Distributional Effects and Individual Differences in L2 Morphology Learning
Distributional Effects and Individual Differences in L2 Morphology Learning
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DOI：
10.1111/lang.12204
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发表时间：
2017-03-01
影响因子：
4.4
通讯作者：
Kempe, Vera
中科院分区：
文献类型：
--
作者：
Brooks, Patricia J.;Kwoka, Nicole;Kempe, Vera
第二语言（L2）的学习结果可能取决于输入的结构和学习者的认知能力。本研究在评估统计学习能力、非语言智力、语音短期记忆和言语工作记忆的同时，测试了较少可预测的输入是否会促进第二语言形态的学习和推广。在三个会话中，54名成年人暴露在俄罗斯案例标记范式中，在输入中有平衡或倾斜的项目分布。统计学习能力和非语言智力预测训练项目的学习，只有非语言智力预测对新词汇的大小写标记屈折的概括。临时存储能力的测量都不能预测学习能力。平衡的，较少可预测的输入与更高的泛化准确性相关，但仅在初始测试阶段。这些结果表明，模式提取的个体差异在二语习得中发挥的作用比改变输入词汇项目可预测性的教学操作更持久。
Second language (L2) learning outcomes may depend on the structure of the input and learners' cognitive abilities. This study tested whether less predictable input might facilitate learning and generalization of L2 morphology while evaluating contributions of statistical learning ability, nonverbal intelligence, phonological short-term memory, and verbal working memory. Over three sessions, 54 adults were exposed to a Russian casemarking paradigm with a balanced or skewed item distribution in the input. Whereas statistical learning ability and nonverbal intelligence predicted learning of trained items, only nonverbal intelligence also predicted generalization of case-marking inflections to new vocabulary. Neither measure of temporary storage capacity predicted learning. Balanced, less predictable input was associated with higher accuracy in generalization but only in the initial test session. These results suggest that individual differences in pattern extraction play a more sustained role in L2 acquisition than instructional manipulations that vary the predictability of lexical items in the input.