Morphological knowledge affects processing of L2 derivational morphology: An event-related potential study

Deng, Taiping; Shi, Jiawei; Dunlap, Susan; Bi, Hong‐Yan; Chen, Baoguo

doi:10.1016/j.jneuroling.2015.09.001

Cited by 11 publications

(9 citation statements)

References 64 publications

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“…So, morphological knowledge is a very important variable in helping L2 learners acquire the automatic morphological decomposition process. The present finding was in accordance with the result of our study that used event-related potentials to explore the effect of morphological knowledge on L2 derivational processing (Deng, Shi, Dunlap, Bi, & Chen, 2016).…”

Section: Discussionsupporting

confidence: 93%

The relationship between the morphological knowledge and L2 online processing of derivational words

Deng

Shi

et al. 2016

International Journal of Bilingualism

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Objectives/Research Questions: Two experiments were conducted to investigate the effect of morphological knowledge on second language (L2) online processing of derivational words by Chinese first language (L1)–English L2 learners. Methodology: Experiment 1 was performed at the single word level with a masked priming paradigm using the lexical decision task. Experiment 2 was conducted at the sentence level with a self-paced reading paradigm. According to their performance on the morphological knowledge test, the Chinese (L1)–English (L2) learners were grouped into two groups: a high morphological knowledge group and a low morphological knowledge group; and these were matched for proficiency. Data and Analysis: Data were analyzed using a repeated-measures analysis of variance. In Experiment 1, mean response times and accuracy of the derived suffixed primes were analyzed between the two groups. In Experiment 2, mean response times in the regions of interest were analyzed between the two groups. Findings/Conclusions: In Experiment 1, results showed that a full priming effect was evident in the group with high morphological knowledge, indicating application of rule-based decompositions, whereas this effect was not observed in the group with low morphological knowledge. In Experiment 2, the group with high morphological knowledge had a significant processing cost in processing the derivational words, suggesting the employment of rule-governed decomposition. These results suggest that morphological knowledge plays an important role in online L2 morphological processing. Originality: In L2 morphology literature, the current study empirically explored the role of morphological knowledge in derivational processing. Significance/Implications: The study suggested that improvements in morphological knowledge can facilitate the rule-based processing of L2.

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Section: Discussionsupporting

confidence: 93%

The relationship between the morphological knowledge and L2 online processing of derivational words

Deng

Shi

et al. 2016

International Journal of Bilingualism

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“…Although few studies have compared advanced adult L2 learners from different L1 morphological types in their L2 morphological awareness, results from previous online morphological processing studies of advanced adult L2 learners have hinted at the probability of an effect of L1 morphological type on L2 morphological awareness. First, offline L2 morphological awareness has been shown to influence online L2 morphological processing in advanced adult L2 learners after controlling for language proficiency (Deng et al, 2016(Deng et al, , 2017. L2 learners with higher morphological awareness have a greater tendency to automatically decompose morphologically complex words online, similarly to native speakers (Deng et al, 2016(Deng et al, , 2017.…”

Section: Cross-linguistic Influence Of Morphological Awarenessmentioning

confidence: 99%

“…First, offline L2 morphological awareness has been shown to influence online L2 morphological processing in advanced adult L2 learners after controlling for language proficiency (Deng et al, 2016(Deng et al, , 2017. L2 learners with higher morphological awareness have a greater tendency to automatically decompose morphologically complex words online, similarly to native speakers (Deng et al, 2016(Deng et al, , 2017. Deng et al suggested that L2 learners with higher morphological awareness might be more inclined to explicitly analyse morphologically complex words into separate morphemes during reading, which, with practice, could contribute to more native-like automatic online decomposition of morphologically complex words.…”

