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

这项研究探讨了预测在语言处理中的作用，预测被认为是一种推动语言学习的心理操作。正确的预测证实并增强了先前的知识，而错误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，年轻的以英语为母语的人在许多加工情境中都参与了预测。相比之下，第二语言学习者在实时加工过程中往往表现出主动预测的减少、延迟甚至没有影响。因此，二语学习者从预测错误中学习的机会可能会更少。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结果至关重要。本课题的目标是确定结构启动是否能够促进对特定类型语法结构的二语学习和预测性加工。结构启动是一种研究技术，它为参与者提供语言输入，他们可以对照这些输入来检查他们的预测是否正确。该项目由两个实验组成。实验一询问结构启动是否促进了对构式的二语学习。它采用书面结构启动范式和启动前后的可接受性判断任务。初步结果表明，启动后课堂学习者对正确构式的使用增加，并且获得了更高的评价。实验2询问结构启动是否促进了预测性加工。通过两个视觉世界眼球跟踪(VWP)任务，本实验考察了学习者在听含有相关结构的句子时在多大程度上参与了预测性加工，以及他们在多大程度上可以根据最近的输入(启动)调整他们的预测性加工。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.