Holger Hopp
Dados Biográficos
| ID | 979290 |
|---|---|
| NOME | Holger Hopp |
| PRENOMES | Holger |
| SOBRENOME | Hopp |
| ASSINATURA | HOPP H |
| AFILIAÇÕES | Technische Universität Braunschweig |
| ORCID | 0000-0003-3026-3349 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 46 |
| TOTAL DE CITAÇÕES | 178 |
| TOTAL COMO AUTOR | 46 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
The Effects of Prediction Training on the Real-Time Processing, Offline Comprehension, and Oral Production of case in L2 German
This study investigates whether classroom training on prediction can facilitate development of predictive processing using case information in second language (L2) German and increased accuracy in case production. We compared a group of intermediate-level German learners that received training ( N = 28) with another that did not ( N = 13). The training comprised explicit instruction on German subject and object case followed by structured input a…
Heuristic strategies in first and second language processing
The current study investigated two heuristic processing strategies, the agent-first strategy and an animacy-based strategy, in visual world eye-tracking data as well as sentence final interpretations of wh-questions in adolescent L1 German learners of English in both their L1 and their L2. We observed differences between online and offline measures, as well as L1-L2 differences, both in the selection and the time course of application of the heur…
Processing noncanonical word orders in monolingual and bilingual learners
Based on previous work reporting differences between monolinguals and bilinguals in cognitive and linguistic processing, this study investigates relations between cognitive and linguistic conflict resolution in L1 German adolescents by exploring participants’ cognitive control ability and the revision of grammatical analysis of (object-initial) wh-questions and relative clauses in German and English. Sixty-eight 12- to 14-year-old learners of Eng…
Word recognition in pre-foreign language learners
This study tests how form overlap with the L1 influences young learners’ ability to recognize L2 words from continuous speech before they receive classroom instruction in English as a foreign language (EFL). German 6- to 9-year-olds were tested on their ability to recognize words in English utterances that overlapped in form with their German translation equivalents (e.g., cognate words, milk-Milch /mɪlk/ – /mɪlx/) or did not (e.g., non-cognate w…
Syntactic constraints on structural priming in L2 development
We test whether structural priming is syntactically constrained in first language (L1) and second language (L2) speakers. In a written production task, 68 L1 English speakers and 144 L2 English learners described transfer-of-possession events shown in pictures by using double-object (DO) datives (‘The artist sells the sailor the knife’) or prepositional-object (PO) datives (‘The artist sells the knife to the sailor’). The preceding prime sentence…
Lexical Effects in Second‐Language Syntactic Processing
Understanding sentences means understanding the words in them. On top of extracting their meaning, second‐language (L2) learners need to integrate grammatically relevant information expressed in words to build a syntactic structure and map this structure to meaning. This entry reviews how L2 learners acquire lexical information relevant for syntax in an L2 and how they integrate it in syntactic processing, how lexical information from the L1 can …
Speech segmentation in pre-foreign language learners
This study tests young learners’ ability to segment foreign-language words before they receive classroom instruction in English as a foreign language (EFL). We focus on speech segmentation, one of the earliest hurdles in second-language (L2) acquisition, but essential to building a vocabulary in a new language. Specifically, we examine whether segmentation is influenced by individual differences in phonological awareness, the presence of first-la…
Learning L2 grammar from prediction errors? Verb biases in structural priming in comprehension and production
This study tests whether prediction error underlies structural priming in a later-learnt L2 across two visual world eye-tracking priming experiments. Experiment 1 investigates priming when learners encounter verbs biased to double-object-datives (DO, “pay”) or prepositional-object-datives (PO, “send”) in the other structure in prime sentences. L1-German–L2-English learners read prime sentences crossing verb bias and structure (DO/PO). Subsequentl…
Learning via Processing
We employed structural priming to test whether targeted exposure to unambiguous form-meaning mappings led to learning of noncanonical word orders, specifically in object relative clauses, among 165 low-to-intermediate-level L1 German L2 learners of English. We further investigated the scope of structural priming by assessing whether priming with related grammatical structures that had been acquired earlier, namely English questions or German rela…
Lexical Effects on Second Language Grammar Acquisition
