Effects of input training on second language syntactic representation entrenchment

• Taiping Deng ^[1] ; Susan Dunlap ^[2] ; Baoguo Chen ^[1]
  1. [1] Beijing Normal University

     Beijing Normal University

     China

     
  2. [2] University of Texas Health Science Center at Houston

     University of Texas Health Science Center at Houston

     Estados Unidos

     
• Localización: International Journal of Bilingualism: interdisciplinary studies of multilingual behaviour, ISSN 1367-0069, Vol. 21, Nº. 1, 2017, págs. 3-20
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Objectives:

    The present study aimed to investigate the effects of linguistic input training on second language (L2) syntactic representation entrenchment using English subject–verb agreement structures as the stimuli.

    Methodology:

    A pre-test/training/first-post/delayed post-test experimental design was adopted. Sixty Chinese (L1)–English (L2) adult learners participated in the experiments and were randomly assigned to the experimental group (EG) and the control group (CG). In training sessions, EG learned the subject–verb structures, and CG learned other syntactic structures.

    Data and analysis:

    Reaction time and comprehension accuracy data were analyzed using a repeated-measures analysis of variance. P2 and P3 signified the key positions of the verb and the word immediately following the verb in the experimental sentence, respectively. For example, the reading time indicator was the time for reading the key positions of the example sentence “The book under the newspaper was interesting”. The words “newspaper”, “was”, and “interesting” were marked as P1, P2, and P3, respectively.

    Findings/conclusions:

    At pre-test, there was no difference between the EG and the CG in processing the subject–verb agreement structures. After two sessions of intensive training, the first post-test indicated that the EG had significantly longer reading times for the P2 and P3 positions of the ungrammatical sentences than those of the grammatical versions. The CG showed no differences in reading times. At delayed post-test, the EG had significantly longer reading times for the P3 position for all of the ungrammatical sentences than for the grammatical ones. The CG exhibited no differences in reading times. The results indicated both short-term and long-term efficacy of input training and transfer effects of input on representation entrenchment.

    Originality:

    In adult L2 syntactic literature, the current study empirically and directly explored the role of input training in entrenching L2 syntactic representation.

    Significance:

    The study suggested that input training can entrench representation. These results support the usage-based theory.