Syntactic Processing by Skilled Bilinguals

Hoover, Michael; Dwivedi, Veena D.

doi:10.1111/1467-9922.00031

Cited by 66 publications

(79 citation statements)

References 15 publications

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“…lower automaticity, lower working memory resources, slower speed (e.g. Hoover and Dwivedi, 1998;Segalowitz, 2003;Service et al, 2002). For instance, Kilborn (1992) shows that resource limitations curtail the use of multiple grammatical information types in processing the L2 in a word-monitoring task, where L2 learners fail to use syntactic and semantic information, focussing on only one.…”

Section: Systematicity and Computational Difficultiesmentioning

confidence: 99%

Ultimate attainment in L2 inflection: Performance similarities between non-native and native speakers

Hopp

2010

Lingua

302

249

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Section: Systematicity and Computational Difficultiesmentioning

confidence: 99%

Ultimate attainment in L2 inflection: Performance similarities between non-native and native speakers

Hopp

2010

Lingua

302

249

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“…Studies in L2 reading comprehension indicate that L2 readers tend to divide the reading text into semantic units, based on basic linguistic and syntactic knowledge (Frenck-Mestre & Pynte, 1997;Hoover & Dwivedi, 1998;Juffs & Harrington, 1995). In interactive models of reading (Bernhardt, 1991;Carrell, Devine, & Eskey, 1988;Fender, 2001;Grabe, 1991;Nassaji, 2002Nassaji, , 2003Stanovich, 1980Stanovich, , 1984Swaffar, Arens, & Byrnes, 1991), visual processing is thought to occur in parallel with the semantic processing that helps decipher printed verbal messages, and as a result, predicts the syntactic awareness that is necessary to acquire the macrostructure of the text in the L3 (Levy & Carr, 1990) and in the L2 (Bernhardt, 1991;Fender, 2001;Grabe, 1991;McLaughlin, 1990;Segalowitz, 2000).…”

Section: Syntactic Knowledgementioning

confidence: 99%

Advantages of Bilinguals Over Monolinguals in Learning a Third Language

Abu‐Rabia

Sanitsky

2010

Bilingual Research Journal

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The present study is an examination of the contribution of bilingualism to trilingualism, namely the influence of learning two different orthographies on learning a third. The participants were two groups of sixth graders from Israeli schools who were studying English as a foreign (second or third) language: Russian Israeli children for whom Russian was their native language and Hebrew was their second language and a control group of native Hebrew speakers. The participants were administered cognitive and metacognitive linguistic tests: IQ, reading strategies, syntactic judgment, orthographic choice, orthographic knowledge, and phonological awareness tests. In addition, language knowledge tests were also given: Vocabulary, word reading, spelling, and reading comprehension. The MANOVA procedures indicated stronger English skills among the native Russian speakers than the native Hebrew speakers on almost all measures. However, both groups showed similar proficiency on the Hebrew measures. Our findings give more support to the notion that knowledge of several different orthographies enhances rather than diminishes L1 and L2 proficiency. The results are discussed in light of across-language transfer, the orthographic depth hypothesis, and the psycholinguistic grain-size theory. INTRODUCTIONThis study is an investigation of the contribution of mastering two different orthographies prior to learning English as a foreign language (FL) compared to mastering one orthography.Israel provides an ideal setting for conducting such a study because of the multiplicity of languages and orthographies represented there. In addition to the many Israeli-born native speakers of Hebrew, Israel absorbed more than one million Russian immigrants in the early 1990s. These families tend to maintain their children's basic Russian academic skills. These children learn Russian in their homes and in extracurricular activities and learn Hebrew as their second language (L2) from the society and through their daily schooling. They start learning English in grade 3, with other Israeli children who know only Hebrew.Salim Abu-Rabia is Professor of reading and language acquisition at the University of Haifa. He obtained his PhD from OISE-University of Toronto 1993. He has published extensively in various language topics, including the psycholinguistics of reading Arabic, reading and reading disabilities, bilingualism and multiculturalism, and reading in different orthographies.Ekaterina Sanitsky is a doctoral candidate at the University of Haifa. Her research interests are bilingualism and reading in different orthographies.There is ample evidence that bilingualism provides an academic advantage over monolingualism. This study extends information about the academic benefits of more than one language by investigating whether bilingualism contributes to triligualism compared to the contribution of monolingualism to bilingualism. Three different orthographies are under study here: Hebrew, Russian, and English.The literature on bilingualism indicates ling...

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“…Though there has only been a limited amount of research examining on-line L2/ESL sentence processing, the research suggests that a hallmark of fluent L2 sentence processing as opposed to less proficient L2 sentence processing is the ability to use syntactic or grammatical constraints on-line to integrate words into larger units of meaning at the phrase and clause level (Bernhardt 1986, Hahne 2001, Hoover and Dwivedi 1998, Frenck-Mestre 2002. Overall, the research indicates that L2 speakers must not only acquire L2 vocabulary and grammar knowledge, but they must develop the incremental processing or parsing skills necessary to integrate L2 words on-line into larger structures of meaning at the phrase and clause level.…”

Section: L2/esl On-line Sentence Processing and Word Integrationmentioning

confidence: 99%

L1 effects on the emergence of ESL sentence processing skills of Chinese and Korean ESL learners

Fender

2008

LiC

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This study examines the emergence of lower-level ESL sentence processing skills involved in integrating English words into predicate structures on-line. The aim of the present study is to examine how the L1 phrase structure and corresponding L1 word integration skills of ESL learners influence their corresponding ESL sentence processing skills in an on-line English sentence reading task. The study examined the English predicate and verb phrase processing skills of a group of Chinese ESL learners whose language has right-branching L1 verb phrase structures (head-complement word order) and a group of proficiency-matched Korean ESL learners whose native language only allows left-branching L1 verb phrase structures (i.e., complement-head word order). The Chinese ESL group (n = 20) was significantly faster than the Korean ESL group (n = 18) in reading and integrating direct object nouns into English predicate phrase structures, though there were no significant differences comprehending the sentences. In addition, the Chinese ESL group was significantly more accurate in reading and comprehending transitive sentences in which the direct objects had an embedded relative clause. The results suggest that L1 word integration skills influence and shape the emergence of on-line ESL word integration skills.

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Syntactic Processing by Skilled Bilinguals

Cited by 66 publications

References 15 publications

Ultimate attainment in L2 inflection: Performance similarities between non-native and native speakers

Ultimate attainment in L2 inflection: Performance similarities between non-native and native speakers

Advantages of Bilinguals Over Monolinguals in Learning a Third Language

L1 effects on the emergence of ESL sentence processing skills of Chinese and Korean ESL learners

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