Carrie N. Jackson

Cross-Linguistic Differences and Their Impact on L2 Sentence Processing.

Using a self-paced reading task, the present study investigates how highly proficient second language (L2) speakers of German with English as their native language process unambiguous wh-subject-extractions and wh-object-extractions in German. Previous monolingual research has shown that English and German exhibit different processing preferences for the type of wh-question under investigation, due in part to the robust case-marking system in German – a morphosyntactic feature that is largely absent in English (e.g., Juffs and Harrington, 1995; Fanselow, Kliegl and Schlesewsky 1999; Meng and Bader, 2000; Juffs, 2005). The results revealed that the L2 German speakers utilized case-marking information and exhibited a subject-preference similar to German native speakers. These findings are discussed in light of relevant research regarding the ability of L2 speakers to adopt native-like processing strategies in their L2.

The processing and comprehension of wh-questions among second language speakers of German

Using the self-paced reading paradigm, the present study examines whether highly proficient second language (L2) speakers of German (English first language) use case-marking information during the on-line comprehension of unambiguous wh-extractions, even when task demands do not draw explicit attention to this morphosyntactic feature in German. Results support previous findings, in that both the native and the L2 German speakers exhibited an immediate subject preference in the matrix clause, suggesting they were sensitive to case-marking information. However, only among the native speakers did this subject preference carry over to reading times in the complement clause. The results from the present study are discussed in light of current debates regarding the ability of L2 speakers to attain nativelike processing strategies in their L2.

Animacy affects the processing of subject–object ambiguities in the second language: Evidence from self-paced reading with German second language learners of Dutch

The results of a self-paced reading study with German second language (L2) learners of Dutch showed that noun animacy affected the learners’ on-line commitments when comprehending relative clauses in their L2. Earlier research has found that German L2 learners of Dutch do not show an on-line preference for subject–object word order in temporarily ambiguous relative clauses when no disambiguating material is available prior to the auxiliary verb. We investigated whether manipulating the animacy of the ambiguous noun phrases would push the learners to make an on-line commitment to either a subject- or object-first analysis. Results showed they performed like Dutch native speakers in that their reading times reflected an interaction between topichood and animacy in the on-line assignment of grammatical roles.

The effects of L2 proficiency level on the processing of wh-questions among Dutch second language speakers of English.

Abstract Using a self-paced reading task, the present study explores how Dutch-English L2 speakers parse English wh-subject-extractions and wh-object-extractions. Results suggest that English native speakers and highly-proficient Dutch–English L2 speakers do not always exhibit measurable signs of on-line reanalysis when reading subject-versus object-extractions in English. However, less-proficient Dutch-English L2 speakers exhibit greater processing costs on subject-extractions relative to object-extractions, similar to previously reported findings (e.g., Dussias and Piñar, Second Language Research 26: 443–472, 2010; Juffs, Second Language Research 21: 121–151, 2005; Juffs and Harrington, Studies in Second Language Acquisition 17: 482–516, 1995). These findings are discussed in light of relevant research surrounding on-line processing among L2 speakers and their ability to adopt native-like processing patterns in the L2.

How gender affects number: cue-based retrieval in agreement production

This study presents a re-analysis of data from Foote and Bock, aimed at determining how cue-based retrieval works in agreement production by focusing on the role of grammatical gender in number agreement. By examining previously collected production data on number agreement in Mexican and Dominican Spanish with both overt subjects (Experiment 1) and null subjects (Experiment 2), we show that errors in number agreement are more likely in both varieties of Spanish when the subject head noun and local noun match in grammatical gender, but only when the subject is pronounced (Experiment 1). We interpret this effect of grammatical gender using models of cue-based retrieval and show how this effect exists in addition to, and not in place of, other mechanisms that affect agreement, such as agreement attraction (via feature percolation) and notional number.

