Syntactic priming in the classroom: using narratives to prime L2 arabic speakers

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Asian-Pacific Journal of Second and Foreign Language Education Pub Date : 2024-08-22 DOI:10.1186/s40862-024-00292-y
Alaa Alzahrani, Hanan Almalki
{"title":"Syntactic priming in the classroom: using narratives to prime L2 arabic speakers","authors":"Alaa Alzahrani, Hanan Almalki","doi":"10.1186/s40862-024-00292-y","DOIUrl":null,"url":null,"abstract":"<p>A robust finding in psycholinguistics is that prior language experience influences subsequent language processing. This phenomenon is known as syntactic priming. Most of the empirical support for L2 syntactic priming comes from lab-based experiments. However, this evidence might not reflect how priming occurs in typical language activities in the L2 classroom. As such, we conducted a classroom-based priming study. Using a between-subject design, 52 L2 Arabic speakers read and listened to eight story-reading sessions over two weeks that either included a high proportion of the fronted temporal phrase (TP) structure (experimental group) or included no fronted TPs (controls). The effect of L2 proficiency was also investigated. Results revealed that the experimental group did not significantly increase their use of fronted TPs in the immediate posttest or the one-week delayed posttest relative to the baseline. A null effect of Arabic L2 proficiency was also observed. We discuss our findings in light of related priming theories and previous findings. This study highlights the need for more research on syntactic priming via common language tasks in the L2 classroom.</p>","PeriodicalId":36383,"journal":{"name":"Asian-Pacific Journal of Second and Foreign Language Education","volume":"25 1","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asian-Pacific Journal of Second and Foreign Language Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1186/s40862-024-00292-y","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

A robust finding in psycholinguistics is that prior language experience influences subsequent language processing. This phenomenon is known as syntactic priming. Most of the empirical support for L2 syntactic priming comes from lab-based experiments. However, this evidence might not reflect how priming occurs in typical language activities in the L2 classroom. As such, we conducted a classroom-based priming study. Using a between-subject design, 52 L2 Arabic speakers read and listened to eight story-reading sessions over two weeks that either included a high proportion of the fronted temporal phrase (TP) structure (experimental group) or included no fronted TPs (controls). The effect of L2 proficiency was also investigated. Results revealed that the experimental group did not significantly increase their use of fronted TPs in the immediate posttest or the one-week delayed posttest relative to the baseline. A null effect of Arabic L2 proficiency was also observed. We discuss our findings in light of related priming theories and previous findings. This study highlights the need for more research on syntactic priming via common language tasks in the L2 classroom.

Abstract Image

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
课堂中的句法启蒙:利用叙事为第二语言阿拉伯语使用者提供启蒙
心理语言学的一个重要发现是,先前的语言经验会影响后续的语言加工。这种现象被称为句法启动。对 L2 句法引物的实证支持大多来自实验室实验。然而,这些证据可能并不能反映在 L2 课堂上典型的语言活动中引介是如何发生的。因此,我们进行了一项基于课堂的引语研究。采用主体间设计,52 名讲阿拉伯语的第二语言学习者在两周内阅读和聆听了八节故事阅读课,这些故事要么包含高比例的前置时间短语(TP)结构(实验组),要么不包含前置时间短语(对照组)。此外,还研究了第二语言能力的影响。结果显示,与基线相比,实验组在即时后测或一周延迟后测中对前置时态短语的使用没有明显增加。阿拉伯语第二语言水平的影响也是无效的。我们将根据相关的引物理论和以前的研究结果来讨论我们的发现。本研究强调了在第二语言课堂上通过共同语言任务对句法引物进行更多研究的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Asian-Pacific Journal of Second and Foreign Language Education
Asian-Pacific Journal of Second and Foreign Language Education Arts and Humanities-Language and Linguistics
CiteScore
2.90
自引率
5.60%
发文量
40
审稿时长
5 weeks
期刊最新文献
Exploring Iranian ESP teachers’ emotion labor: a critical perspective Adapting EFL materials and its influences on Indonesia secondary school students’ language learning Syntactic priming in the classroom: using narratives to prime L2 arabic speakers Exploring global linguistic nuances: analyzing region-specific inflectional morpheme frequency in ICNALE Identifying inclusive training needs with the inclusive practices in English language teaching observation scale
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1