مشخصات مقاله | |
ترجمه عنوان 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 |
انتشار | مقاله سال 2018 |
تعداد صفحات مقاله انگلیسی | 24 صفحه |
هزینه | دانلود مقاله انگلیسی رایگان میباشد. |
پایگاه داده | نشریه وایلی |
مقاله بیس | این مقاله بیس نمیباشد |
نمایه (index) | JCR – Master Journal List – Scopus |
نوع مقاله | ISI |
فرمت مقاله انگلیسی | |
ایمپکت فاکتور(IF) |
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 |
مدل مفهومی | ندارد |
پرسشنامه | ندارد |
متغیر | ندارد |
رفرنس | دارد |
رشته های مرتبط | آموزش زبان انگلیسی، زبانشناسی |
نوع ارائه مقاله |
ژورنال |
مجله | Language Learning |
دانشگاه | Donders Institute for Brain, Cognition, and Behaviour, Radboud University Nijmegen |
کلمات کلیدی | 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 |
شناسه دیجیتال – doi |
https://doi.org/10.1111/lang.12327 |
کد محصول | E12996 |
وضعیت ترجمه مقاله | ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید. |
دانلود رایگان مقاله | دانلود رایگان مقاله انگلیسی |
سفارش ترجمه این مقاله | سفارش ترجمه این مقاله |
فهرست مطالب مقاله: |
Introduction
Background Literature The Current Study Method Data Analysis Results Discussion Limitations and Future Directions Conclusion References |
بخشی از متن 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. In doing so, we created an environment in 199 Language Learning 69:1, March 2019, pp. 198–221 |