Event Boundaries Stretched and Compressed by Aspect: Temporal Segmentation in a First and a Second Language

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Pub Date : 2024-03-28 DOI:10.1111/lang.12629
Norbert Vanek, Haoruo Zhang
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Abstract

Event segmentation tests have shown substantial overlaps in how adults recognize starts and endpoints as events unfold. However, far less is known about what role different language systems play in the process. Variations in grammatical aspect have been shown to influence event processing. We tested how closely first language (L1) speakers of Mandarin and English versus Mandarin learners of English as a second language (L2) align event boundaries with event-internal changes. We used two event boundary marking tasks (online/offline) and a sorting task. Participants saw 60 animations; their task was to indicate starts and endpoints. For punctual events (e.g., breaking a wall), Mandarin L1 speakers and Mandarin learners of English L2 were significantly further from event transitions than English L1 speakers. This pattern was replicated in the untimed experiment but not in sorting transitions, jointly suggesting that Mandarin L1 and Mandarin learners of English L2 may be less attentive to segmentation of phases surrounding transitions than English L1 speakers. We argue that this variation reflects L1-specific encoding of ongoingness.

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事件边界因方面而延伸和压缩:第一语言和第二语言中的时间分割
事件分段测试表明,成人在事件发生过程中识别起点和终点的方式存在很大的重叠。然而,人们对不同语言系统在这一过程中所起的作用却知之甚少。语法方面的变化已被证明会影响事件处理。我们测试了以普通话和英语为第一语言(L1)的人与以英语为第二语言(L2)的普通话学习者在事件边界与事件内部变化之间的一致性。我们使用了两个事件边界标记任务(在线/离线)和一个分类任务。参与者观看了 60 个动画;他们的任务是标出起点和终点。对于准时事件(如打破墙壁),以普通话为第一语言的人和以普通话为第二语言的英语学习者明显比以英语为第一语言的人离事件转换更远。这一模式在非定时实验中得到了复制,但在排序转换实验中却没有得到复制,这共同表明普通话 L1 和普通话英语 L2 学习者可能不如英语 L1 说话者那样注意对围绕转换的阶段进行分段。我们认为,这种差异反映了 L1 特定的持续性编码。
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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