The priming of word order in second language German

The present study investigates the priming and subsequent production of word order variation (adverb–verb–subject vs. subject–verb–adverb order) with temporal phrases (Experiment 1) and locative phrases (Experiment 2) among intermediate English–German second language learners. Participants exhibited comparable short-term priming for adverb-first word order in both experiments. In the initial baseline phase, participants produced adverb-first sentences with temporal phrases but not locative phrases, and only temporal phrases led to significant long-term priming, as measured in a postpriming phase. This suggests that at lower proficiency levels, long-term, but not short-term, priming may depend on the stability of specific semantically constrained constructions rather than more generalized syntactic representations and that such cumulative effects may be shaped by preferences for a particular construction in the native language.

The impact of notional number and grammatical gender on number agreement with conjoined noun phrases

ABSTRACT Morphophonology influences subject–verb agreement in a wide variety of languages. Dominant models of agreement production [e.g. Marking and Morphing, Eberhard, K. M., Cutting, J. C., & Bock, J. K. (2005). Making syntax of sense: Number agreement in sentence production. Psychological Review, 112, 531–559. doi:10.1037/0033-295X.112.3.531 Competition models, Mirković, J., & MacDonald, M. C. (2013). When singular and plural are both grammatical: Semantic and morphophonological effects in agreement. Journal of Memory and Language, 69, 277–298. doi:10.1016/j.jml.2013.05.001 posit explanations for morphophonological effects that depend on ambiguity. The present study uses sentence completion tasks in Dutch (Experiment 1) and German (Experiment 2) that manipulate notional number and grammatical gender with conjoined noun phrases to investigate how morphophonology affects number agreement. Results show that speakers of both languages produced more singular agreement with items construed as more notionally singular, and with items containing two nouns with the same grammatical gender, even though, prima facie, grammatical gender should be irrelevant for subject–verb number agreement in these languages. Experiment 2 showed that the grammatical gender effect was not driven by morphophonological ambiguity. These results provide novel insight into how morphophonology, via cue-based retrieval, can affect subject–verb number agreement.

Cross-linguistic differences in prosodic cues to syntactic disambiguation in German and English

This study examined whether late-learning English-German L2 learners and late-learning German-English L2 learners use prosodic cues to disambiguate temporarily ambiguous L1 and L2 sentences during speech production. Experiments 1a and 1b showed that English-German L2 learners and German-English L2 learners used a pitch rise and pitch accent to disambiguate prepositional phrase-attachment sentences in German. However, the same participants, as well as monolingual English speakers, only used pitch accent to disambiguate similar English sentences. Taken together, these results indicate the L2 learners used prosody to disambiguate sentences in both of their languages and did not fully transfer cues to disambiguation from their L1 to their L2. The results have implications for the acquisition of L2 prosody and the interaction between prosody and meaning in L2 production.

Second language structural priming: A critical review and directions for future research:

The last 15 years has seen a tremendous growth in research on structural priming among second language (L2) speakers. Structural priming is the phenomenon whereby speakers are more likely to repeat a structure they have recently heard or produced. Research on L2 structural priming speaks to key issues regarding the underlying linguistic and cognitive mechanisms that support L2 acquisition and use, and the extent to which lexical and grammatical information are shared across an L2 speaker’s languages. As the number of researchers investigating L2 priming and its implications for L2 learning continues to grow, it is important to assess the current state of research in this area and establish directions for continued inquiry. The goal of the current review is to provide an overview of recent research on within-language L2 structural priming, with an eye towards the open questions that remain.

Lexical constraints in second language learning: Evidence on grammatical gender in German

The present study asked whether or not the apparent insensitivity of second language (L2) learners to grammatical gender violations reflects an inability to use grammatical information during L2 lexical processing. Native German speakers and English speakers with intermediate to advanced L2 proficiency in German performed a translation-recognition task. On critical trials, an incorrect translation was presented that either matched or mismatched the grammatical gender of the correct translation. Results show interference for native German speakers in conditions in which the incorrect translation matched the gender of the correct translation. Native English speakers, regardless of German proficiency, were insensitive to the gender mismatch. In contrast, these same participants were correctly able to assign gender to critical items. These findings suggest a dissociation between explicit knowledge and the ability to use that information under speeded processing conditions and demonstrate the difficulty of L2 gender processing at the lexical level.