Learning Condition, Linguistic Complexity, and First Language Transfer in Semiartificial Language Learning

Gao, Jianwu; Ma, Shuang

doi:10.1017/s0272263120000686

Cited by 5 publications

(7 citation statements)

References 59 publications

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“…However, when the rule to be learned is more difficult, both the explicit and incidental conditions seem to produce similar learning levels. These results are similar to those reported by Tagarelli et al (2016) and Gao and Ma (2021). We can conclude that the probability of explicitly detecting patterns would decrease for highly difficult rules, and learning would therefore depend on procedural memory; this factor, in turn, is not dependent on the nature of the learning task, hence the explicit advantages disappear (see Ullman, 2016, for similar conclusions).…”

Section: Discussionsupporting

confidence: 88%

“…This was observed when participants were learning the less difficult dative rule (Experiments 1 and 2), but it was not evident when participants learned the more difficult pseudocleft rule (Experiment 2) where explicit and incidental strategies produced similar levels of learning. This interaction between learning condition and rule difficulty has also been reported by Tagarelli et al (2016) and Gao and Ma (2021). In their experiment, they introduced three different rules varying in difficulty and manipulated the learning context (intentional/incidental).…”

Section: Role Of Learning Conditionssupporting

confidence: 61%

“…Thus, for easy sentences, participants in the explicit context showed better performance in the GJT task than participants in the incidental context. However, for the more difficult sentences, the type of exposure was not predictive of GJT performance, and procedural learning skills predicted performance independently of the type of exposure (see Gao & Ma, 2021 for similar results). Therefore, because difficulty may have a role in modulating individual differences in learning success, we also varied the difficulty of the materials across experiments.…”

Section: The Role Of Rule Difficultymentioning

confidence: 85%

See 2 more Smart Citations

Second language acquisition of grammatical rules: The effects of learning condition, rule difficulty, and executive function

Rivera

Paolieri²,

Iniesta³

et al. 2023

Bilingualism

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Learning a new language is an important goal that many individuals find difficult to achieve, particularly during adulthood. Several factors have related this variability to different extrinsic (learning condition, difficulty of the materials) and intrinsic (cognitive abilities) factors, but the interaction between them is barely known. In two experiments, participants learned English grammar rules in intentional (Experiment 1) or explicit (Experiment 2), and incidental learning-contexts. Overall, results of this study indicated that intentional-explicit conditions benefitted rule-learning, as compared to incidental conditions. This benefit was mainly present when participants were learning an easy-rule; explicit and incidental learning did not differ in the case of participants learning a difficult rule (Experiment 2). Moreover, individual differences in executive functioning predicted successful learning in interaction with difficulty. When learning an easy-rule, proactive control facilitated intentional learning. In contrast, when participants were learning a complex-rule, incidental learning was enhanced by lower involvement of proactive control.

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Section: Discussionsupporting

confidence: 88%

Section: Role Of Learning Conditionssupporting

confidence: 61%

Section: The Role Of Rule Difficultymentioning

confidence: 85%

See 1 more Smart Citation

Second language acquisition of grammatical rules: The effects of learning condition, rule difficulty, and executive function

Rivera

Paolieri²,

Iniesta³

et al. 2023

Bilingualism

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“…In contrast, the latter two refer to the internal learning process that is engaged while acquiring new knowledge. The distinction can account for previous findings showing that participants can engage both explicit and implicit learning processes and can acquire both explicit and implicit knowledge irrespective of the conditions to which they are exposed [11,27,[32][33][34][35]. In accordance with this distinction, the terms intentional and incidental will be used with reference to the environmental conditions under which learning is taking place without making any assumptions about the underlying language processes.…”

Section: Incidental and Intentional L2 Learningmentioning

confidence: 82%

Can adults learn L2 grammar after prolonged exposure under incidental conditions?

