Startseite L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events
Artikel
Lizenziert
Nicht lizenziert Erfordert eine Authentifizierung

L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events

  • Min Wang

    Min WANG, PhD in applied linguistics, is a professor at the School of Foreign Studies, Xi’an Jiaotong University. Her research interests include L2 alignment, xu-argument and structural priming.

         , Qiao Gan

    Qiao GAN is now a PhD student in sociolinguistics at the Department of Linguistics, the Australian National University, Australia. His research interests include structural priming, sociophonetics, language variation and change.

         und Julie Boland

    Julie BOLAND, PhD in psycholinguistics, is a professor at the Department of Psychology, the University of Michigan, Ann Arbor, the United States. Her research interests include psychology of language, sentence comprehension, word recognition and discourse processing.
Veröffentlicht/Copyright: 12. Oktober 2021
Veröffentlichen auch Sie bei De Gruyter Brill
Informationen für Autor*innen
Chinese Journal of Applied Linguistics
Aus der Zeitschrift Chinese Journal of Applied Linguistics Band 44 Heft 3

Abstract

This study investigated how the mode in which the reading-writing integrated continuation task was conducted modulates the effects of second language (L2) syntactic alignment, through the English motion event construction with manner verbs. Ninety Chinese students were assigned to either of the two experimental groups or a control group, and they all experienced a pretest, an alignment phase and a posttest. In the alignment phase, the two experimental groups completed a reading-writing integrated continuation task but in different modes. For the multi-turn mode, participants reconstructed a picture story by continuing the episodes extracted from the story with one episode presented and continued at a time; for the single-turn mode, the first half of the same picture story was presented as a chunk, and then participants read and continued it. Results show that L2 learners aligned with the target structure in completing the story, and the alignment effect was retained in the posttest conducted after a delay of two weeks. Moreover, syntactic alignment was modulated by task mode with the multi-turn group exhibiting stronger immediate and longterm alignment effects. We conclude that the continuation task is a fruitful context for L2 structural alignment, and the magnitude of alignment effect hinges on interactive intensity.

Keywords: reading-writing integrated continuation task; syntactic alignment; task mode; interactive intensity; motion event construction with manner verbs; L2 learning

About the authors

Min Wang

Min WANG, PhD in applied linguistics, is a professor at the School of Foreign Studies, Xi’an Jiaotong University. Her research interests include L2 alignment, xu-argument and structural priming.

Qiao Gan

Qiao GAN is now a PhD student in sociolinguistics at the Department of Linguistics, the Australian National University, Australia. His research interests include structural priming, sociophonetics, language variation and change.

Julie Boland

Julie BOLAND, PhD in psycholinguistics, is a professor at the Department of Psychology, the University of Michigan, Ann Arbor, the United States. Her research interests include psychology of language, sentence comprehension, word recognition and discourse processing.

References

Atkinson, D. , Churchill, E. , Nishino, T. , & Okada, H. (2007). Alignment and interaction in a socio-cognitive approach to second language acquisition. The Modern Language Journal, 91(2), 169-188.10.1111/j.1540-4781.2007.00539.xSuche in Google Scholar

Berman, R. A. , & Slobin, D. I. (1994). Relating events in narrative: A cross-linguistic developmental study. Lawrence Erlbaum Associates.Suche in Google Scholar

Bock, J. K. (1986). Syntactic persistence in language production. Cognitive Psychology, 18(3), 355-387.10.1016/0010-0285(86)90004-6Suche in Google Scholar

Bock, K. , & Griffin, Z. M. (2000). The persistence of structural priming: Transient activation or implicit learning? Journal of Experimental Psychology: General, 129(2), 177-192.10.1037/0096-3445.129.2.177Suche in Google Scholar

Brennan, S. E. , & Clark, H. H. (1996). Conceptual pacts and lexical choice in conversation. Journal of Experimental Psychology: Learning, Memory and Cognition, 22(6), 1482-1493.10.1037/0278-7393.22.6.1482Suche in Google Scholar

Chang, F. , Dell, G. S. , & Bock, J. K. (2006). Becoming syntactic. Psychological Review, 113(2), 234-272.10.1037/0033-295X.113.2.234Suche in Google Scholar