Second language (L2) grammar learning is difficult. Two frameworks-the psycholinguistic lexical bottleneck hypothesis and the neurocognitive declarative/procedural model-predict that faster L2 lexical processing should facilitate L2 incidental grammar learning. We tested these predictions in a pretest-posttest syntactic adaptation study of English relative-clause attachment preferences. First-language German speakers listened to relative clauses …
Processing to learn noncanonical word orders
To test the contributions of processing to L2 syntax learning, this study explores (cross-) linguistic and cognitive predictors of sentence reanalysis in the L2 comprehension of relative clauses among low-intermediate L1 German adolescent learners of L2 English. Specifically, we test the degree to which L2 comprehension is affected by L2 proficiency, reanalysis ability in a related, earlier-acquired L2 structure (questions), reanalysis ability of…
Cross-linguistic differences in predicting L2 sentence structure
This study investigates whether cross-linguistic differences affect how adult second language (L2) learners use different types of verb subcategorization information for prediction in real-time sentence comprehension. Using visual world eye-tracking, we tested if first language (L1) German and L1 Turkish intermediate-to-advanced learners of L2 English make use of categorical and gradient probabilistic selectional information of ditransitive verbs…
Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar
Metalinguistic awareness (MLA) is a predictor of adult foreign language (FL) learning in instructed settings. Following Bialystok and Ryan (1985 Bialystok, E., & Ryan, E. (1985). Toward a definition of metalinguistic skill. Merrill-Palmer Quarterly, 31(3), 13–32. [Google Scholar]) two-component model of MLA, we distinguish ML analysis as the ability to compare and select language items from ML control as the ability to detect and manipulate rule-…
Second Language Sentence Processing
Second language (L2) sentence processing research studies how adult L2 learners understand sentences in real time. I review how L2 sentence processing differs from monolingual first-language (L1) processing and outline major findings and approaches. Three interacting factors appear to mandate L1–L2 differences: ( a) capacity restrictions in the ability to integrate information in an L2; ( b) L1–L2 differences in the weighting of cues, the timing …
Plurilingual foreign-language teaching in early EFL
In a mixed-methods approach, this paper explores student views of plurilingual foreign-language (FL) teaching of English among primary-school students in grade 4. We investigate whether students who were raised in the majority language only and those who grew up speaking an additional minority language differ in their appreciation of plurilingual FL teaching and whether plurilingual FL teaching appeals to students with different profiles in lingu…
Early plurilingual foreign language teaching in mixed classrooms
How permeable are native and non-native syntactic processing to crosslinguistic influence
Effects of Plurilingual Teaching on Grammatical Development in Early Foreign‐Language Learning
This article reports two intervention studies testing the effects of plurilingual teaching on grammatical development among primary‐school students learning English as a foreign language (FL). In a pre–posttest control‐group design, more than 200 9–10‐year old majority language German and minority language students received plurilingual FL teaching (intervention group) or regular FL‐only teaching (control group). Study 1 on the acquisition of wh …
Verb bias and semantic persistence effects in L2 ambiguity resolution
To pinpoint difficulties in the second language (L2) processing of temporarily ambiguous sentences, this study investigates first language (L1) effects and effects of verb bias, i.e. frequency information about preferential verb complements, on semantic persistence effects in L2 sentence comprehension. We tested 32 L1 German and 32 L1 Turkish intermediate-to-advanced learners of L2 English as well as 17 English natives in eye-tracking during read…
The time-course of competition from the L1 grammar in L2 sentence processing
In two visual-world eye-tracking experiments, we explore the extent to which conflicting first-language (L1) based grammatical parses influence second-language (L2) learners’ on-line and off-line interpretation of sentences in the L2. We used cross-linguistic structural priming to potentially boost competition from the L1 grammar during the processing of wh-questions in English. For L1-German learners (Experiment 1), sentence-final interpretation…
Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development
This paper reports findings of a project on pedagogical translanguaging (PTL) among 128 fourth-grade students learning English as a foreign language (EFL) in German primary schools. Over a period of six months, 20% of lesson time in EFL classes was devoted to multilingualism involving students’ minority languages. In a control group pre-post-test design, we evaluated the effects of PTL on English vocabulary, grammar, and metalinguistic awareness.…
