Japanese EFL learners’ sentence processing of conceptual plurality: An analysis focusing on reciprocal verbs

Tamura, Yu; Fukuta, Junya; Nishimura, Yoshito; Harada, Yui; Hara, Kazuhiro; Kato, Daiki

doi:10.1017/s0142716418000450

Cited by 3 publications

(2 citation statements)

References 35 publications

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“…However, Shantz investigated the effect of grammaticality on four-word sequences, not single words like the present study. Furthermore, when length has been shown to be a significant RT predictor, such as in Tamura et al (2019), the effect has not been as strong as in the present study. Although syllable length was controlled for in the present study, our results highlight the importance of controlling for letter length in L2 behavioral research, either at the item design stage or as a fixed effect in regression models.…”

Section: Discussioncontrasting

confidence: 94%

Quantifying proper nouns’ influence on L2 English learners’ reading fluency

Nicklin

Patterson

McLean

2023

Stud Second Lang Acquis

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Proper nouns constitute a lexical class with special properties and are thus treated differently from other words by second language acquisition researchers. An assumption exists that even low-proficiency learners will find them unproblematic, yet research suggests this assumption might be misplaced. The present study involved two self-paced reading experiments designed to investigate proper nouns’ influence on Japanese university students’ reading fluency. In Experiment 1, participants were presented with 60 decontextualized sentences containing 30 proper nouns and 30 common nouns to determine whether they are processed in a similar manner. In Experiment 2, participants read another 60 sentences comprising a book chapter to explore the effects of repeated exposure to a set of proper nouns. The results indicated that proper nouns are processed in a similar manner to common nouns in terms of disrupting reading fluency. The implications for language learning pedagogy, in particular extensive reading, are discussed.

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Section: Discussioncontrasting

confidence: 94%

Quantifying proper nouns’ influence on L2 English learners’ reading fluency

Nicklin

Patterson

McLean

2023

Stud Second Lang Acquis

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“…The current study illustrates the benefits of log transformations, but adds the caveat that such transformations potentially affect the structure of the data and the corresponding effect sizes. If RT distributions are inherently nonnormally distributed and require transformations to meet linearity assumptions, perhaps analyses that do not assume linear distributions, such as GLMEs, should be considered instead (see Baayen, 2008; Tamura, Fukuta, Nishimura, Harada, Hara, & Kato, 2019).…”

Section: Future Researchmentioning

confidence: 99%

Outliers in L2 Research in Applied Linguistics: A Synthesis and Data Re-Analysis

Nicklin

Plonsky

2020

Ann Rev Appl Linguist

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Data from self-paced reading (SPR) tasks are routinely checked for statistical outliers (Marsden, Thompson, & Plonsky, 2018). Such data points can be handled in a variety of ways (e.g., trimming, data transformation), each of which may influence study results in a different manner. This two-phase study sought, first, to systematically review outlier handling techniques found in studies that involve SPR and, second, to re-analyze raw data from SPR tasks to understand the impact of those techniques. Toward these ends, in Phase I, a sample of 104 studies that employed SPR tasks was collected and coded for different outlier treatments. As found in Marsden et al. (2018), wide variability was observed across the sample in terms of selection of time and standard deviation (SD)-based boundaries for determining what constitutes a legitimate reading time (RT). In Phase II, the raw data from the SPR studies in Phase I were requested from the authors. Nineteen usable datasets were obtained and re-analyzed using data transformations, SD boundaries, trimming, and winsorizing, in order to test their relative effectiveness for normalizing SPR reaction time data. The results suggested that, in the vast majority of cases, logarithmic transformation circumvented the need for SD boundaries, which blindly eliminate or alter potentially legitimate data. The results also indicated that choice of SD boundary had little influence on the data and revealed no meaningful difference between trimming and winsorizing, implying that blindly removing data from SPR analyses might be unnecessary. Suggestions are provided for future research involving SPR data and the handling of outliers in second language (L2) research more generally.

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Effects of Learning Direction in Retrieval Practice on Efl Vocabulary Learning

Terai

Yamashita

Pasich

2021

Stud Second Lang Acquis

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In paired-associate learning, there are two learning directions: L2 to L1 (L2 words as stimuli and L1 words as responses) and L1 to L2 (L1 words as stimuli and L2 words as responses). Results of previous studies that compared the effects of the two learning directions are not consistent. We speculated that the cause of this inconsistency may be L2 proficiency, as the strengths of the lexical links between L2 and L1 are different depending on the learner’s L2 proficiency. This hypothesis was examined with 28 native speakers of Japanese learning English. Participants studied novel English words in the two learning directions. The results of posttests showed that for lower-proficiency learners, L2-to-L1 learning was more effective than L1-to-L2 learning, while for higher-proficiency learners, L1-to-L2 learning was more effective. The findings suggest that L2 proficiency influences the effects of learning direction on vocabulary learning.

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Japanese EFL learners’ sentence processing of conceptual plurality: An analysis focusing on reciprocal verbs

Cited by 3 publications

References 35 publications

Quantifying proper nouns’ influence on L2 English learners’ reading fluency

Quantifying proper nouns’ influence on L2 English learners’ reading fluency

Outliers in L2 Research in Applied Linguistics: A Synthesis and Data Re-Analysis

Effects of Learning Direction in Retrieval Practice on Efl Vocabulary Learning

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