Chen, L. , & Guo, J. S. (2009). Motion events in Chinese novels: Evidence for an equipollently-framed language. Journal of Pragmatics, 41(9), 1749-1766.10.1016/j.pragma.2008.10.015Suche in Google Scholar

Collentine, J. G. , & Collentine, K. (2013). A corpus approach to studying structural convergence in task-based Spanish L2 interactions. In A. Mackey & K. McDonough (Eds. ), Second language interaction in diverse educational contexts (pp. 167-187). John Benjamins.10.1075/lllt.34.13ch9Suche in Google Scholar

Conroy, M. A. , & Antón-Méndez, I. (2015). A preposition is something you can end a sentence with: Learning English stranded prepositions through structural priming. Second Language Research, 31 (2), 211-237.10.1177/0267658314555945Suche in Google Scholar

Costa, A. , Pickering, M. J. , & Sorace, A. (2008). Alignment in second language dialogue. Language and Cognitive Processes, 23(4), 528-556.10.1080/01690960801920545Suche in Google Scholar

Cui, Y. , Yang, L. , & Wolter, B. (2019). Alignment effect in the continuation task of Chinese low-intermediate English learners. Applied Linguistics Review. https://doi.org/10.1515/applirev-2019-0035https://doi.org/10.1515/applirev-2019-0035Suche in Google Scholar

Dao, P. , Trofimovich, P. , & Kennedy, S. (2018). Syntactic alignment in L2 task-based interaction. International Journal of Applied Linguistics, 169(2), 293-320.10.1075/itl.17021.daoSuche in Google Scholar

Doughty, C. , & Long, M. H. (2003). The handbook of second language acquisition. Basil Blackwell.10.1002/9780470756492Suche in Google Scholar

Garrod, S. , & Anderson, A. (1987). Saying what you mean in dialogue: A study in conceptual and semantic co-ordination. Cognition, 27(2), 181-218.10.1016/0010-0277(87)90018-7Suche in Google Scholar

Giles, H. , & Powesland, P. F. (1975). Speech style and social evaluation. London and Academic Press.Suche in Google Scholar

Hartsuiker, R. , & Bernolet, S. (2017). The development of shared syntax in second language learning. Bilingualism: Language and Cognition, 20(2), 219-234.10.1017/S1366728915000164Suche in Google Scholar

Jackson, C. N. (2018). Second language structural priming: A critical review and directions for future research. Second Language Research, 34(4), 539-552.10.1177/0267658317746207Suche in Google Scholar

Jackson, C. N. , & Ruf, H. T. (2017). The priming of word order in second language German. Applied Psycholinguistics, 38(2), 315-345.10.1017/S0142716416000205Suche in Google Scholar

Jackson, C. N. , & Ruf, H. T. (2018). The importance of prime repetition among intermediate-level second language learners. Studies in Second Language Acquisition, 40(3), 677-692.10.1017/S0272263117000365Suche in Google Scholar

Jaeger, T. F. , & Snider, N. (2013). Alignment as a consequence of expectation adaptation: Syntactic priming is affected by the prime’s prediction error given both prior and recent experience. Cognition, 127(1), 57-83.10.1016/j.cognition.2012.10.013Suche in Google Scholar

Jiang, L. , & Chen, J. (2015). 读后续写对英语写作语言准确性、复杂性和流利性发展的影响[The influence of the continuation task on development of accuracy, complexity and fluency of English writing]. Modern Foreign Languages, 38(3), 366-375.Suche in Google Scholar

Jiang, L. , & Tu, M. W. (2016). 读后续写对二语词汇学习的作用研究[Effects of the continuation task on L2 vocabulary learning]. Modern Foreign Languages, 39(6), 819-829.Suche in Google Scholar

Jung, J. , & Révész, A. (2018). The effects of reading activity characteristics on L2 reading processes and noticing of glossed constructions. Studies in Second Language Acquisition, 40(4), 755-780.10.1017/S0272263118000165Suche in Google Scholar

Kaan, E. , & Chun, E. (2018). Priming and adaptation in native speakers and second-language learners. Bilingualism: Language and Cognition, 21(2), 228-242.10.1017/S1366728916001231Suche in Google Scholar

