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An exploration of second language learning via syntactic priming
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Coumel, Marion (2021) An exploration of second language learning via syntactic priming. PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b3747891
Abstract
This dissertation investigates the psycholinguistic mechanisms supporting and the factors influencing second language (L2) learning via syntactic priming, speakers’ tendency to re-use the syntactic structure of recent sentences in subsequent language production.
One set of studies explores the mechanisms that support priming as L2 learning. Chapter 2 tests the predictions of two influential psycholinguistic language learning models of syntactic priming. Although the results do not clearly favour one of the two models, they indicate that priming fosters L2 long-term learning and that explicit processes may contribute to this learning. Chapters 3-5 explore how individual differences in attention and motivation influence syntactic priming. Overall, self-reported attention and motivation do not relate to L2 priming and learning but instructing participants to pay attention to the syntax of stimuli specifically seems to increase immediate priming. Chapter 4 also reveals that priming magnitude is affected by the frequency with which the target structure is used across modalities (in written vs. spoken language), but long-term language learning can arise both from written and spoken prime sentences.
Two further studies extended these investigations to more naturalistic contexts. Chapter 6 was designed to investigate classroom-based priming and learning across teaching settings and depending on students’ attention and motivation. Based on the current (incomplete) results, it remains unclear whether priming varies between teacher-to-students and student-to-student, and between comprehension-to-production and production-to-production priming conditions. Data completion is required to explore the effect of individual differences in this study. Chapter 7 examines learning via syntactic priming of multiple simultaneouslytargeted structures depending on L2 speakers’ conscious decisions to use or avoid them and on their prior knowledge. This study shows that in written chat-based interactions, learners do experience equivalent priming and learning for multiple structures. Prior knowledge and decisions do not affect immediate and long-term priming, but they modulate structure production. Specifically, the results suggest that participants overall produce more the structures that they are the most familiar with and that they choose to use.
This thesis demonstrates that syntactic priming supports language learning for multiple structures, across language combinations and priming contexts. As it investigated the nature of L2 learning via syntactic priming and the factors influencing this learning, it has both psycholinguistic and pedagogical implications. The studies reveal that priming, learning and overall structure production during priming tasks rely on both explicit and implicit processes. They also shed light on how to best implement priming activities to facilitate language learning. For example, priming fosters learning regardless of the modality of the interaction and this learning is larger when the priming task targets only one structure at a time.
Item Type: | Thesis (PhD) | ||||
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Subjects: | B Philosophy. Psychology. Religion > BF Psychology P Language and Literature > P Philology. Linguistics |
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Library of Congress Subject Headings (LCSH): | Psycholinguistics, Second language acquisition, Priming (Psychology), Syntax | ||||
Official Date: | September 2021 | ||||
Dates: |
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Institution: | University of Warwick | ||||
Theses Department: | Department of Psychology | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Messenger, Katherine ; Ushioda, Ema | ||||
Format of File: | |||||
Extent: | 277 leaves : illustrations | ||||
Language: | eng |
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