Foreign Language Development During Temporary School Closures in the 2020 Covid-19 Pandemic
This report assesses effects of temporary school closures during the 2020 Covid-19 pandemic in Germany on early foreign language development among primary-school learners of English. We analyze English vocabulary and grammar skills before and after fifteen weeks of school closures and the subsequent suspension of foreign-language (FL) instruction. In addition, we compare data from 141 students who experienced interruptions in schooling in 2020 to…
Integrating multilingualism into the early foreign language classroom
We report on a research project that develops and measures the efficacy of multilingual teaching approaches in the early English foreign language (FL) classroom in Germany. Although there is an abundance of programmatic calls for integrating minority and other languages the students speak in FL teaching, there are few materials and methods for systematic classroom implementation, let alone evidence of their efficacy in promoting FL achievement or…
Prediction error and implicit learning in L1 and L2 syntactic priming
Aims and Objectives: This study examines the syntactic priming of adverb-first word order among 27 first language (L1) English, 33 L1 German, and 32 L1 German-second language (L2) English speakers to investigate the relationship between short-term priming and longer-term learning across different speaker groups. Design/Methodology: Participants completed a syntactic priming task in either English or German, in which they heard sentences containin…
Cue coalitions and additivity in predictive processing
This article explores how multiple linguistic cues interact in predictive processing among second language (L2) learners. In a visual-world eye-tracking experiment, we investigated whether learners of German use case and prosody cues together to assign thematic roles and predict post-verbal arguments. During the experiment, participants listened to subject-first and object-first sentences that contained (1) case cues only, or (2) both case and pr…
Ultimate attainment in L2 inflection
Grammatical gender in adult L2 acquisition
In order to identify the causes of inflectional variability in adult second-language (L2) acquisition, this study investigates lexical and syntactic aspects of gender processing in real-time L2 production and comprehension. Twenty advanced to near-native adult first language (L1) English speakers of L2 German and 20 native controls were tested in a study comprising two experiments. In elicited production, we probe accuracy in lexical gender assig…
Syntactic features and reanalysis in near-native processing
In order to investigate second language (L2) processing at ultimate attainment, 20 first language (L1) English and 20 L1 Dutch advanced to near-native speakers of German as well as 20 native Germans were tested in two experiments on subject-object ambiguities in German. The results from a self-paced reading task and a speeded acceptability judgement task show that the lower-proficient advanced learners in this study display the same processing pr…
Learning (not) to predict
In two experiments, this article investigates the predictive processing of gender agreement in adult second language (L2) acquisition. We test (1) whether instruction on lexical gender can lead to target predictive agreement processing and (2) how variability in lexical gender representations moderates L2 gender agreement processing. In a pretest–posttest design, Experiment 1 trained 34 intermediate first language (L1) English learners of German …
Cue coalitions and additivity in predictive processing
This article explores how multiple linguistic cues interact in predictive processing among second language (L2) learners. In a visual-world eye-tracking experiment, we investigated whether learners of German use case and prosody cues together to assign thematic roles and predict post-verbal arguments. During the experiment, participants listened to subject-first and object-first sentences that contained (1) case cues only, or (2) both case and pr…
Structural and inherent case in the non-native processing of Spanish
This article reports an eye-tracking study on the native and non-native processing of case in Spanish. Twenty-four native and 27 first language (L1) German non-native speakers of Spanish were tested on their sensitivity to case marking violations involving structural case with objects of ditransitive verbs and to violations of inherent case for objects of transitive verbs (differential object marking; DOM). Both groups distinguished between gramm…
The development of L2 morphology
Constraining second language word order optionality
This study documents knowledge of UG-mediated aspects of optionality in word order in the second language (L2) German of advanced English and Japanese speakers ( n = 39). A bimodal grammaticality judgement task, which controlled for context and intonation, was administered to probe judgements on a set of scrambling, topicalization and remnant movement constructions. Given first language (L1) differences and Poverty of the Stimulus, English and Ja…