Kim, Y. , Jung, Y. , & Skalicky, S. (2019). Linguistic alignment, learner characteristics, and the production of stranded prepositions in relative clauses: Comparing FTF and SCMC contexts. Studies in Second Language Acquisition, 41(5), 937-969.10.1017/S0272263119000093Suche in Google Scholar

Kim, Y. , & McDonough, K. (2008). Learners’ production of passives during syntactic priming activities. Applied Linguistics, 29(1), 149-154.10.1093/applin/amn004Suche in Google Scholar

MacWhinney, B. (2000). The CHILDES Project: Tools for analyzing talk(3rd ed. ). Lawrence Erlbaum Associates.Suche in Google Scholar

Mayer, M. (1967). A boy, a dog, and a frog. Dial.Suche in Google Scholar

Mayer, M. (1969). Frog, where are you? Dial.Suche in Google Scholar

Mayer, M. (1975). Frog on his own. Dial.Suche in Google Scholar

McDonough, K. (2006). Interaction and syntactic priming: English L2 speakers’ production of dative constructions. Studies in Second Language Acquisition, 28(2), 179-207.10.1017/S0272263106060098Suche in Google Scholar

McDonough, K. , & Fulga, A. (2015). The detection and primed production of novel constructions. Language Learning, 65(2), 326-357.10.1111/lang.12103Suche in Google Scholar

McDonough, K. , & Kim, Y. (2009). Syntactic priming, type frequency, and EFL learners’ production of Wh‐questions. The Modern Language Journal, 93(3), 386-398.10.1111/j.1540-4781.2009.00897.xSuche in Google Scholar

McDonough, K. , & Mackey, A. (2006). Responses to recasts: Repetitions, primed production, and linguistic development. Language Learning, 56(4), 693-720.10.1111/j.1467-9922.2006.00393.xSuche in Google Scholar

McDonough, K. , & Neumann, H. (2014). Using prewriting tasks in L2 writing classes: Insights from three experiments. TESL Canada Journal, 31(8), 132-143.10.18806/tesl.v31i0.1190Suche in Google Scholar

Miao, H. Y. (2017). 外语写作互动的语篇协同研究[Discourse alignment in foreign language writing interaction]. Modern Foreign Languages, 40(5), 630-641.Suche in Google Scholar

Michel, M. , & Cappellini, M. (2019). Alignment during synchronous video versus written chat L2 interactions: A methodological exploration. Annual Review of Applied Linguistics, 39(1), 189-216.10.1017/S0267190519000072Suche in Google Scholar

Michel, M. , & O’Rourke, B. (2019). What drives alignment during text chat with a peer vs. a tutor? Insights from cued interviews and eye-tracking. System, 83, 50-63.10.1016/j.system.2019.02.009Suche in Google Scholar

Michel, M. , & Smith, B. (2018). Measuring lexical alignment during L2 peer interaction via written synchronous computer-mediated communication: An eye-tracking study. In S. M. Gass, P. Spinner & J. Behney (Eds. ), Salience in second language acquisition (pp. 244-267). Routledge.10.4324/9781315399027-13Suche in Google Scholar

Michel, M. , & Stiefenhofer, L. (2019). Priming Spanish subjunctives during synchronous computer-mediated communication: German peers’ classroom-based and homework interactions. In M. Sato & S. Loewen (Eds. ), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 191-219). Routledge.10.4324/9781351190558-9Suche in Google Scholar

Peng, J. F. , Wang, C. M. , & Lu, X. F. (2020). Effect of the linguistic complexity of the input text on alignment, writing fluency, and writing accuracy in the continuation task. Language Teaching Research, 24(3), 364-381.10.1177/1362168818783341Suche in Google Scholar

Pickering, M. J. , & Ferreira, V. S. (2008). Structural priming: A critical review. Psychological Bulletin, 134(3), 427-459.10.1037/0033-2909.134.3.427Suche in Google Scholar

Pickering, M. J. , & Garrod, S. (2004). Toward a mechanistic psychology of dialogue. Behavioral and Brain Sciences, 27(2), 169-225.10.1017/S0140525X04000056Suche in Google Scholar

