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

该项目研究了预测在语言处理过程中的作用，预测被认为是一种驱动语言学习的心理操作。正确的预测可以确认和增强先验知识，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。研究发现，以英语为母语的年轻人会在许多处理情境中进行预测。相比之下，第二语言学习者在实时处理过程中往往表现出主动预测的减少、延迟甚至没有效果。因此，二语学习者可能很少有机会从预测错误中学习。因此，研究第二语言学习和预测之间的联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结果至关重要。这个项目的目的是确定结构启动是否可以促进第二语言学习和特定类型语法结构的预测加工。结构启动是一种研究技术，它为参与者提供语言输入，让他们检查自己的预测是否正确。这个项目包括两个实验。实验1询问结构启动是否促进了二语结构的学习。它采用书面结构启动范式以及启动前后的可接受性判断任务。初步结果表明，在启动后，课堂学习者对正确结构的使用增加了，对正确结构的评价也提高了。实验2考察结构启动是否促进预测加工。通过两个视觉世界眼动追踪（VWP）任务，本实验考察了学习者在听包含相关结构的句子时进行预测加工的程度，以及他们对最近输入（启动）的预测加工的适应程度。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

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.