Conférence

Implicit causality as a predictive cue in child L1 and adult L2 processing of German: Evidence from visual-world eyetracking / Judith Schlenter

Réalisation : 20 juin 2017 Mise en ligne : 20 juin 2017
Logo Université Toulouse-Jean Jaurès
Université Toulouse-Jean Jaurès
  • document 1 document 2 document 3
  • niveau 1 niveau 2 niveau 3
  • audio 1 audio 2 audio 3
Descriptif

Implicit causality as a predictive cue in child L1 and adult L2 processing of German: Evidence from visual-world eyetracking / Judith Schlenter, in colloque "Bilingualism vs. monolingualism: a new perspective on limitations to L2 acquisition" organisé par le laboratoire Octogone-Lordat (Université Toulouse 2) sous la responsabilité de Barbara Köpke (UT2J), Holger Hopp (Technische Universität Braunschweig), Tanja Kupisch (Universität Konstanz), Université Toulouse Jean Jaurès, 19-20 juin 2017.

Researchon language processing can contribute to a better understanding of language learning and its underlying mechanisms. One area of special interestis predictive processing, which can help learnersto test hypotheses about the target language(Philipps & Ehrenhofer, 2015). Using the same experimental design,Lew-Williams and Fernald(2007, 2010) and Grüter et al. (2012) found that both Spanish-learning children (aged 2-3 years) and adults were able to use a gender-marked determiner to orient their gaze towards a target picture, whereas evenhighly proficient adult learners ofSpanish were not. Few sentence processing studies have compared child and adultlanguage learners' prediction abilities directly, however. Ina visual-world eye-tracking study, we investigated whether and how L1 German-speaking children (aged 9-13 years) and adults and native Russian-speaking,proficient adult L2 learners of German use implicit causality (IC) informationas a predictive cue. IC is a semantic bias that is known to affect people’sdiscourse interpretations in several languages (e.g. Hartshorne et al., 2013, 2015).A verb like frighten, for example, favoursNP1 as the causer of anevent and as the referent of a subsequent pronoun, whereas a verb like fear favours NP2. We presentedparticipants with spoken German sentences that either included an NP1-biasing (a) or NP2-biasing psych verb (b) followed by a causal connective and anambiguous pronoun, while looking ata visual scene. The predictive use of IC information should be reflected inmore looks to the NP1 referent for NP1-biasing than for NP2-biasing verbs evenbefore disambiguating information (e.g. einMesser... ‘a knife...’) is encountered.

(a) Der Indianer ängstigtden Cowboy am Lagerfeuer, [weil er zufällig]criticalwindow einMesser hervorholt.

(b) Der Indianer fürchtetden Cowboy am Lagerfeuer, [weil er zufällig]criticalwindow einGewehr hervorholt.

'The Native American frightens/fears the cowboy at thecampfire because he is accidentally fetching a knife/gun.'

Resultsfrom our statistical analyses show evidence of predictive use of IC information in both the child and adultL1 groups. For the L2 speakers,however, IC information only became effective over time. Unlike our nativespeakers, the L2 group showed a first- mention/subject preference that seemedto be ‘boosted’ when additionally supported by IC information. Our results thus indicate differences between L1 and L2 speakers' ability to use ICinformation as a predictive cue and moreover suggest that differentinterpretation-relevant constraints are differently weighted in L1 vs. L2processing.

Thèmes
Discipline :
Notice
Langue :
Anglais
Crédits
Claire SARAZIN (Réalisation), Université Toulouse-Jean Jaurès-campus Mirail (Production), SCPAM / Université Toulouse-Jean Jaurès-campus Mirail (Publication)
Conditions d'utilisation
Tous droits réservés aux auteurs et à l'Université Toulouse Jean Jaurès.
Citer cette ressource:
UT2J. (2017, 20 juin). Implicit causality as a predictive cue in child L1 and adult L2 processing of German: Evidence from visual-world eyetracking / Judith Schlenter. [Vidéo]. Canal-U. https://www.canal-u.tv/96731. (Consultée le 27 mai 2022)
Logo Université Toulouse-Jean Jaurès
Université Toulouse-Jean Jaurès
Contacter
Documentation

Caloi, Irene (2017). Additive focus particles in German-speaking learners of Italian as L2. In De Cesare, A. M., Andorno, C. M., Focus on additivity. Multiperspective and multifaceted views, Amsterdam, John Benjamins Publishing Company, 237-263.

Hernandez, Arturo E. (2009). Language switching in the bilingual brain: What's next?, Brain & Language, 109, 133-140.

Hofweber, Julia (2016). Effects of dense code-switching on executive control, in Irina A. Sekerina and Lauren Spradlin, "Bilingualism and Executive Function: An interdisciplinary approach", Linguistic Approaches to Bilingualism, 5, vol.6, 648–668.

Hopp, Holger & Schmid, Monika S. (2014). L'accent étranger perçu dans l'attrition L1 et l'acquisition de L2: l'impact de l'âge d'acquisition et du bilinguisme / Perceived foreign accent in L1 attrition and L2 acquisition, Psycholinguistique appliquée, 34 (2), 361-394. [En ligne : http://www.let.rug.nl/languageattrition/Papers/Hopp%20&%20Schmid%20forthc.pdf].

