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E-raamat: Second Language Processing: An Introduction [Taylor & Francis e-raamat]

(University of Maryland, USA)
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Second Language Processing: An IntroductionSuurem pilt
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Taylor & Francis e-raamatudRohkem infot Taylor & Francis e-raamatute kohta
Raamatu kodulehekülg: https://www.taylorfrancis.com/books/9781315886336

Second Language Processing is the first textbook to offer a thorough introduction to the field of second language processing (SLP). The study of SLP seeks to illuminate the cognitive processes underlying the processing of a non-native language. While current literature tends to focus on one topic or area of research, this textbook aims to bring these different research strands together in a single volume, elucidating their particularities while also demonstrating the relationships between them. The book begins by outlining what is entailed in the study of SLP, how it relates to other fields of study, and some of the main issues shared across its subareas. It then moves into an exploration of the three major areas of current research in the field—phonological processing, lexical processing, and sentence processing. Each chapter provides a broad overview of the topic and covers the major research methods, models, and studies germane to that area of study. Ideal for students and researchers working in this growing field, Second Language Processing: An Introduction will serve as the go-to guide for a complete examination of the major topics of study in SLP.

Illustrations
x
Preface xii
Abbreviations xv
1 Introducing Second Language Processing
1(32)
1.1 Introduction
1(2)
1.2 Characterizing SLP Research
3(9)
1.2.1 A Cognitive Focus
3(1)
1.2.2 A Broader Scope Than L1 Psycholinguistics
4(1)
1.2.3 From Processing Data to Representation and Acquisition Issues
5(3)
1.2.4 An Experimental Approach That Emphasizes Vigorous Variable Manipulation and Control
8(4)
1.3 Recurrent Themes in SLP Research
12(12)
1.3.1 The Acquirability of a Non-Native Language
13(4)
1.3.2 L1--L2 Interaction
17(2)
1.3.3 Documenting and Explaining Age Effects
19(5)
1.4 Conclusion
24(9)
2 Phonological Processing in L2: Concepts, Methods, and Models
33(40)
2.1 Introduction
33(1)
2.2 Speech Production and Acoustic Cues
33(5)
2.3 Cross-Linguistic Differences in Sound Systems
38(5)
2.3.1 The Sound Inventory and Acoustic Details
38(1)
2.3.2 Distinctive Features
39(1)
2.3.2.1 Voicing
39(1)
2.3.2.2 Aspiration
40(1)
2.3.2.3 Length
40(1)
2.3.2.4 Word Stress
41(1)
2.3.2.5 Lexical Tone
41(1)
2.3.3 Phonotactics
42(1)
2.4 Research Methods
43(9)
2.4.1 Assessing Perception
44(1)
2.4.1.1 The Identification Task
45(1)
2.4.1.2 The Discrimination Task
45(2)
2.4.1.3 The Oddball Paradigm
47(1)
2.4.1.4 Lexical Tasks
48(1)
2.4.2 Assessing Production
48(1)
2.4.2.1 Speech Sample Elicitation
48(1)
2.4.2.2 Speech Sample Evaluation
49(3)
2.5 Models of L2 Phonological Processing
52(12)
2.5.1 The Speech Learning Model (SLM)
53(2)
2.5.2 The Perceptual Assimilation Model (PAM) and PAM-L2
55(4)
2.5.3 The Native Language Magnet Model (NLMM)
59(3)
2.5.4 The Featural Models
62(2)
2.6 Conclusion
64(9)
3 Phonological Processing in L2: Issues and Findings
73(70)
3.1 Introduction
73(1)
3.2 Language Interaction
74(27)
3.2.1 L1 Influence: Dealing With New Phonetic Phenomena
74(1)
3.2.1.1 Segmental Transfer
75(1)
3.2.1.2 Featural Transfer
76(3)
3.2.1.3 Suprasegmental Transfer
79(2)
3.2.1.4 Phonotactic Transfer
81(1)
3.2.1.5 L1 Influence and Use of Acoustic Cues
82(1)
3.2.1.6 L1 Influence in Word Recognition
83(1)
3.2.1.7 Positive Transfer
84(1)
3.2.1.8 L2 Processing Universals?
84(3)
3.2.2 L1 Influence: The Role of the Degree or Pattern of L1--L2 Overlap
87(1)
3.2.2.1 Testing the SLM: The More Similar, the More Difficult?
88(2)
3.2.2.2 Testing the PAM: Pair Types and Difficulty Levels
90(4)
3.2.3 L2 Effect on L1
94(5)
3.2.4 The Case of Simultaneous Bilinguals
99(2)
3.3 Age and Acquirability
101(15)
3.3.1 Documenting Age-Related Differences
101(3)
3.3.2 Documenting Nativelikeness in L2 Phonology
104(1)
3.3.2.1 Nativelike Phonology Among Early Learners
