مقاله انگلیسی رایگان در مورد آماده سازی ساختاری در طی روزهای اول یادگیری زبان – وایلی ۲۰۱۹

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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 ۲۰۱۸
تعداد صفحات مقاله انگلیسی ۲۴ 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  PDF
ایمپکت فاکتور(IF)
۲٫۱۲۱ در سال ۲۰۱۸
شاخص H_index ۸۵ در سال ۲۰۱۹
شاخص SJR ۱٫۶۱۸ در سال ۲۰۱۸
شناسه ISSN ۰۰۲۳-۸۳۳۳
شاخص Quartile (چارک) Q1 در سال ۲۰۱۸
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.
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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. 198–۲۲۱

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