Section: Cross-linguistic Influence Of Morphological Awarenessmentioning

confidence: 99%

Effects of L1 morphological type on L2 morphological awareness

Juffs

2021

Second Language Research

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Previous studies on bilingual children have shown a significant correlation between first language (L1) and second language (L2) morphological awareness and a unique contribution of morphological awareness in one language to reading performance in the other language, suggesting cross-linguistic influence. However, few studies have compared advanced adult L2 learners from L1s of different morphological types or compared native speakers with advanced learners from a morphologically more complex L1 in their target-language morphological awareness. The current study filled this gap by comparing native English speakers (analytic) and two L2 groups from typologically different L1s: Turkish (agglutinative) and Chinese (isolating). Participants’ morphological awareness was evaluated via a series of tasks, including derivation, affix-choice word and nonword tasks, morphological relatedness, and a suffix-ordering task. Results showed a significant effect of L1 morphological type on L2 morphological awareness. After accounting for L2 proficiency, the Turkish group significantly outperformed the Chinese group in the derivation, morphological relatedness, and suffix-ordering tasks. More importantly, the Turkish group significantly outperformed the native English group in the morphological relatedness task even without accounting for English proficiency. Such results have implications for theories in second language acquisition regarding representation of the bilingual lexicon. In addition, results of the current study underscored the need to guard against the comparative fallacy and highlighted the influential effect of L1 experience on the acquisition of L2 morphological knowledge.

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“…The findings indicated a main effect of the dominant or first language (L1, in this case, Mandarin or Spanish) background on awareness in both categories, in English (L2) among bilingual preschool and early elementary school children. The effect of first language awareness was influenced by factors such as the mother’s education, child’s age, linguistic-rule complexity, rule productivity and structural overlap in the learner’s L1 and L2 (Deng, Shi, Dunlap, Bi, & Chen, 2016).…”

Section: Morphological Development Among Bilinguals and Monolingualsmentioning

confidence: 99%

Morphological ability among monolingual and bilingual speakers in early childhood: The case of two Semitic languages

Asli‐Badarneh

Leikin

2018

International Journal of Bilingualism

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This study examines the possible effects of bilingualism, mother tongue and type of morphology on morphological awareness of Arabic- and Hebrew-speaking preschoolers (mean age – 5:4). Four groups of children participated in the study: (1) 50 Arabic-speaking monolingual speakers; (2) 50 Hebrew-speaking monolingual speakers; (3) 50 Arabic/Hebrew bilingual speakers; and (4) 50 Hebrew/Arabic bilingual speakers. Participants from the bilingual groups were sequential non-balanced bilingual speakers who started learning a second language at ages 3–4 in a bilingual Arabic/Hebrew kindergarten. All children performed two tasks on inflectional morphology and three tasks on derivational morphology in one or both languages. To examine inflectional morphology, domain plural nouns were chosen because of their linear nature in both Hebrew and Arabic and because inflectional plural-noun morphology is acquired very early. In derivational morphology, the focus was on the verbs because of their high token frequency, early acquisition compared to nominal morphology, and its importance for Semitic languages. The results demonstrate significant effects of mother tongue, bilingualism and type of morphology on the children’s performance. The better results were obtained in Hebrew-speaking monolinguals and in Arabic-speaking bilinguals. Monolingual Hebrew speakers performed better in Hebrew than Arabic-speakers did in Arabic. At the same time, Arabic-speaking bilingual children demonstrated significantly better results in Hebrew (second language) than Hebrew speakers did in Arabic (second language). Analysis of the findings also shows that differences in performance among the bilingual and monolingual groups seem to relate not only to psycholinguistic factors such as linguistic complexity but also to sociolinguistic factors (e.g. diglossia in Arabic).

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Morphological knowledge affects processing of L2 derivational morphology: An event-related potential study

Cited by 11 publications

References 64 publications

The relationship between the morphological knowledge and L2 online processing of derivational words

The relationship between the morphological knowledge and L2 online processing of derivational words

Effects of L1 morphological type on L2 morphological awareness

Morphological ability among monolingual and bilingual speakers in early childhood: The case of two Semitic languages

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