The Influence of First Language Processing Mechanisms and Working Memory Constraints on Second Language Parsing in Adults

成人第一语言加工机制和工作记忆约束对第二语言解析的影响。成年人学习第二语言（L2）成功率低的原因仍然知之甚少。这种理解的缺乏部分源于我们对学习者的第一语言（L1）、学习者从第二语言输入中听到和理解的内容以及第二语言能力发展之间的关系缺乏了解。迫切需要研究第二语言学习者在阅读和听的过程中是如何处理第二语言的。因此，本研究的主要目标是：(1)开发研究以英语为第二语言（ESL）为母语的人的句子处理的技术；(2)在词汇和句法方面，确定中低水平英语学习者的第二语言分析在多大程度上受到第一语言（L1）的影响；(3)评估工作记忆容量的个体差异对第二语言解析的影响程度。这项研究将在至少三个子领域产生影响。第一，有助于理解母语对习得中间阶段在线二语句子加工的影响；它将与当前关于母语在二语习得中的作用的争论有关，并将有助于理解二语习得中的个体差异。其次，如果可以证明第二语言解析受第一语言语法和工作记忆的影响，那么结果将为人类句子处理中的中心问题提供额外的数据来源。第三，研究结果将对外语和第二语言课堂的教学技术产生影响。研究结果将与那些提倡专注于听力理解任务的研究人员和教师特别相关，这些任务迫使学习者处理困难的结构。

The Influence of First Language Processing Mechanisms and Working Memory Constraints on Second Language Parsing in Adults. The reasons for the low success rate among adults who try to learn a second language (L2) are still poorly understood. This lack of understanding stems in part from our lack of knowledge about the relationship between the learner's first language (L1), what the learner hears and understands from input in the L2, and the development of second language competence. An urgent need exists for research on how second language learners actually process the L2 as they read and listen. Therefore, the major goal of the proposed research will be: (1) to develop techniques for investigating sentence processing in speakers of English as a Second Language (ESL); (2) to establish to what extent parsing in the second language is influenced by the first language (L1) in low to high intermediate learners of English as a Second or Foreign language in the domain of the lexicon and syntax; and (3) to assess the extent to which individual differences in working memory capacity affect second language parsing. This research will have implications in at least three sub-fields. First, it will contribute to the understanding of the influence of L1 in on-line second language sentence processing in the intermediate stages of acquisition; it will be relevant to current debates on the role of the L1 in L2 acquisition, and will contribute to an understanding of individual variation in L2 acquisition. Second, if it can be shown that L2 parsing is influenced by L1 syntax and working memory the results will provide an additional source of data for central questions in human sentence processing in general. Third, the results will have implications for instructional techniques in foreign and second language classrooms. The results will be particularly relevant to those researchers and teachers who advocate a focus on listening comprehension tasks that force learners to process difficult structures.