| 1 |
Going beyond our means: A proposal for improving psycholinguistic methods
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Language learning in context: an investigation of the processing and learning of new linguistic information.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
The effect of full-immersion schooling on nativelikeness and dominance in Palestinian Arabic-American English bilinguals
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
What's the smallest part of spinach? A new experimental approach to the count/mass distinction
|
|
|
|
In: Experiments in Linguistic Meaning; Vol 1 (2021); 113-124 ; 2694-1791 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
A contextual analysis of definite and indefinite interpretations of tense
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
The acquisition of Mandarin by heritage speakers and second language learners
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Three streams of generative language acquisition research : selected papers from the 7th meeting of generative approaches to language acquisition - North America, University of Illinois at Urbana-Champaign
|
|
|
|
BLLDB
|
|
UB Frankfurt Linguistik
|
|
Show details
|
|
|
| 11 |
Wide scope indefinites in Russian: an experimental investigation
|
|
|
|
In: Glossa: a journal of general linguistics; Vol 4, No 1 (2019); 4 ; 2397-1835 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
The roles of linguistic meaning and context in the concept of lying
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
L1 influence on English word meaning inference
|
|
|
|
Abstract:
L2 English learners are known to use some language cues (e.g. context, phonology, or affixes) to infer the meanings of unknown words. Some prior studies (Bellomo, 2009; Kieffer & Lesaux, 2012; Koda, 2000; Ramirez et al., 2011) have found that learners’ L1 may influence the performance; however, their participants’ L1 and proficiency levels were not carefully controlled, and they mainly used qualitative or classroom-based methods. Therefore, this study compared the word learning ability between high proficiency L2 English learners of L1-Korean (a language with rich derivational morphology) and L1-Chinese (a language with only a small amount of derivational morphology) by using the reaction-time technique. English pseudo-words were used in this study, and learners had to infer the meaning of those words by using the morphological cues (i.e. re-, mis-, -ness, -able, un- and -er) and/or the contextual cues provided. Learners’ accuracy and reaction time were recorded; based on previous research it was predicted that L1-Korean L2-English learners would be faster than L1-Chinese L2-English learners in identifying morphological cues in words because of the existence of rich derivational morphology in Korean. However, the results of this study indicated that Korean participants did not have an advantage over Chinese participants in word learning using morphological cues. ; U of I Only ; Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system
|
|
Keyword:
(None)
|
|
URL: http://hdl.handle.net/2142/95463
|
|
BASE
|
|
Hide details
|
|
|
| 15 |
Processing of canonical and scrambled word orders in native and non-native Korean
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Interpretation and processing of overt pronouns in Korean, English and L2-acquisition
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Comprehension of Spanish relative and passive clauses by early bilinguals and second language learners
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Cardinals: The syntax and semantics of cardinal-containing expressions
|
|
|
|
In: https://halshs.archives-ouvertes.fr/halshs-01679109 ; 2018 (2018)
|
|
BASE
|
|
Show details
|
|
|
|
|
