Processing tense/aspect-agreement violations on-line in the second language
A self-paced reading study with French and German L2 learners of English
Bibliographic Data
| ID | 11655942 |
|---|---|
| Authors | Leah Roberts (0000-0003-0215-7813, University of York, corresponding author), Sarah Ann Liszka (University of Greenwich) |
| Year | 2013 |
| Volume | 29 |
| Issue | 4 |
| Pages | 413-439 |
| Publication date | 2013-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Second language Research (JOURNAL) |
| Journal identifiers | ISSN: 0267-6583 • E-ISSN: 1477-0326 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0267658313503171 |
| OpenAlex | W2161318729 |
| Language | EN |
| Citations received | 29 |
| References cited | 39 |
In this article, we report the results of a self-paced reading experiment designed to investigate the question of whether or not advanced French and German learners of English as a second language (L2) are sensitive to tense/aspect mismatches between a fronted temporal adverbial and the inflected verb that follows (e.g. * Last week, James has gone swimming every day) in their on-line comprehension. The L2 learners were equally able to distinguish correctly the past simple from the present perfect as measured by a traditional cloze test production task. They were also both able to assess the mismatch items as less acceptable than the match items in an off-line judgment task. Using a self-paced reading task, we investigated whether they could access this knowledge during real-time processing. Despite performing similarly in the explicit tasks, the two learner groups processed the experimental items differently from each other in real time. On-line, only the French L2 learners were sensitive to the mismatch conditions in both the past simple and the present perfect contexts, whereas the German L2 learners did not show a processing cost at all for either mismatch type. We suggest that the performance differences between the L2 groups can be explained by influences from the learners’ first language (L1): namely, only those whose L1 has grammaticized aspect (French) were sensitive to the tense/aspect violations on-line, and thus could be argued to have implicit knowledge of English tense/aspect distinctions
Adverbial · Agreement · Cognitive psychology · Comprehension · German · Language proficiency · Linguistics · Mathematics education · Morpheme · Past tense · Present perfect · Present tense · Reading (process · Simple past · Task (project management · Verb · Computer Science · Neurobiology of Language and Bilingualism · Psychology · Second Language Acquisition and Learning · Syntax, Semantics, Linguistic Variation
Heuristic strategies in first and second language processing
Examining the effectiveness of language-switching practice for reducing cross-language competition in L2 grammatical processing
Unpacking L2 explicit linguistic knowledge and online processing of the English modals may and can
Age effects in second language acquisition
The acquisition of L3 French present simple and present progressive by adult L1 Chinese speakers of L2 English
Uncovering transfer effects of dominance and proficiency in L3 English acquisition using the visual moving window paradigm and grammaticality judgments
Imperfect Spanish Meanings Acquisition by Advanced Russian Learners. Evidence from Acceptability Judgements Data
Learned Attention Effects in L2 Temporal Reference
Cross-linguistic influence in the processing of aspect in L2 English
Language learners’ processing strategies of filler-gap dependencies
The influence of language learner’s Buddhist background on non-native written language processing
Contrasting different context sources in processing lifetime-tense (in)congruence
The role of orthotactic probability in incidental and intentional vocabulary acquisition L1 and L2
Structural and inherent case in the non-native processing of Spanish
The imperfective paradox in a second language
Relevance theory and the study of linguistic interfaces in second language acquisition
Tense and aspect in the interlanguage of Slavic speakers learning Romance languages
Spanish Imperfect revisited
Evidence from neurolinguistic methodologies
Grammatical aspect and L2 learners’ online processing of temporarily ambiguous sentences in English
The role of native and non-native grammars in the comprehension of possessive pronouns
From a simple to a complex aspectual system
Crosslinguistic influence and L2 grammar learning
Learning to Teach English in the Multilingual Classroom Utilizing the Framework of Reference for Pluralistic Approaches to Languages and Cultures
Event Boundaries Stretched and Compressed by Aspect
The Interface of Explicit and Implicit Knowledge in a Second Language
Comparing Elicited Imitation and Word Monitoring as Measures of Implicit Knowledge
Truth-Value Judgment Tasks in Second Language Research
First Language Influence on Second Language Offline and Online Ambiguous Pronoun Resolution
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
Nominal and temporal anaphora
Measuring Implicit and Explicit Knowledge of a Second Language
Gaps in Second Language Sentence Processing
Morphological insensitivity in second language processing
Implicit and Explicit Measures of Sensitivity to Violations in Second Language Grammar
Theoretical and Empirical Issues in the Study of Implicit and Explicit Second-Language Learning
How People Use Adverbial Clauses
Studies in second language acquisition
Gradual development of L2 phrase structure
Exploring the effects of first language influence on second language pragmatic processes from a syntactic deficit perspective
Syntactic features and reanalysis in near-native processing
Dissociating syntax from morphology in a divergent L2 end-state grammar
Missing Surface Inflection or Impairment in second language acquisition? Evidence from tense and agreement
Case and Tense in the ‘fossilized’ steady state
The role of temporal segmentation markers in discourse processing
Younger and Older Adults' "Good-Enough" Interpretations of Garden-Path Sentences
The partial availability of Universal Grammar in second language acquisition
Learning to think for speaking
The Interpretability Hypothesis
L2 cognitive states and the Full Transfer/Full Access model
Processing Temporal Constraints
Anaphora and semantic interpretation
Ultimate attainment in L2 inflection
Given and new information in adverbials
The Present Perfect Puzzle
| Unique citing works | 29 |
|---|---|
| Citations per year | 1,81 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 29 |