Doctoral Dissertation Research: Facilitation Effects of Structural Priming on Second Language Learning and Prediction of the Dative Alternation

该项目研究预测在语言处理过程中的作用，语言处理被认为是推动语言学习的一种心理操作。正确的预测确认并增强了先前的知识，而不正确的预测可以为学习者提供错误信号，使他们能够调整自己的知识，以便在未来做出更准确的预测。这种机制被称为基于错误的学习。年轻的成年人的母语被发现从事预测在许多处理情况。相比之下，第二语言（L2）学习者在实时处理过程中往往会表现出主动预测的减少、延迟甚至没有效果。因此，L2学习者可能有较少的机会从预测错误中学习。因此，研究二语学习和预测之间的关系对于更好地理解基于错误的学习如何有助于语言学习和教学的成功是至关重要的。本项目的目标是确定结构启动是否能促进二语学习和特定类型语法结构的预测处理。结构启动是一种研究技术，它为参与者提供语言输入，使他们能够检查他们的预测是否正确。该项目包括两个实验。实验一探讨结构启动是否促进第二语言对构式的学习。本研究采用书面结构启动范式，并在启动前后进行可接受性判断任务。初步结果表明，增加使用和更高的评级正确的结构后，课堂学习者启动。实验2探讨结构启动是否促进预测加工。本实验通过两个视觉世界眼动追踪（VWP）任务，考察学习者在听含有相关构式的句子时，以及他们在多大程度上可以调整他们的预测处理以响应最近的输入（启动）该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的评估被认为值得支持。影响审查标准。

This project investigates the role of prediction during language processing, which has been proposed as a mental operation that drives language learning. Correct predictions confirm and enhance prior knowledge, whereas incorrect predictions can provide learners with error signals that allow them to adjust their knowledge so as to make more accurate predictions in the future. This mechanism is known as error-based learning. Young adult native speakers are found to engage in prediction in many processing situations. By contrast, second language (L2) learners tend to show reduced, delayed or even no effects of active prediction during real-time processing. As a result, L2 learners may have less opportunity to learn from prediction error. Studies on the connection between L2 learning and prediction are thus crucial for a better understanding of how error-based learning can contribute to successful outcomes in language learning and teaching.This goal of this project is to determine whether structural priming can facilitate L2 learning and predictive processing of a specific type of grammatical construction. Structural priming is a research technique that provides participants with language input against which they can check whether their predictions are correct or not. The project consists of two experiments. Experiment 1 asks whether structural priming facilitates L2 learning of the constructions. It employs a written structural priming paradigm together with acceptability judgment tasks before and after priming. Preliminary results indicate increased use and higher ratings of correct constructions by classroom learners after priming. Experiment 2 asks whether structural priming facilitates predictive processing. Through two visual world eye tracking (VWP) tasks, this experiment examines to what extent learners engage in predictive processing while listening to sentences containing the relevant constructions, and to what extent they may adapt their predictive processing in response to recent input (priming).This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.