Early plurilingual foreign language teaching in mixed classrooms
The time-course of competition from the L1 grammar in L2 sentence processing
In two visual-world eye-tracking experiments, we explore the extent to which conflicting first-language (L1) based grammatical parses influence second-language (L2) learners’ on-line and off-line interpretation of sentences in the L2. We used cross-linguistic structural priming to potentially boost competition from the L1 grammar during the processing of wh-questions in English. For L1-German learners (Experiment 1), sentence-final interpretation…
Second Language Sentence Processing
Second language (L2) sentence processing research studies how adult L2 learners understand sentences in real time. I review how L2 sentence processing differs from monolingual first-language (L1) processing and outline major findings and approaches. Three interacting factors appear to mandate L1–L2 differences: ( a) capacity restrictions in the ability to integrate information in an L2; ( b) L1–L2 differences in the weighting of cues, the timing …
Plurilingual foreign-language teaching in early EFL
In a mixed-methods approach, this paper explores student views of plurilingual foreign-language (FL) teaching of English among primary-school students in grade 4. We investigate whether students who were raised in the majority language only and those who grew up speaking an additional minority language differ in their appreciation of plurilingual FL teaching and whether plurilingual FL teaching appeals to students with different profiles in lingu…
Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development
This paper reports findings of a project on pedagogical translanguaging (PTL) among 128 fourth-grade students learning English as a foreign language (EFL) in German primary schools. Over a period of six months, 20% of lesson time in EFL classes was devoted to multilingualism involving students’ minority languages. In a control group pre-post-test design, we evaluated the effects of PTL on English vocabulary, grammar, and metalinguistic awareness.…
Frequency at the syntax–discourse interface
The present study investigates whether second language (L2) speakers are sensitive to the information-structural constraints and frequency distributions at the syntax–discourse interface in the L2. L1-German–L2-English and L1-English–L2-German speakers completed a speeded naturalness judgment task. For sentences presented in broad or narrow-focus contexts, they judged the naturalness of fronted locative (LP) and temporal (TP) adverbial phrases an…
Speech segmentation in pre-foreign language learners
This study tests young learners’ ability to segment foreign-language words before they receive classroom instruction in English as a foreign language (EFL). We focus on speech segmentation, one of the earliest hurdles in second-language (L2) acquisition, but essential to building a vocabulary in a new language. Specifically, we examine whether segmentation is influenced by individual differences in phonological awareness, the presence of first-la…
Learning L2 grammar from prediction errors? Verb biases in structural priming in comprehension and production
This study tests whether prediction error underlies structural priming in a later-learnt L2 across two visual world eye-tracking priming experiments. Experiment 1 investigates priming when learners encounter verbs biased to double-object-datives (DO, “pay”) or prepositional-object-datives (PO, “send”) in the other structure in prime sentences. L1-German–L2-English learners read prime sentences crossing verb bias and structure (DO/PO). Subsequentl…
Verb bias and semantic persistence effects in L2 ambiguity resolution
To pinpoint difficulties in the second language (L2) processing of temporarily ambiguous sentences, this study investigates first language (L1) effects and effects of verb bias, i.e. frequency information about preferential verb complements, on semantic persistence effects in L2 sentence comprehension. We tested 32 L1 German and 32 L1 Turkish intermediate-to-advanced learners of L2 English as well as 17 English natives in eye-tracking during read…
Constraining second language word order optionality
This study documents knowledge of UG-mediated aspects of optionality in word order in the second language (L2) German of advanced English and Japanese speakers ( n = 39). A bimodal grammaticality judgement task, which controlled for context and intonation, was administered to probe judgements on a set of scrambling, topicalization and remnant movement constructions. Given first language (L1) differences and Poverty of the Stimulus, English and Ja…
Syntactic features and reanalysis in near-native processing
In order to investigate second language (L2) processing at ultimate attainment, 20 first language (L1) English and 20 L1 Dutch advanced to near-native speakers of German as well as 20 native Germans were tested in two experiments on subject-object ambiguities in German. The results from a self-paced reading task and a speeded acceptability judgement task show that the lower-proficient advanced learners in this study display the same processing pr…