Pickering, M. J. , & Garrod, S. (2006). Alignment as the basis for successful communication. Research on Language and Computation, 4(2-3), 203-228.10.1007/s11168-006-9004-0Suche in Google Scholar

Ren, L. B. , & Li, F. Y. (2018). 汉语框架卫星语素探析[Exploring satellite-framed morphemes in Chinese]. Foreign Language Education, 39(4), 41-45.Suche in Google Scholar

Schmidt, R. (2001). Attention. In P. Robinson (Ed. ), Cognition and second language instruction (pp. 3-32). Cambridge University Press.10.1017/CBO9781139524780.003Suche in Google Scholar

Shin, J. A. , & Christianson, K. (2012). Structural priming and second language learning. Language Learning, 62(3), 931-964.10.1111/j.1467-9922.2011.00657.xSuche in Google Scholar

Slobin, D. I. (2004). The many ways to search for a frog: Linguistic typology and the expression of motion events. In S. Strömqvist & L. Verhoeven (Eds. ), Relating events in narrative: Vol. 2. Typological and contextual perspectives (pp. 219-257). Lawrence Erlbaum Associates.Suche in Google Scholar

Spring, R. , & Horie, K. (2013). How cognitive typology affects second language acquisition: A study of Japanese and Chinese learners of English. Cognitive Linguistics, 24(4), 689-710.10.1515/cog-2013-0024Suche in Google Scholar

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds. ), Principle and practice in applied linguistics (pp. 125-144). Oxford University Press.Suche in Google Scholar

Talmy, L. (1985). Lexicalization patterns: Semantic structure in lexical forms. In T. Shopen (Ed. ), Language typology and syntactic description, Vol. 3: Grammatical categories and the lexicon (pp. 36-149). Cambridge University Press.Suche in Google Scholar

Talmy, L. (1991). Path to realization: A typology of event conflation. Proceedings of the 17th annual meeting of the Berkeley Linguistics Society (pp. 480-519). Berkeley Linguistics Society.10.3765/bls.v17i0.1620Suche in Google Scholar

Talmy, L. (2000). Toward a cognitive semantics, Vol. 1: Concept structuring systems. MIT Press.10.7551/mitpress/6847.001.0001Suche in Google Scholar

Trofimovich, P. , McDonough, K. , & Neumann, H. (2013). Using collaborative tasks to elicit auditory and structural priming. TESOL Quarterly, 47(1), 177-186.10.1002/tesq.78Suche in Google Scholar

Wang, C. M. (2003). 补缺假设与外语学习[The compensation hypothesis in L2 learning]. Foreign Language Research, 26(1), 1-5.Suche in Google Scholar

Wang, C. M. (2011). 外语教学三大情结与语言习得有效路径[An analysis of three L2 teaching preferences in light of an efficient route to L2 learning]. Foreign Language Teaching and Research, 43 (4), 540-549.Suche in Google Scholar

Wang, C. M. (2014). 内容要创造语言要模仿—— 有效外语教学和学习的基本思路[Content creation and language imitation: Essentials of effective language teaching and learning]. Foreign Language World, 34(2), 42-48.Suche in Google Scholar

Wang, C. M. (2016). 以“续”促学[Learning by extension]. Modern Foreign Languages, 39(6), 784-793.Suche in Google Scholar

Wang, C. M. (2018). 如何提高读后续写中的互动强度[How to enhance the interactive intensity in continuation tasks]. Foreign Language World, 38(5), 40-45.Suche in Google Scholar

Wang, C. M. (2019). 运用续作应当注意什么? [Caveats for applying continuation tasks]. Foreign Languages and Their Teaching, 36(3), 1-7.Suche in Google Scholar

Wang, C. M. , & Wang, M. (2015). Effect of alignment on L2 written production. Applied Linguistics, 36 (5), 503-526.10.1093/applin/amt051Suche in Google Scholar

Wang, Q. , & Cao, Q. (2020). 二语读后续写中的结构启动——以英语被动句产出为例[Structural priming in the L2 continuation task: Evidence from the production of English passive voice]. Journal of PLA University of Foreign Languages, 43(1), 25-32.Suche in Google Scholar

