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Adult L2 Processing and Acquisition of the English Present Perfect.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Adult L2 Processing and Acquisition of the English Present Perfect./
作者:	Farina, Christopher J.
面頁冊數:	1 online resource (385 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
標題:	Linguistics. -
電子資源:	click for full text (PQDT)
ISBN:	9780355666212

Adult L2 Processing and Acquisition of the English Present Perfect.
Farina, Christopher J.

Adult L2 Processing and Acquisition of the English Present Perfect. - 1 online resource (385 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ph.D.)--University of South Carolina, 2017.

Includes bibliographical references

This research investigates the second language (L2) processing and acquisition of the English present perfect via two features: boundedness and current relevance. Boundedness indicates whether an action reaches an endpoint (Smith 1997; Verkuyl 1972); it divides the functions of the present perfect into sets that denote completed situations or ongoing/iterative ones (Bybee et al. 1994; Housen 2002). Current relevance indicates the present importance of a past situation (Siemund 2004); it differentiates the present perfect from the simple past (Bardovi-Harlig 2002). Previous research has relied on offline methods (that evaluate metalinguistic knowledge); no research in SLA has investigated the acquisition of the present perfect using online methods (that measure real-time processing). This investigation addresses this gap using two novel tasks.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355666212Subjects--Topical Terms:

557829
Linguistics.
Index Terms--Genre/Form:

554714
Electronic books.

Adult L2 Processing and Acquisition of the English Present Perfect.
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100 1 $a Farina, Christopher J. $3 1192258
245 1 0 $a Adult L2 Processing and Acquisition of the English Present Perfect.
264 0 $c 2017
300 $a 1 online resource (385 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Mila Tasseva-Kurktchieva.
502 $a Thesis (Ph.D.)--University of South Carolina, 2017.
504 $a Includes bibliographical references
520 $a This research investigates the second language (L2) processing and acquisition of the English present perfect via two features: boundedness and current relevance. Boundedness indicates whether an action reaches an endpoint (Smith 1997; Verkuyl 1972); it divides the functions of the present perfect into sets that denote completed situations or ongoing/iterative ones (Bybee et al. 1994; Housen 2002). Current relevance indicates the present importance of a past situation (Siemund 2004); it differentiates the present perfect from the simple past (Bardovi-Harlig 2002). Previous research has relied on offline methods (that evaluate metalinguistic knowledge); no research in SLA has investigated the acquisition of the present perfect using online methods (that measure real-time processing). This investigation addresses this gap using two novel tasks.
520 $a In this study, 155 adult L2 English learners of varying proficiency from three first language (L1) backgrounds (Arabic, Chinese & Other) participated; 72 L1 English speakers were controls. Online data were collected using a self-paced reading task wherein participants read sentences manipulated for grammatical tense & boundedness and for grammatical tense & current relevance. Reading time differences for each condition were analyzed by L2 proficiency and L1 group. Offline data were collected using a rating task wherein participants provide judgments concerning the meanings of phrases excerpted from similarly manipulated sentences. Rating differences were analyzed by L2 proficiency and L1 group.
520 $a The results show that boundedness and current relevance affect L2 English learners' processing and comprehension of the present perfect; first language and L2 proficiency influence these effects. In boundedness conditions, high-proficiency learners exhibit inhibited reading times in nonbounded contexts, and they more accurately rate boundedness contrasts in the present perfect. These results suggest that advanced learners can distinguish the functions of the present perfect. The Arabic group performs like higher-proficiency learners, which indicates positive L1 transfer. In current relevance conditions, only the highest proficiency group exhibits reading times affected by current relevance marking, and they understand current relevance contrasts marked adverbially and morphosyntactically; less proficient groups only comprehend current relevance contrast marked adverbially. These results suggest that less proficient learners can use adverbially marked current relevance to distinguish the present perfect and simple past; only at higher proficiency do they become sensitive to morphosyntactic current relevance marking. The Chinese group unexpectedly performs like lower proficiency learners, which indicates negative L1 transfer.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Linguistics. $3 557829
655 7 $a Electronic books. $2 local $3 554714
690 $a 0290
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of South Carolina. $b Linguistics. $3 1148435
773 0 $t Dissertation Abstracts International $g 79-08A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10635892 $z click for full text (PQDT)