Coreference preferences for personal pronouns in German
This paper presents psycholinguistic evidence on the factors governing the resolution of German personal pronouns. To determine the relative influence of linear order versus grammatical function of potential antecedents, two interpretation-preference tasks were designed. Their specific aim was to disentangle salience factors conflated in previous research on pronoun interpretation, such as linear or-der, first mention and topicalization. Experime…
The syntax–discourse interface in near-native L2 acquisition
This study investigates ultimate attainment at the syntax–discourse interface in adult second-language (L2) acquisition. In total, 91 L1 (first-language) English, L1 Dutch and L1 Russian advanced-to-near-native speakers of German and 63 native controls are tested on an acceptability judgement task and an on-line self-paced reading task. These centre on discourse-related word order optionality in German. Results indicate that convergence at the sy…
Ultimate attainment in L2 inflection
Extended patterns and computational complexity
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Internal and external factors in the child L2 development of the German determiner phrase
This paper studies the development of the German determiner phrase (DP) in 60 child second-language (L2) learners of German between the ages of 3;5 and 7;0. We consider case and gender marking as well as gender concord and test for effects of internal (age, age of onset) and external (length of exposure) factors. Further, developmental patterns are compared between child L1 and L2 acquisition. The results show no contingency of child L2 performan…
Perceived foreign accent in first language attrition and second language acquisition
This study investigates constraints on ultimate attainment in second language (L2) pronunciation in a direct comparison of perceived foreign accent of 40 late L2 learners and 40 late first language (L1) attriters of German. Both groups were compared with 20 predominantly monolingual controls. Contrasting participants who acquired the target language from birth (monolinguals, L1 attriters) with late L2 learners, on the one hand, and bilinguals (L1…
The development of L2 morphology
Grammatical gender in adult L2 acquisition
In order to identify the causes of inflectional variability in adult second-language (L2) acquisition, this study investigates lexical and syntactic aspects of gender processing in real-time L2 production and comprehension. Twenty advanced to near-native adult first language (L1) English speakers of L2 German and 20 native controls were tested in a study comprising two experiments. In elicited production, we probe accuracy in lexical gender assig…
Working Memory Effects in the L2 Processing of Ambiguous Relative Clauses
This article investigates whether and how L2 sentence processing is affected by memory constraints that force serial parsing. Monitoring eye movements, we test effects of working memory on L2 relative-clause attachment preferences in a sample of 75 late-adult German learners of English and 25 native English controls. Mixed linear regression analyses find effects of reading span on attachment preferences across tasks in the L2 group. In addition, …
Comparing foreign accent in L1 attrition and L2 acquisition
This study examines the methodology of global foreign accent ratings in studies on L2 speech production. In three experiments, we test how variation in raters, range within speech samples, as well as instructions and procedures affects ratings of accent in predominantly monolingual speakers of German, non-native speakers of German, as well as long-term emigrants from Germany, that is, L1 attriters. The findings show that rater differences do not …
Constraining Multiple Grammars
Syntactic restructuring in heritage grammars
In order to elucidate the structure of heritage grammars, this paper presents an analysis of word order variation in Moundridge Schweitzer German (MSG), a moribund heritage variety of German spoken in South Central Kansas. Based on elicited production data and an acceptability judgment task, we show that the current state of the MSG grammar maintains the asymmetric German verb-second (V2) and verb-final (V-final) word-ordering closely tied to spe…
Structural and inherent case in the non-native processing of Spanish
This article reports an eye-tracking study on the native and non-native processing of case in Spanish. Twenty-four native and 27 first language (L1) German non-native speakers of Spanish were tested on their sensitivity to case marking violations involving structural case with objects of ditransitive verbs and to violations of inherent case for objects of transitive verbs (differential object marking; DOM). Both groups distinguished between gramm…
Learning (not) to predict
In two experiments, this article investigates the predictive processing of gender agreement in adult second language (L2) acquisition. We test (1) whether instruction on lexical gender can lead to target predictive agreement processing and (2) how variability in lexical gender representations moderates L2 gender agreement processing. In a pretest–posttest design, Experiment 1 trained 34 intermediate first language (L1) English learners of German …
