29.2758, Books: Explaining differences in adult second language learning: The role of language input characteristics and learners' cognitive aptitudes: Ćurčić

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LINGUIST List: Vol-29-2758. Tue Jul 03 2018. ISSN: 1069 - 4875.

Subject: 29.2758, Books: Explaining differences in adult second language learning: The role of language input characteristics and learners' cognitive aptitudes: Ćurčić

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Date: Tue, 03 Jul 2018 14:19:20
From: Karijn Hootsen [gw.uilots.lot at uu.nl]
Subject: Explaining differences in adult second language learning: The role of language input characteristics and learners' cognitive aptitudes: Ćurčić

 


Title: Explaining differences in adult second language learning: The
role of language input characteristics and learners' cognitive
aptitudes 
Series Title: LOT Dissertation Series  

Publication Year: 2018 
Publisher: Netherlands Graduate School of Linguistics / Landelijke (LOT)
	   http://www.lotpublications.nl/
	

Book URL: https://www.lotpublications.nl/explaining-differences-in-adult-second-language-learning-the-role-of-language-input-characteristics-and-learners-cognitive-aptitudes 


Author: Maja Ćurčić

Paperback: ISBN:  9789460932700 Pages: 213 Price: Europe EURO 32.00


Abstract:

This dissertation examines how adult learning of novel language structures is
affected by the characteristics of the language input that learners are
exposed to and by learners’ cognitive aptitudes, such as analytical ability
and working memory capacity.

In a series of experiments, adult native speakers of Dutch received brief
auditory exposure to a miniature language based on Fijian. Within the language
learners were also exposed to an agreement pattern between determiners and
nouns: masculine determiner lep preceded nouns ending in –uk, and feminine
determiner ris preceded nouns ending in –is (e.g., lep oseuk, ris burogis).
After the exposure, learners’ knowledge of the agreement pattern and their
ability to quickly predict nouns based on determiners were measured using
grammaticality judgment tasks, a production task, and a processing task with
eye-tracking.

There were substantial differences between learners, both in terms of their
learning success and the awareness of the underlying language patterns. The
reliability of the language input (i.e., whether the agreement pattern in the
input was fully regular or featured exceptions) affected learning in different
ways depending on the length of the language exposure and learners’ awareness
of the agreement structure. Learners’ working memory capacity and analytical
abilities were positively related to their learning outcomes and to the
occurrence of pattern awareness among learners. Some learners developed quick
predictive processing based on determiners, but this was always accompanied by
learners’ awareness that determiners were useful for making choices during the
test with eye-tracking.
 



Linguistic Field(s): Language Acquisition


Written In: English  (eng)

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