Kartushina, N., Frauenfelder, U. H. and Golestani, N. (2016), How and When Does the Second Language Influence the Production of Native Speech Sounds: A Literature Review, Language Learning, 52, vol. 66, 155–186. [En ligne : http://onlinelibrary.wiley.com/doi/10.1111/lang.12187/full].

Köpke, Barbara, Schmid, Monika (2011). L’attrition de la première langue en tant que phénomène psycholinguistique, Langage, Interaction and Acquisition / Language, Interaction et Acquisition (LIA), Amsterdam, John Benjamins Publishing Company, numéro spécial 2, vol. 2, 185-196.

Kupisch, T. (2012). Thèmes génériques en italien des premiers bilingues germano. Bilinguisme: Langue et Cognition 15 (4), 736-756.

Massa, E., Cortelazzo, F., El Yagoubi, R. & Köpke, B. (2016). Bilinguisme et contrôle exécutif : exploration neurofonctionnelle au moyen des méthodes potentiels évoqués et IRMf, Revue de Neuropsychologie, 2, 8, 126-136. {En ligne : http://www.jle.com/fr/revues/nrp/e-docs/bilinguisme_et_controle_executif_exploration_neurofonctionnelle_au_moyen_des_methodes_potentiels_evoques_et_irmf_307476/article.phtml].

Meisel, J. (2001). The simultaneous acquisition of two first languages. Early differenciation and subsequent development of grammars, in J. Cenoz & F. Genesee (éds.), Trends in Bilingual Acquisition, Amsterdam, John Benjamins Publishing Company, 11-41.

Meisel, J. (1989). Early differentiation of languages in bilingual children, in K. Hyltenstam & L. Obler (eds.), Bilingualism Across the Lifespan : Aspects of Acquisition, Maturity, and Loss, Cambridge, Cambridge University Press, 13-40.

Paradis, M. (2007). L1 attrition features predicted by a neurolinguistic theory of bilingualism, in B. Köpke, M. S. Schmid, M. Keijzer & S. Dostert (éds.), Language Attrition. Theoretical perspectives, Amsterdam, John Benjamins Publishing Company, 121-133.

Pérez-Leroux, A. T., Pirvulescu, M., & Roberge, Y. (2011). Topicalization and object omission in child language. First Language, 3, 31, 280-299. [En ligne : http://journals.sagepub.com/doi/pdf/10.1177/0142723710394384].

Royle, Phaedra, St-Denis, Ariane, Mazzocca, Patrizia, Marquis, Alexandra (2017). Insensitivity to verb conjugation patterns in French children with SLI, Clinical Linguistics & Phonetics. [En ligne : https://eoa.umontreal.ca/wp-content/uploads/sites/32/2017/07/publicationsRoyleP_verbConjugationPatternsFrenchSLI.pdf].

Rvache, S., Royle, P., Gonnerman, L. M., Stanké, B., Marquis, A., Herbay, A. (2017). Development of a Tool to Screen Risk of Literacy Delays in French-Speaking Children: PHOPHLO, Canadian Journal of Speech-Language Pathology and Audiology (CJSLPA), 3, vol. 41, 321-340. [En ligne : http://www.cjslpa.ca/detail.php?ID=1220&lang=en].

Sabourin, L. (2014). The bilingual advantage in the Stroop task: simultaneous vs. early bilinguals, in "L3 Acquisition: A Focus on Cognitive Approaches", Bilingualism: Language and Cognition, 2, vol. 18, 350-355.

Schmid, M.S. & Köpke, B. (2017). The relevance of first language attrition to theories of bilingual development. Linguistic Approaches to Bilingualism, 6, vol. 7,  637 –667 [En ligne : http://www.let.rug.nl/languageattrition/Papers/Schmid&Kopke2017.pdf].

Schmid, M S., Köpke, B., De Bot, K. (2013). Language attrition as a complex, non-linear development, International Journal of Bilingualism, 17 (6), 675-682.

Stoehr, A., Benders, T., Van Hell, J., & Fikkert, P. (2017). Heritage language exposure impacts voice onset time of Dutch–German simultaneous bilingual preschoolers, Bilingualism: Language and Cognition, 1-20. [En ligne : doi: 10.1017/S1366728917000116].

Stöhr, A., Akpınar, D., Bianchi, G., & Kupisch, T. (2012). Gender marking in L2 learners and Italian-German bilinguals with German as the weaker language, in K. Braunmueller & C. Gabriel (eds.), Multilingual Individuals Multilingual Societies,  153–170.

Van Osch, B. A., Aalberse, S. P., Hulk, A. C. J., & Sleeman, A. P. (2017). Knowledge of mood in internal and external interface contexts in Spanish heritage speakers in the Netherlands, in K. Bellamy, M. Child, M. C. Parafita Couto, P. González, & A. Muntendam (eds.), Multidisciplinary Approaches to Bilingualism in the Hispanic and Lusophone World,  Amsterdam, John Benjamins Publishing Company, 67-94.

Le site internet dédié au colloque "Bilinguisme vs. monolinguisme: une nouvelle perspective par rapport à la question des limites de l’acquisition d’une L2" (Univ. Toulouse Jean Jaurès
19-20 juin 2017)

Dans la même collection

Voir tout

Sur le même thème