Cross-linguistic lexical and syntactic co-activation in L2 sentence processing
This study investigates under which conditions the L1 syntax is activated in L2 on-line sentence comprehension. We study whether cross-linguistic syntactic activation of the L1 word order is affected by lexical activation of the first language (L1) by virtue of cognate words. In two eye-tracking experiments, German-English bilinguals and English natives read English sentences containing reduced relative clauses whose surface word order partially …
The processing of English which-questions in adult L2 learners
In a visual-world eye-tracking study, we investigate the on-line comprehension of subject and object which-questions in 60 German-English adult second-language (L2) learners at various stages of proficiency. In particular, we examine whether adult L2 learners follow the same acquisitional trajectories as children or whether L1 transfer dictates a different development. Previous research on monolingual English children shows that child learners in…
Frequency at the syntax–discourse interface
The present study investigates whether second language (L2) speakers are sensitive to the information-structural constraints and frequency distributions at the syntax–discourse interface in the L2. L1-German–L2-English and L1-English–L2-German speakers completed a speeded naturalness judgment task. For sentences presented in broad or narrow-focus contexts, they judged the naturalness of fronted locative (LP) and temporal (TP) adverbial phrases an…
Derivational complexity vs. transfer effects
We investigate whether non-target wh -questions in heritage Low German and L2 English speakers are due primarily to cross-linguistic transfer or the reduction of grammatical complexity in developing grammars as modelled by the Derivational Complexity Hypothesis (DCH, Jakubowicz 2005 ). Previous research shows that complex (i.e. cross-clausal) wh -dependencies pose more difficulty to child L1 and adult L2 learners than monoclausal dependencies ( J…
Cross-linguistic influence in the child third language acquisition of grammar
Aims and Objectives/Purpose/Research Questions: This paper investigates the extent to which current formal models of third language (L3) grammatical acquisition extend to sequential child L3 acquisition. We examine whether heritage speakers learning a foreign language as an early L3 transfer grammatical properties from the heritage language or the dominant second language (L2). Design/Methodology/Approach: We used a sentence repetition task and a…
Foreign Language Development During Temporary School Closures in the 2020 Covid-19 Pandemic
This report assesses effects of temporary school closures during the 2020 Covid-19 pandemic in Germany on early foreign language development among primary-school learners of English. We analyze English vocabulary and grammar skills before and after fifteen weeks of school closures and the subsequent suspension of foreign-language (FL) instruction. In addition, we compare data from 141 students who experienced interruptions in schooling in 2020 to…
Integrating multilingualism into the early foreign language classroom
We report on a research project that develops and measures the efficacy of multilingual teaching approaches in the early English foreign language (FL) classroom in Germany. Although there is an abundance of programmatic calls for integrating minority and other languages the students speak in FL teaching, there are few materials and methods for systematic classroom implementation, let alone evidence of their efficacy in promoting FL achievement or…
Prediction error and implicit learning in L1 and L2 syntactic priming
Aims and Objectives: This study examines the syntactic priming of adverb-first word order among 27 first language (L1) English, 33 L1 German, and 32 L1 German-second language (L2) English speakers to investigate the relationship between short-term priming and longer-term learning across different speaker groups. Design/Methodology: Participants completed a syntactic priming task in either English or German, in which they heard sentences containin…
Cue coalitions and additivity in predictive processing
This article explores how multiple linguistic cues interact in predictive processing among second language (L2) learners. In a visual-world eye-tracking experiment, we investigated whether learners of German use case and prosody cues together to assign thematic roles and predict post-verbal arguments. During the experiment, participants listened to subject-first and object-first sentences that contained (1) case cues only, or (2) both case and pr…
Linguistics (39 obras) · Psychology (37 obras) · German (33 obras) · Neurobiology of Language and Bilingualism (26 obras) · Computer Science (23 obras) · Second Language Acquisition and Learning (22 obras) · Grammar (18 obras) · Reading and Literacy Development (15 obras) · Sentence (15 obras) · EFL/ESL Teaching and Learning (14 obras)