105(1)
3.3.2.2 Nativelike Phonology Among Late Learners
105(1)
3.3.2.3 Non-Native Phonology Among Late Learners With Long LOR
106(1)
3.3.2.4 Non-Native Phonology Among Early Learners
107(3)
3.3.3 Explaining Age-Related Differences
110(1)
3.3.3.1 Neurophysiological Perspectives
111(2)
3.3.3.2 A Neurocognitive or Neuropsychological Approach
113(1)
3.3.3.3 L1 Entrenchment
114(2)
3.4 Other Factors
116(10)
3.4.1 LOR, L2 Experiences, and L2 Proficiency
117(5)
3.4.2 L1 Use
122(1)
3.4.3 Segment-Related Factors
123(2)
3.4.4 Phonetic Training
125(1)
3.5 Conclusion
126(17)
4 Word Recognition in L2
143(53)
4.1 Introduction
143(1)
4.2 Understanding Lexical Representation and Processing
144(7)
4.2.1 Characteristics of Lexical Representation
144(2)
4.2.2 Methods for Studying Lexical Processing
146(1)
4.2.3 Lexical Processing Effects
147(1)
4.2.3.1 Frequency, Familiarity, and Age-of-Acquisition Effects
147(2)
4.2.3.2 Other Lexical Property Effects
149(1)
4.2.3.3 Meaning-Related Effects
150(1)
4.2.3.4 Nonword-Related Effects
150(1)
4.2.3.5 Priming Effects
151(1)
4.2.3.6 Context Effects
151(1)
4.3 The L2 Lexicon
151(9)
4.3.1 Importance of Form-Based Connections
152(5)
4.3.2 The Episodic L2 Lexicon
157(3)
4.4 Word Recognition in L2: The Role of L1
160(10)
4.4.1 Transfer of Processing Strategies: Phonology vs. Orthography
160(4)
4.4.2 Transfer of Word Recognition and Reading Skills
164(3)
4.4.3 Commonalities and Universalities in L1 and L2 Word Recognition
167(3)
4.5 Word Recognition in L2: Other Issues
170(13)
4.5.1 Automatic Activation of L1 Translations in L2 Word Recognition
170(3)
4.5.2 A Larger Frequency Effect in L2
173(5)
4.5.3 The Integration of Unfamiliar Words
178(5)
4.6 Conclusion
183(13)
5 Processing Complex Words, Multiword Units, and Meanings in L2
196(48)
5.1 Introduction
196(1)
5.2 Processing Complex Words in L2
197(12)
5.2.1 Representation and Processing of Complex Words: Models and Approaches
197(4)
5.2.2 Processing Complex Words in L2: The Decomposition Debate
201(5)
5.2.3 Processing Complex Words in L2: L1 Influence
206(3)
5.3 Processing Multiword Expressions in L2
209(19)
5.3.1 Defining and Differentiating Multiword Expressions
210(3)
5.3.2 Holistic Representation and Processing of Multiword Units
213(5)
5.3.3 L1 Influence in Collocation Representation and Processing
218(4)
5.3.4 Figurative and Literal Meanings in Idiom Processing Among NNS
222(6)
5.4 Semantic Processing in L2
228(6)
5.4.1 L2 Semantic Processing and Development
229(3)
5.4.2 Cerebral Involvement in Semantic Processing in L1 and L2
232(2)
5.5 Conclusion
234(10)
6 Sentence Processing in L2: Parsing
244(42)
6.1 Introduction
244(5)
6.1.1 Sentence Ambiguity and the Garden-Path Effect
244(3)
6.1.2 Models of Syntactic Parsing
247(2)
6.2 The Role of L1 in L2 Parsing
249(11)
6.2.1 Verb Subcategorization
249(5)
6.2.2 Relative Clause Attachment
254(6)
6.3 Syntactic and Lexicosemantic Information in L2 Parsing
260(12)
6.3.1 The Use of Lexicosemantic Information in L2 Parsing
261(4)
6.3.2 The Use of Syntactic Information in L2 Parsing
265(7)
6.4 Working Memory and L2 Sentence Processing
272(6)
6.5 Conclusion
278(8)
7 Sentence Processing in L2: Sensitivity to Morphosyntactic Violations
286(37)
7.1 Introduction
286(1)
7.2 Methodological Considerations for Assessing Acquisition
287(4)
7.3 Research Findings
291(12)
7.3.1 Behavioral Studies
291(6)
7.3.2 Electrophysiological Studies
297(6)
7.4 Understanding the Conflicting Findings
303(5)
7.4.1 Discrepancies Across Paradigms
303(1)
7.4.1.1 Behavioral and ERP Studies
303(1)
7.4.1.2 The SPRT vs. Eye Tracking
304(2)
7.4.2 The Proficiency Factor
306(2)
7.4.3 Explaining the Distance Effect
308(1)
7.5 Explaining the Morphological Congruency Effect
308(8)
7.5.1 Explaining the Effect: A Theoretical Proposal
309(5)
7.5.2 Testing the Proposal
314(2)
7.6 Conclusion
316(7)
Epilogue 323(3)
Index 326
Nan Jiang is Associate Professor of Second Language Acquisition at the University of Maryland, USA. He is the author of Conducting Reaction Time Research in Second Language Studies (2012) and numerous articles in leading journals of applied linguistics, second language acquisition, and psycholinguistics.
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