{"title":"填充间隙的L2处理","authors":"Z. Dong, Chao Han, A. Hestvik, G. Hermon","doi":"10.1075/lab.20058.don","DOIUrl":null,"url":null,"abstract":"\nThis paper investigates how late L2 learners resolve filler-gap dependencies (FGD) in real-time and how proficiency and working memory (WM) modulate their brain responses in an event-related potential (ERP) experiment. A group of intermediate to highly proficient Mandarin Chinese learners of English listened to sentences such as “The zebra that the hippo kissed *the camel on the nose ran far away,” in which the extra noun phrase “the camel” created a ‘filled-gap’ effect. The results show that although L2 behavioral responses are comparable to native speakers and are positively correlated with proficiency and WM span, the brain responses to the filled gap are qualitatively different. Importantly, L2 processing patterns did not become more nativelike with higher proficiency levels or greater WM capacity. Specifically, while the native speakers exhibited a P600 typically observed for syntactic violations and repair, the L2 group produced a prefrontal-central positivity. Similar ERPs have previously been reported to reflect domain-general attentional and non-structural-based processes, suggesting that the L2 group has a reduced sensitivity to structural requirements for gap positing in the online resolution of FGDs. Our findings are discussed in light of various proposals accounting for L1-L2 processing differences, including the Shallow Structure Hypothesis.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"L2 processing of filled gaps\",\"authors\":\"Z. Dong, Chao Han, A. Hestvik, G. Hermon\",\"doi\":\"10.1075/lab.20058.don\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nThis paper investigates how late L2 learners resolve filler-gap dependencies (FGD) in real-time and how proficiency and working memory (WM) modulate their brain responses in an event-related potential (ERP) experiment. A group of intermediate to highly proficient Mandarin Chinese learners of English listened to sentences such as “The zebra that the hippo kissed *the camel on the nose ran far away,” in which the extra noun phrase “the camel” created a ‘filled-gap’ effect. The results show that although L2 behavioral responses are comparable to native speakers and are positively correlated with proficiency and WM span, the brain responses to the filled gap are qualitatively different. Importantly, L2 processing patterns did not become more nativelike with higher proficiency levels or greater WM capacity. Specifically, while the native speakers exhibited a P600 typically observed for syntactic violations and repair, the L2 group produced a prefrontal-central positivity. Similar ERPs have previously been reported to reflect domain-general attentional and non-structural-based processes, suggesting that the L2 group has a reduced sensitivity to structural requirements for gap positing in the online resolution of FGDs. Our findings are discussed in light of various proposals accounting for L1-L2 processing differences, including the Shallow Structure Hypothesis.\",\"PeriodicalId\":48664,\"journal\":{\"name\":\"Linguistic Approaches To Bilingualism\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2022-03-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Linguistic Approaches To Bilingualism\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1075/lab.20058.don\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistic Approaches To Bilingualism","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1075/lab.20058.don","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
This paper investigates how late L2 learners resolve filler-gap dependencies (FGD) in real-time and how proficiency and working memory (WM) modulate their brain responses in an event-related potential (ERP) experiment. A group of intermediate to highly proficient Mandarin Chinese learners of English listened to sentences such as “The zebra that the hippo kissed *the camel on the nose ran far away,” in which the extra noun phrase “the camel” created a ‘filled-gap’ effect. The results show that although L2 behavioral responses are comparable to native speakers and are positively correlated with proficiency and WM span, the brain responses to the filled gap are qualitatively different. Importantly, L2 processing patterns did not become more nativelike with higher proficiency levels or greater WM capacity. Specifically, while the native speakers exhibited a P600 typically observed for syntactic violations and repair, the L2 group produced a prefrontal-central positivity. Similar ERPs have previously been reported to reflect domain-general attentional and non-structural-based processes, suggesting that the L2 group has a reduced sensitivity to structural requirements for gap positing in the online resolution of FGDs. Our findings are discussed in light of various proposals accounting for L1-L2 processing differences, including the Shallow Structure Hypothesis.
期刊介绍:
LAB provides an outlet for cutting-edge, contemporary studies on bilingualism. LAB assumes a broad definition of bilingualism, including: adult L2 acquisition, simultaneous child bilingualism, child L2 acquisition, adult heritage speaker competence, L1 attrition in L2/Ln environments, and adult L3/Ln acquisition. LAB solicits high quality articles of original research assuming any cognitive science approach to understanding the mental representation of bilingual language competence and performance, including cognitive linguistics, emergentism/connectionism, generative theories, psycholinguistic and processing accounts, and covering typical and atypical populations.