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Native vs. Non-Native Processing of ...

Vogel, Elena.

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Native vs. Non-Native Processing of Spanish: The Role of Lexical and Grammatical Aspect.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Native vs. Non-Native Processing of Spanish: The Role of Lexical and Grammatical Aspect./
作者:	Vogel, Elena.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258994
ISBN:	9781369863321

Native vs. Non-Native Processing of Spanish: The Role of Lexical and Grammatical Aspect.
Vogel, Elena.

Native vs. Non-Native Processing of Spanish: The Role of Lexical and Grammatical Aspect. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 145 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--The Florida State University, 2017.

The ability to comprehend temporal reference is fundamental to human language and cognition. Thus, skilled language comprehension requires sensitivity to grammatical cues such as verbal aspect (Bybee et al., 1994). For L2 Spanish learners, however, (im)perfective aspect has the reputation of being particularly difficult and late acquired (Montrul & Slabakova, 2002). Although the topic of L2 production of aspect has been heavily researched (Andersen & Shirai, 1996; Bardovi-Harlig & Reynolds, 1995), little is known about L2 comprehension of aspect. Consequently, this research study uses psycholinguistic methods to shed light on our understanding of L1 and L2 processing of aspect in Spanish.

ISBN: 9781369863321Subjects--Topical Terms:

524476
Linguistics.

Native vs. Non-Native Processing of Spanish: The Role of Lexical and Grammatical Aspect.
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245 1 0 $a Native vs. Non-Native Processing of Spanish: The Role of Lexical and Grammatical Aspect.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Michael Leeser.
502 $a Thesis (Ph.D.)--The Florida State University, 2017.
520 $a The ability to comprehend temporal reference is fundamental to human language and cognition. Thus, skilled language comprehension requires sensitivity to grammatical cues such as verbal aspect (Bybee et al., 1994). For L2 Spanish learners, however, (im)perfective aspect has the reputation of being particularly difficult and late acquired (Montrul & Slabakova, 2002). Although the topic of L2 production of aspect has been heavily researched (Andersen & Shirai, 1996; Bardovi-Harlig & Reynolds, 1995), little is known about L2 comprehension of aspect. Consequently, this research study uses psycholinguistic methods to shed light on our understanding of L1 and L2 processing of aspect in Spanish.
520 $a The present study reports the findings from three language tasks (N= 98; 30 intermediate L2 learners, 33 advanced L2 learners, and 35 native Spanish speakers). First, two offline cloze tasks (a story-in-context cloze task and an isolated sentence cloze task) were utilized to measure the participants' knowledge of perfective and imperfective aspect. Second, a forced binary choice sentence-picture matching task considered how aspect restricts the mental representation of the endpoint of a situation. Third, a self-paced reading task examined how native and non-native speakers detect aspectual mismatches between logical and illogical sentences in real time. By including these three tasks, the overall research design of this study allowed for a comparison between native and non-native comprehension of Spanish aspectual contrasts.
520 $a As it was expected, all three groups performed best on the highly monitored offline cloze tasks. The results from the sentence-picture matching task suggest that there was a perfective facilitation effect for accomplishment verbs, therefore supporting the Aspect Hypothesis (Andersen & Shirai, 1996), which predicts that accomplishments are applied to perfective aspect early in development. The results from the self-paced reading task suggest that the L2 learners demonstrated some shallow processing (Clahsen & Felser, 2006), as they showed difficulties in comprehending morphosyntactic information. The implications of these results for L2 acquisition and L2 instruction are discussed in this dissertation.
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