Publikation:

Early Language Learning : The Impact of Teaching and Teacher Factors

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Graham_2-12l85rbzfnul98.pdf
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Datum

2017

Autor:innen

Graham, Suzanne
Courtney, Louise
Tonkyn, Alan

Herausgeber:innen

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URI (zitierfähiger Link)
http://nbn-resolving.de/urn:nbn:de:bsz:352-2-12l85rbzfnul98
DOI (zitierfähiger Link)
https://doi.org/10.1111/lang.12251
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CC BY 4.0

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Open Access-Veröffentlichung
Open Access Hybrid

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Linguistik: Publikationen
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Zeitschriftenartikel
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Published

Erschienen in

Language Learning. 2017, 67(4), pp. 922-958. ISSN 0023-8333. eISSN 1467-9922. Available under: doi: 10.1111/lang.12251

Zusammenfassung

Recent behavioural evidence from second language (L2) learners has suggested native-like processing of syntactic structures, such as long-distance wh-dependencies in L2. The underlying processes are still largely debated, while the available neuroimaging evidence has been restricted to native (L1) processing. Here we test highly proficient L2 learners of English in an fMRI experiment incorporating a sentence reading task with long-distance wh-dependencies, including abstract syntactic categories (empty traces of wh-movement). Our results suggest that long-distance wh-dependencies impose increased working memory (WM) demands, compared to control sentences of equal length, demonstrated as increased activation of the superior and middle temporal gyri bilaterally. Additionally, our results suggest abstract syntactic processing by the most immersed L2 learners, manifested as comparable left temporal activity for sentences with wh-traces and sentences with no wh-movement. These findings are discussed against current theoretical proposals about L2 syntactic processing.

Zusammenfassung in einer weiteren Sprache

Fachgebiet (DDC)
400 Sprachwissenschaft, Linguistik

Schlagwörter

early language learning; teaching time; teaching approach; teacher proficiency; teacher training

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ISO 690GRAHAM, Suzanne, Louise COURTNEY, Theodoros MARINIS, Alan TONKYN, 2017. Early Language Learning : The Impact of Teaching and Teacher Factors. In: Language Learning. 2017, 67(4), pp. 922-958. ISSN 0023-8333. eISSN 1467-9922. Available under: doi: 10.1111/lang.12251
BibTex
@article{Graham2017-12Early-42358,
  year={2017},
  doi={10.1111/lang.12251},
  title={Early Language Learning : The Impact of Teaching and Teacher Factors},
  number={4},
  volume={67},
  issn={0023-8333},
  journal={Language Learning},
  pages={922--958},
  author={Graham, Suzanne and Courtney, Louise and Marinis, Theodoros and Tonkyn, Alan}
}
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