The development of cohesion in a learner corpus

Neary-Sundquist, Colleen A.

doi:10.14746/ssllt.2013.3.1.6

Cited by 7 publications

(1 citation statement)

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“…It is admittedly correlated with AoA (Stevens, 1999); however, some late learners do achieve high proficiency, and may appear comparable in fluency to early learners and native speakers. For example, highly proficient individuals, regardless of AoA, show an increase in use of discourse markers and conjunctions, and higher fluency when compared to individuals with low proficiency (Neary-Sundquist, 2013). Highly proficient late L2 learners have also shown differences in language-related brain activity from that of low proficiency late learners (Caffarra, Molinaro, Davidson & Carreiras, 2015; Gillon Dowens, Guo, Guo, Barber & Carreiras, 2011; Kotz, 2009; Perani, Paulesu, Sebastian Galles, Dupoux, Dehaene, Bettinardi, Cappa, Fazio & Mehler, 1998; Stowe & Sabourin, 2005; Wartenburger et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

Individual differences predict ERP signatures of second language learning of novel grammatical rules

Nichols

Joanisse

2017

Bilingualism

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We investigated the extent to which second-language (L2) learning is influenced by the similarity of grammatical features in one's first language (L1). We used event-related potentials to identify neural signatures of a novel grammatical rule – grammatical gender – in L1 English speakers. Of interest was whether individual differences in L2 proficiency and age of acquisition (AoA) influenced these effects. L2 and native speakers of French read French sentences that were grammatically correct, or contained either a grammatical gender or word order violation. Proficiency and AoA predicted Left Anterior Negativity amplitude, with structure violations driving the proficiency effect and gender violations driving the AoA effect. Proficiency, group, and AoA predicted P600 amplitude for gender violations but not structure violations. Different effects of grammatical gender and structure violations indicate that L2 speakers engage novel grammatical processes differently from L1 speakers and that this varies appreciably based on both AoA and proficiency.

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Section: Introductionmentioning

confidence: 99%

Individual differences predict ERP signatures of second language learning of novel grammatical rules

Nichols

Joanisse

2017

Bilingualism

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Adversative Pragmatic Markers in Learner Language: A Cross-Sectional Perspective

Werner

2017

Corpus Pragmatics

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The intention of this paper is to extend the empirical perspective on the functional acquisition of lexical pragmatic marking in learner English. While previous analyses have mostly focused on speech, and have considered a relatively homogeneous learner population in terms of proficiency, I shed some light on pragmatic marking in written discourse, and at different learner proficiency levels. To this end, I specifically contrast the usage of adversative pragmatic markers (e.g. actually, but, in fact, on the other hand) by beginning/intermediate learners (as represented in the International Corpus of Crosslinguistic Interlanguage) with the one of advanced learners (as represented by material form the International Corpus of Learner English). By way of a quantitative and qualitative analysis, I test when pragmatic markers first emerge in learner language. Factors considered are type of the first language of the learners as well as the patterns of emergence of individual pragmatic markers as well as variation between individual learner groups. In addition, I use data from the Louvain Corpus of Native English Essays as a further point of reference to determine whether and when native-like usage levels are approximated. The overall findings suggest (1) that different patterns of emergence can be observed for individual pragmatic markers (notably the core item but vs. others); (2) that the first-language background of the learners influences the time and rate of acquisition; and (3) that the development of a diversified system of adversative pragmatic marking represents a challenging feature, which is only mastered by advanced students.

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The acquisition of pragmatic markers in the foreign language classroom: An experimental study on the effects of implicit and explicit learning

Haselow

2021

Journal of Pragmatics

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The development of cohesion in a learner corpus

Cited by 7 publications

References 22 publications

Individual differences predict ERP signatures of second language learning of novel grammatical rules

Individual differences predict ERP signatures of second language learning of novel grammatical rules

Adversative Pragmatic Markers in Learner Language: A Cross-Sectional Perspective

The acquisition of pragmatic markers in the foreign language classroom: An experimental study on the effects of implicit and explicit learning

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