آماده سازی ساختاری در روزهای اول یادگیری زبان
ترجمه نشده

آماده سازی ساختاری در روزهای اول یادگیری زبان

عنوان فارسی مقاله: تعلیم دادن از ابتدا: آماده سازی ساختاری در طی روزهای اول یادگیری زبان
عنوان انگلیسی مقاله: Primed From the Start: Syntactic Priming During the First Days of Language Learning
مجله/کنفرانس: یادگیری زبان - Language Learning
رشته های تحصیلی مرتبط: آموزش زبان انگلیسی، زبانشناسی
کلمات کلیدی فارسی: زبان مینیاتور، زبان مصنوعی، آماده سازی نحوی، یادگیری زبان دوم، آماده سازی لغوی، درک مطلب
کلمات کلیدی انگلیسی: miniature language، artificial language، syntactic priming، second language learning، lexical priming، comprehension
نمایه: JCR - Master Journal List - Scopus
شناسه دیجیتال (DOI): https://doi.org/10.1111/lang.12327
دانشگاه: Donders Institute for Brain, Cognition, and Behaviour, Radboud University Nijmegen
ناشر: وایلی - Wiley
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2019
ایمپکت فاکتور: 2/121 در سال 2018
شاخص H_index: 85 در سال 2019
شاخص SJR: 1/618 در سال 2018
شناسه ISSN: 0023-8333
شاخص Quartile (چارک): Q1 در سال 2018
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 24
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: خیر
آیا این مقاله مدل مفهومی دارد: ندارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: ندارد
کد محصول: E12996
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست انگلیسی مطالب

Introduction


Background Literature


The Current Study


Method


Data Analysis


Results


Discussion


Limitations and Future Directions


Conclusion


References

نمونه متن انگلیسی مقاله

Introduction


For language learners immersed in a new language environment, the language does not come prepackaged in helpful bits and pieces. Rather, being exposed to the language means handling its various aspects, including new words and new grammatical regularities, all at the same time. Not only do language learners have to learn the meaning of the individual words, they also have to figure out how the structure of sentences maps onto meaning, as in “who did what to whom.” Thus, learners need to acquire the mapping between form and function and build corresponding memory representations. The question is, however, whether the mechanisms by which this mapping between form and function is learned differ between first (L1) and second (L2) language learning and, thus, whether the processing of a L2 is fundamentally different if it is learned after puberty (e.g., for arguments supporting different mechanisms, see Chomsky, 1965, and Clahsen & Felser, 2006; for arguments supporting same mechanisms, see Arnon & Christiansen, 2017, and Christiansen & Chater, 2016). The notion that there is substantial overlap between L1 and L2 processing as well as between L1 and L2 learning mechanisms is supported by findings indicating that the same brain regions are recruited for L1 and L2 processing (Indefrey, 2006; Weber & Indefrey, 2009) and that nativelike brain signatures of syntactic processing, even in miniature languages, emerge very quickly (Christiansen, Conway, & Onnis, 2012; Morgan-Short, Steinhauer, Sanz, & Ullman, 2011). Thus, it appears that a L2 is processed by the same broad neural networks also employed for the L1. In the current study, we sought to further elucidate the mechanisms of L2 learning in the context of syntactic processing. Specifically, we investigated syntactic priming effects when learning a new L2 to determine whether such priming follows the same patterns as observed during L1 learning and processing. As discussed below, we further aimed to theoretically link syntactic priming effects to implicit learning as a possible mechanism for L1 and L2 learning. To this end, we probed syntactic priming effects during the first days of language learning. We hypothesized that syntactic priming is an implicit language learning mechanism (Chang, Dell, & Bock, 2006; Chang, Dell, Bock, & Griffin, 2000) whereby the repetition of syntactic structure helps the form– function mapping, potentially through error-based learning. Moreover, we explored how different factors, such as structure frequency and lexical information, influence syntactic priming as the language is being learned. These factors are known to both affect and interact in L1 processing; therefore, we manipulated both structure frequency and lexical information to better understand their potential role in syntactic learning. 

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