with other investigations (Klein & Manning, 2005;Bhandari, 2020;Roberts & Liszka, 2019) devoted to communicative competence. We agree with the scientists, we referred to above, that by developing communicative competence students become more confident in their class and everyday life activities.…”

Section: Discussionsupporting

confidence: 93%

“…EFL learners should learn to communicate effectively in order to promote mutual respect, cooperation and problem-solving in an increasingly global and multicultural environment (Boyne, 2011;Jenkins, 2015;Li, 2016;Pring, 2012;Shohamy, 2011;Vettorel, 2016;Wierzbicka, 1985). The ability to communicate freely in a foreign language is one of the key competencies of an educated 21 st century person (Kasper & Omori, 2010;Roberts & Liszka, 2019). The key competency to be mastered by a student is the ability to speak a foreign language.…”

Section: Introductionmentioning

confidence: 99%

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Communicative Language Teaching Approach in Promoting the Linguistic Competence of Efl Learners

Berezenko¹,

Cherkhava

Musiienko

2022

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The article is devoted to the problems of foreign language education in linguistic universities, namely to promoting the students’ linguistic competence, which has been the most urgent in mastering the language as a means of communication. The research prompts the standards to progress the grammatical competence. In the current study, we make a hypothesis that, in contrast to traditional teaching approach, the communicative approach is supposed to be more effective in teaching grammar and helps students to master the language and upgrade their linguistic competence in comprehending and processing spoken and written texts and become professionals after graduating the University. In the experiment two groups of students were involved: one using traditional approach to learning grammar at the classes and the other practising communicative language teaching approach. In total 79 bachelor’s degree students of Kyiv National Linguistic University (Ukraine) took a tentative course in grammar. The current study testifies the effectiveness of the communicative approach to studying grammar structures as a way to develop the linguistic competence of students and to help them to acquire proficiency level for achieving success in real communication.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Communicative Language Teaching Approach in Promoting the Linguistic Competence of Efl Learners

Berezenko¹,

Cherkhava

Musiienko

2022

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“…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: 90%

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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“…This study concluded that, in L2 tense-aspect processing, only learners whose L1 has grammaticized aspect were sensitive to the tense aspect violations online; thus, the L2 tense-aspect processing is influenced by aspectual features in learners’ L1. Roberts and Liszka (2019) also found out the L1 effect on L2 processing and offline interpretations of aspectual distinction. The authors argued that whether a learner’s native language encodes progressive aspect via syntactic or only lexical means influences his/her interpretations of aspectual distinction.…”

Section: Literature Reviewmentioning

confidence: 86%

Lexical and Grammatical Aspect in On-line Processing of English Past Tense and Progressive Aspect by Mandarin Speakers

2021

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Previous studies have shown that the grammatical aspect of verb predicates has an effect on tense-aspect sentence processing. However, it remains unclear as to whether the interaction of lexical aspect and grammatical aspect can influence the form-meaning association in the second language (L2) tense-aspect sentence processing, especially for the learners whose native language is grammatically marked differently from their L2. This study conducts a psycholinguistic investigation to highlight how the prototypical and non-prototypical associations predicted in the Aspect Hypothesis and L2 proficiency level influence the processing of English past tense and progressive morphology by Mandarin Chinese learners at two proficiency levels and native English speakers. The results show that the prototypical associations of English tense-aspect categories predicted in the Aspect Hypothesis, such as achievement verbs with past tense and activity verbs with the progressive aspect, can engender shorter reading time than non-prototypical associations for both native speakers and second language learners. There is no significant difference between native speakers and Chinese learners of English in their processing of prototypical items, while significant differences exist in the processing of non-prototypical items. The L2 proficiency level does not have an effect on the processing of prototypes but on the processing of non-prototypes in the L2 tense-aspect marking. This study extends previous research, showing the interaction effect of lexical aspect and grammatical aspect in the form-meaning association in L2 tense-aspect sentence processing.

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Grammatical aspect and L2 learners’ online processing of temporarily ambiguous sentences in English: A self-paced reading study with German, Dutch and French L2 learners

Cited by 10 publications

References 68 publications

Communicative Language Teaching Approach in Promoting the Linguistic Competence of Efl Learners

Communicative Language Teaching Approach in Promoting the Linguistic Competence of Efl Learners

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

Lexical and Grammatical Aspect in On-line Processing of English Past Tense and Progressive Aspect by Mandarin Speakers

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