Chapter 8. Task effects in second language sentence processing research
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Michael J. Leeser
Abstract
This chapter explores the ways in which secondary tasks utilized in on-line sentence processing experiments can influence second language (L2) learners’ processing behavior. After a brief introduction to sentence processing and the self-paced reading methodology, we present data from a self-paced reading study that investigates how task type (comprehension questions vs. grammaticality judgment tasks) affect intermediate L2 Spanish learners processing of two types of grammatical violations: noun-adjective gender agreement and subject-verb inversion in wh-questions. Our findings suggest that, for some structures, certain secondary tasks commonly used in sentence processing research can indeed influence how L2 learners’ process morpho-syntactic violations during comprehension. We discuss the implications of our findings for L2 learning research, as well as for L2 instruction.
Abstract
This chapter explores the ways in which secondary tasks utilized in on-line sentence processing experiments can influence second language (L2) learners’ processing behavior. After a brief introduction to sentence processing and the self-paced reading methodology, we present data from a self-paced reading study that investigates how task type (comprehension questions vs. grammaticality judgment tasks) affect intermediate L2 Spanish learners processing of two types of grammatical violations: noun-adjective gender agreement and subject-verb inversion in wh-questions. Our findings suggest that, for some structures, certain secondary tasks commonly used in sentence processing research can indeed influence how L2 learners’ process morpho-syntactic violations during comprehension. We discuss the implications of our findings for L2 learning research, as well as for L2 instruction.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- List of contributors vii
- Acknowledgements ix
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Introduction
- Chapter 1. Using priming methods to study L2 learning and teaching 3
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Part I. Using priming methods in L2 learning research
- Chapter 2. Acquiring second language vocabulary through the use of images and words 21
- Chapter 3. Some costs of fooling Mother Nature 49
- Chapter 4. Using priming to explore early word learning 73
- Chapter 5. When three equals tree 105
- Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction 131
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Part II. Innovative approaches to L2 priming research
- Chapter 7. The L2 semantic attentional blink 155
- Chapter 8. Task effects in second language sentence processing research 179
- Chapter 9. Semantic integration in listening comprehension in a second language 199
- Chapter 10. Conceptual mediation in second language learners 219
-
Conclusion
- Chapter 11. Expanding the scope of priming research 241
- Index 251
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- List of contributors vii
- Acknowledgements ix
-
Introduction
- Chapter 1. Using priming methods to study L2 learning and teaching 3
-
Part I. Using priming methods in L2 learning research
- Chapter 2. Acquiring second language vocabulary through the use of images and words 21
- Chapter 3. Some costs of fooling Mother Nature 49
- Chapter 4. Using priming to explore early word learning 73
- Chapter 5. When three equals tree 105
- Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction 131
-
Part II. Innovative approaches to L2 priming research
- Chapter 7. The L2 semantic attentional blink 155
- Chapter 8. Task effects in second language sentence processing research 179
- Chapter 9. Semantic integration in listening comprehension in a second language 199
- Chapter 10. Conceptual mediation in second language learners 219
-
Conclusion
- Chapter 11. Expanding the scope of priming research 241
- Index 251
