Individual variation in syntactic processing in the second language
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Janet G. van Hell
Abstract
This chapter reviews research on how individual differences in linguistic and cognitive abilities influence syntactic processing in the second language (L2). We briefly discuss individual variability in L2 syntactic processing through the lens of behavioral measurements, followed by a more extensive review of electrophysiological (i.e., Event-Related Potentials, ERP) studies on L2 syntactic processing. Relative to the behavioral literature, fewer ERP studies have examined individual variability in L2 syntactic processing and the large majority of these studies focused on only two factors: Age of Acquisition and L2 proficiency. We also discuss studies that used correlational and regression analyses and oscillatory neural dynamics and complex network analysis. We conclude the chapter with a discussion of studies that examined inter-individual variation in ERP response profiles associated with L2 and L1 syntactic processing in L2 learners, and the application of the Response-Dominance Index to quantify individual variability in ERP response profiles.
Abstract
This chapter reviews research on how individual differences in linguistic and cognitive abilities influence syntactic processing in the second language (L2). We briefly discuss individual variability in L2 syntactic processing through the lens of behavioral measurements, followed by a more extensive review of electrophysiological (i.e., Event-Related Potentials, ERP) studies on L2 syntactic processing. Relative to the behavioral literature, fewer ERP studies have examined individual variability in L2 syntactic processing and the large majority of these studies focused on only two factors: Age of Acquisition and L2 proficiency. We also discuss studies that used correlational and regression analyses and oscillatory neural dynamics and complex network analysis. We conclude the chapter with a discussion of studies that examined inter-individual variation in ERP response profiles associated with L2 and L1 syntactic processing in L2 learners, and the application of the Response-Dominance Index to quantify individual variability in ERP response profiles.
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface ix
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Part I. Language and literacy development
- How neuroscience can inform education 3
- The neural basis for primary and acquired language skills 17
- Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability 29
- Lexical quality revisited 51
- The role of metalinguistic and socio-cognitive factors in reading skill 69
- Developing reading comprehension interventions 85
- Hunting for the links between word-level writing skills and text quality 103
- The development of Hebrew conjunct constructions in narration 119
- Motivation and engagement in language and literacy development 137
- Children’s hypertext comprehension 149
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Part II. Multilingual language and literacy development
- An updated review of cross-language transfer and its educational implications 167
- The influence of first language on learning English as an additional language 183
- Multilingual learners 199
- A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts 219
- Development of qualifiers in children’s written stories 237
- Individual variation in syntactic processing in the second language 257
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Part III. Language and literacy development in special populations and its implications
- How to teach children reading and spelling 277
- Two technologies to help adults with reading difficulties improve their comprehension 295
- Can poor readers be good learners? 315
- The shift of the role of early intervention in the study of dyslexia 333
- Issues in diagnosing dyslexia 349
- Imagery in reading and reading disabilities 363
- Written narratives in children with autism 379
- Advancing interventions for children with motor restrictions 399
- Assessment of communicative competence in children with severe developmental disorders 413
- Index 441
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface ix
-
Part I. Language and literacy development
- How neuroscience can inform education 3
- The neural basis for primary and acquired language skills 17
- Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability 29
- Lexical quality revisited 51
- The role of metalinguistic and socio-cognitive factors in reading skill 69
- Developing reading comprehension interventions 85
- Hunting for the links between word-level writing skills and text quality 103
- The development of Hebrew conjunct constructions in narration 119
- Motivation and engagement in language and literacy development 137
- Children’s hypertext comprehension 149
-
Part II. Multilingual language and literacy development
- An updated review of cross-language transfer and its educational implications 167
- The influence of first language on learning English as an additional language 183
- Multilingual learners 199
- A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts 219
- Development of qualifiers in children’s written stories 237
- Individual variation in syntactic processing in the second language 257
-
Part III. Language and literacy development in special populations and its implications
- How to teach children reading and spelling 277
- Two technologies to help adults with reading difficulties improve their comprehension 295
- Can poor readers be good learners? 315
- The shift of the role of early intervention in the study of dyslexia 333
- Issues in diagnosing dyslexia 349
- Imagery in reading and reading disabilities 363
- Written narratives in children with autism 379
- Advancing interventions for children with motor restrictions 399
- Assessment of communicative competence in children with severe developmental disorders 413
- Index 441