Wang, Q. , & Wang, C. M. (2019). 以续促学英语关系从句[Learning English relative clauses by extension]. Foreign Language Learning Theory and Practice, 41(3), 1-5.Suche in Google Scholar

Xin, S. (2017). 读后续写任务条件对二语语法结构习得的影响[Effects of continuation task condition on L2 grammatical structure acquisition]. Modern Foreign Languages, 40(4), 507-517.Suche in Google Scholar

Zeng, L. Y. , Mao, Z. C. , & Jiang, L. (2017). The effect of the continuation task on the acquisition of the Chinese spatial phrase structure by L2 Chinese learners. Chinese Journal of Applied Linguistics, 40 (3), 298-315.10.1515/cjal-2017-0017Suche in Google Scholar

Zhang, S. M. , & Zhang, L. J. (2021). Effects of a xu-argument based iterative continuation task on an EFL learner’s linguistic and affective development: Evidence from errors, self-initiated error corrections, and foreign language learning attitude. System, 91, online first, https://doi. org/10.1016/ j. system.2021.102481https://doi.org/10.1016/j.system.2021.102481Suche in Google Scholar

Zhang, S. M. , & Zhao, J. (2020). “多轮续写”对学习者目标语词类主观性的作用研究[The effect of iterative continuation on foreign language learners’ word classes subjectivity]. Journal of PLA University of Foreign Languages, 43(1), 1-8.Suche in Google Scholar

Zhang, X. Y. (2017). Effects of receptive-productive integration tasks and prior knowledge of component words on L2 collocation development. System, 66, 156-167.10.1016/j.system.2017.03.019Suche in Google Scholar

Zwaan, R. A. , & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123(2), 162-185.10.1037/0033-2909.123.2.162Suche in Google Scholar

Published Online: 2021-10-12
Published in Print: 2021-09-27

© 2021 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

Artikel in diesem Heft

  1. Frontmatter
  2. The Xu-Based Approach to Second Language Learning
  3. From Xu to the Development of L2 Interactional Competence: A Conversation Analytic Case Study
  4. L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events
  5. Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the Reading-Speaking Integrated Continuation Task
  6. An Alignment-Based Approach to L2 Learning of Chinese Numeral Classifiers
  7. Creative Imitation: An Answer to the Fundamental Issue of L2 Learning
  8. Investigating the Use of Translation Continuation Tasks in Commercial Translation Teaching: A Study on Translating User Manuals
  9. The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability
  10. A Quantitative and Network Approach to Alignment Effects in L2 Continuation Tasks
  11. Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance
  12. Abstracts
  13. Chinese Abstracts
https://doi.org/10.1515/CJAL-2021-0019
Schlagwörter für diesen Artikel
reading-writing integrated continuation task; syntactic alignment; task mode; interactive intensity; motion event construction with manner verbs; L2 learning

Artikel in diesem Heft

  1. Frontmatter
  2. The Xu-Based Approach to Second Language Learning
  3. From Xu to the Development of L2 Interactional Competence: A Conversation Analytic Case Study
  4. L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events
  5. Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the Reading-Speaking Integrated Continuation Task
  6. An Alignment-Based Approach to L2 Learning of Chinese Numeral Classifiers
  7. Creative Imitation: An Answer to the Fundamental Issue of L2 Learning
  8. Investigating the Use of Translation Continuation Tasks in Commercial Translation Teaching: A Study on Translating User Manuals
  9. The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability
  10. A Quantitative and Network Approach to Alignment Effects in L2 Continuation Tasks
  11. Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance
  12. Abstracts
  13. Chinese Abstracts
Jetzt anmelden und 20% sparen
Institutioneller Zugang
Wie funktioniert Authentifizierung?
Haben Sie eine Idee, wie wir unsere Website verbessern können?
Bitte schreiben Sie uns.
© 2025 De Gruyter Brill
Heruntergeladen am 20.11.2025 von https://www.degruyterbrill.com/document/doi/10.1515/CJAL-2021-0019/html
Button zum nach oben scrollen