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Apprendre à interagir en classe de FLE : la situation d'invitation ; : Learning to interact in the French language classroom: the invitation situation
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In: ISSN: 1023-2044 ; Bulletin suisse de Linguistique appliquée ; https://hal.archives-ouvertes.fr/hal-03349826 ; Bulletin suisse de Linguistique appliquée, Neuchâtel : Institut de linguistique de l'Université, 2021, Cahier VALS-ASLA, Numéro spécial 2020, pp.107-128 ; https://www.vals-asla.ch/fr/revue/ (2021)
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Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies
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In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021)
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Rhyming in the context of the phonological awareness of pre-school children ; Rima v kontekstu fonološke ozaveščenosti predšolskih otrok
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In: CEPS Journal 11 (2021) 1, S. 115-138 (2021)
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Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade
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Development of the Morphological Awareness Task for Singapore: a preregistration protocol ...
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Rhyming in the context of the phonological awareness of pre-school children ... : Rima v kontekstu fonološke ozaveščenosti predšolskih otrok ...
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Διδασκαλία της ορθογραφημένης γραφής σε μαθητές Δημοτικού με δυσλεξία στο μάθημα της Γερμανικής ως Β΄ ξένης γλώσσας ...
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Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
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Tarefas de Estímulo de Consciência Fonológica no Ensino de Inglês no 1.º Ciclo do Ensino Básico
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Using verb morphology to predict subject number in L1 and L2 sentence processing: A visual-world eye-tracking experiment
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 115–132 ; 2399-9101 (2021)
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Abstract:
We investigated whether adult German native speakers and Dutch-speaking second-language learners of German exploit German regular verb morphology for predictive sentence processing and whether such predictive processing is moderated by working memory capacity and awareness of the predictive cue. In a picture-matching task with visual-world eye-tracking, the participants (first-language group: n = 31; second-language group: n = 30) saw two pictures of action scenes, varying in the number of referents depicted (singular versus plural). Simultaneously, they heard sentences in German in which the verb suffix represented the first reliable cue for grammatical number of the upcoming subject noun phrase. Successful exploitation of this number cue was measured as anticipatory button-press reaction times and eye-movements toward the correct picture, before subject onset. We found significant prediction effects in both the first-language and the second-language group, with anticipatory processing being somewhat faster in the native speakers than in the learners. Faster reaction times on prediction trials were associated with higher working memory scores. Debriefing interviews revealed that all participants had become aware that they could use the verb form predictively, adding further evidence that prediction can be a conscious process.
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Keyword:
awareness; German; morphosyntax; prediction; second language acquisition; Second language acquisition & psycholinguistics; visual world paradigm
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URL: https://doi.org/10.22599/jesla.79
https://www.euroslajournal.org/jms/article/view/79
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Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“ ...
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Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals ...
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Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process
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In: Languages ; Volume 6 ; Issue 4 (2021)
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Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
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In: Doctoral Dissertations and Projects (2021)
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