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Structural Priming and the Mental Representation of Agentive and Temporal by-Phrase Constructions: An Eye-Tracking Study ...
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CROSS-LINGUISTIC DIFFERENCES IN THE LEARNING OF INFLECTIONAL MORPHOLOGY: EFFECTS OF TARGET LANGUAGE PARADIGM COMPLEXITY ...
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Abstract:
Inflectional morphology poses significant difficulty to learners of foreign languages. Multiple approaches have attempted to explain it through one of two lenses. First, inflection has been viewed as one manifestation of syntactic knowledge; its learning has been related to the learning of syntactic structures. Second, the perceptual and semantic properties of the morphemes themselves have been invoked as a cause of difficulty. These groups of accounts presuppose different amounts of abstract knowledge and quite different learning mechanisms. On syntactic accounts, learners possess elaborate architectures of syntactic projections that they use to analyze linguistic input. They do not simply learn morphemes as discrete units in a list—instead, they learn the configurations of feature settings that these morphemes express. On general-cognitive accounts, learners do learn morphemes as units—each with non-zero difficulty and more or less independent of the others. The “more” there is to learn, the worse off the ...
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Keyword:
Adult education; Cognitive psychology; FOS Languages and literature; inflection; language learning; Linguistics; morphology; morphosyntax; psycholinguistics
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URL: http://drum.lib.umd.edu/handle/1903/26135
https://dx.doi.org/10.13016/ejly-vbct
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Relating lexical and syntactic processes in language: Bridging research in humans and machines ...
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Language Science Meets Cognitive Science: Categorization and Adaptation ...
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