第二语言句子理解中句法统一的神经证据:时间频率分析

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Pub Date : 2024-09-19 DOI:10.1111/lang.12676
Yoonsang Song, Yu Li, Patrick C. M. Wong
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引用次数: 0

摘要

本研究利用时间频率分析法研究了在线二级英语句子理解过程中是否会发生句法统一。我们测量了母语为英语的人和母语为广东话的母语为英语的人在阅读格式良好的英语句子、句法完整的无意义句子和随机单词表时的振荡功率变化。此外,我们还进行了传统的 ERP 分析,以测试 L2 英语母语者对 NP-内部数(不)一致的敏感性。结果表明,在阅读格式良好的句子和无意义句子时,L2 组的低贝塔功率显著增加,这与 L1 组的模式相同。这表明,句法统一在 L2 理解中与 L1 理解一样可靠。然而,L2 说话者并没有表现出对 NP-内部数不一致的积极性增加,这表明他们并没有对这种句法错误产生类似于母语的敏感性。本文讨论了这些时间频率和 ERP 数据对 L2 句子处理和句法发展的影响。
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Neural Evidence for Syntactic Unification in Second Language Sentence Comprehension: A Time‐Frequency Analysis
This study investigates whether syntactic unification occurs during online L2 sentence comprehension using time‐frequency analysis. We measured the oscillatory power changes in native English speakers and L1‐Cantonese L2‐English speakers while they were reading well‐formed English sentences, syntactically intact nonsense sentences, and random word lists. Additionally, we conducted traditional ERP analyses to test L2 speakers’ sensitivity to NP‐internal number (dis)agreement. The results show that low‐beta power significantly increased in the L2 group when reading not only well‐formed sentences but also nonsense sentences, replicating the pattern found in the L1 group. This suggests that syntactic unification occurs in L2 comprehension as reliably as in L1 comprehension. However, L2 speakers did not show increased positivity for NP‐internal number disagreement, indicating that they have not developed native‐like sensitivity to this syntactic error. The implications of these time‐frequency and ERP data for L2 sentence processing and syntactic development are discussed.
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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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