Kenanidis¹,

Dąbrowska²,

Llompart³

et al. 2023

PLoS ONE

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While late second language (L2) learning is assumed to be largely explicit, there is evidence that adults are able to acquire grammar under incidental exposure conditions, and that the acquisition of this knowledge may be implicit in nature. Here, we revisit the question of whether adults can learn grammar incidentally and investigate whether word order and morphology are susceptible to incidental learning to the same degree. In experiment 1, adult English monolinguals were exposed to an artificial language (Kepidalo) that had case marking and variable word order: a canonical Subject-Object-Verb order and a non-canonical Object-Subject-Verb. In a five-session online study, participants received vocabulary training while being incidentally exposed to grammar, and completed a series of picture-selection and grammaticality judgment tasks assessing grammatical knowledge. Despite extensive exposure to input, and although performance on vocabulary increased significantly across sessions, learners’ grammatical comprehension showed little improvement over time, and this was limited to Subject-Object-Verb sentences only. Furthermore, participants were better at detecting word order than case marking violations in the grammaticality judgment tasks. Experiment 2 further increased the amount of incidental exposure whilst examining native speakers of German, which exhibits higher morphological richness. Testing was followed by a post-test metalinguistic awareness questionnaire. Although greater learning effects were observed, participants continued to have difficulties with case marking. The findings also demonstrated that language outcomes were modulated by learners’ level of metalinguistic awareness. Taken together, the results of the two experiments underscore adult learners’ difficulty with case marking and point towards the presence of a threshold in incidental L2 grammar learning, which appears to be tightly linked to prior first language experience. In addition, our findings continue to highlight the facilitative role of conscious awareness on L2 outcomes.

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“…Cummins ' (1989) Interdependence Hypothesis suggests that knowledge on languages constantly gives significant influence on the target language, providing that learners' motivation is high. As Kecskés and Papp (2000) put, this research discipline explores how Lx affects Ly development and Ly to Lx development accordingly for numerous purposes, such as, language acquisition and bilingualism (Zhou et al, 2020), linguistics complexity (Gao & Ma, 2021), anxiety and selfefficacy beliefs (Bárkányi, 2021), and language fairness (Birk & Kausel, 2016). These studies confirm that knowledge of a certain language influences on TL in various domains.…”

Section: Introductionmentioning

confidence: 78%

Cross-linguistic influence of propositional and lexical semantics errors in Indonesian learner texts

Devina

2022

Indonesian J. Appl. Linguist.

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Advanced language acquisition applies rigorous understanding of the target language (TL) which oftentimes achieved by comparing mother tongue features to the TL. This is where cross-linguistic influence (CLI) occurs as learners transfer knowledge among languages. The study aims at investigating CLI in propositional and lexical semantics through questionnaire, weekly discussion, and assignment entries of 34 learner texts of Indonesian for Business Communication course at a private university in West Jakarta. Referring to Odlin’s (1989) CLI framework of semantics domain, the results show that CLI presents in 1) propositional semantics by 37.6% (i.e., semantic case by 4,3% and semantic universality and relativism by 33,3%) and 2) lexical semantics by 62,3% (i.e., cognate vocabulary by 8,6%; lexical universals and acquisition by 43% and lexicon and morphology by 10,7%). English (as the medium of instruction) influences the Indonesian production in word-choice, demonstrative determiner ini and itu; prefix-suffix conjugation (i.e., particle -lah, active-passive voice); and relative conjunction yang. The findings suggest the patterns of error produced by learners whose mother tongue is Dutch and who use English as their second language. Moreover, in Indonesian for Business Communication course, lecturers can refer to the findings of this research as a guide to support learners with their Indonesian language production. The findings also demonstrate that learners who are familiar with informal-daily Indonesian take more time in developing adequate formal Indonesian, compared to those who do not use the language as their daily communication.

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Learning Condition, Linguistic Complexity, and First Language Transfer in Semiartificial Language Learning

Cited by 5 publications

References 59 publications

Second language acquisition of grammatical rules: The effects of learning condition, rule difficulty, and executive function

Second language acquisition of grammatical rules: The effects of learning condition, rule difficulty, and executive function

Can adults learn L2 grammar after prolonged exposure under incidental conditions?

Cross-linguistic influence of propositional and lexical semantics errors in Indonesian learner texts

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