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Reem Khamis-Dakwar; Baha Makhoul – Journal of Multilingual and Multicultural Development, 2024
The study examined the relationship between children's explicit knowledge and awareness of diglossia (EKAD) and learning Arabic in school. Additionally, this study addresses the interrelationships between EKAD and oral comprehension, lexical, phonological, and morphosyntactic awareness upon the transition to reading to learn. Thirty typicaly…
Descriptors: Grade 5, Grade 6, Arabic, Gender Differences
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Lilong Xu; Boping Yuan – Second Language Research, 2024
This study investigates whether there are different first-language-second-language (L1-L2) dependency resolutions by focusing on less-studied crosslinguistic variances in L2 acquisition of Chinese, a null-subject language, by speakers of English, a non-null-subject language. The overt subject pronoun of a Chinese main clause has free orientation…
Descriptors: Cues, Chinese, Phrase Structure, English
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Amir Mahshanian; Mohammadtaghi Shahnazari; Ahmad Moinzadeh – TESL-EJ, 2025
This study investigates the relationships among working memory (WM), syntactic parsing ability (SP), and L2 reading performance across varying proficiency levels. A cohort of 120 L1-Persian EFL learners was categorized into beginner, intermediate, and advanced proficiency groups based on their IELTS scores. Participants completed a reading span…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Reading Achievement
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Mahmoud Abdi Tabari; Minyoung Cho – Language Teaching Research, 2025
To test the predictive power of the SSARC (stabilize, simplify, automatize, reconstruct, and complexify) model of pedagogic task sequencing in second language (L2) writing development, the present study explores the performance of written decision-making tasks with varied levels of cognitive complexity in a simple-to-complex sequence in comparison…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Advanced Students
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Ambridge, Ben – First Language, 2020
In this response to commentators, I agree with those who suggested that the distinction between exemplar- and abstraction-based accounts is something of a false dichotomy and therefore move to an abstractions-made-of-exemplars account under which (a) we store all the exemplars that we hear (subject to attention, decay, interference, etc.) but (b)…
Descriptors: Language Acquisition, Syntax, Computational Linguistics, Language Research
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Messenger, Katherine; Hardy, Sophie M.; Coumel, Marion – First Language, 2020
The authors argue that Ambridge's radical exemplar account of language cannot clearly explain all syntactic priming evidence, such as inverse preference effects ("greater" priming for less frequent structures), and the contrast between short-lived lexical boost and long-lived abstract priming. Moreover, without recourse to a level of…
Descriptors: Language Acquisition, Syntax, Priming, Criticism
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Dempsey, Jack; Liu, Qiawen; Christianson, Kiel – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Previous work has ostensibly shown that readers rapidly adapt to less predictable ambiguity resolutions after repeated exposure to unbalanced statistical input (e.g., a high number of reduced relative-clause garden-path sentences), and that these readers grow to disfavor the a priori more frequent (e.g. main verb) resolution after exposure (Fine,…
Descriptors: Probability, Cues, Syntax, Ambiguity (Semantics)
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Bayat, Nihat – International Online Journal of Education and Teaching, 2020
This study aimed to detect the extent to which comprehending elliptical structures predicted reading comprehension. The study utilized a correlational survey model, and participants involved a total of 173 middle school students. Data were collected through two different tools based on the same text in 2019. The ellipsis comprehension test…
Descriptors: Reading Comprehension, Reading Tests, Middle School Students, Syntax
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Schenck, Andrew – Asian-Pacific Journal of Second and Foreign Language Education, 2020
Grammar varies in semantic, morphosyntactic, and phonological complexity, which may influence what type of Corrective Feedback (CF) is effective. The present study was designed to investigate the best form of CF for each grammatical feature, in conjunction with associated variables such as learner proficiency level and L1 influence. Fifteen…
Descriptors: Grammar, Feedback (Response), Error Correction, Semantics
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Priven, Dmitri – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2020
Complex noun phrases (CNP) are a major vehicle of academic written discourse (Halliday, 1988; 2004). However, in spite of the view that they pose significant challenges to English language learners, they are often overlooked in preparatory English for Academic Purposes (EAP) programs. This mixed methods study aims to investigate to what extent CNP…
Descriptors: Nouns, Phrase Structure, English for Academic Purposes, Syntax
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Alhaj, Ali Albashir Mohammed – Advances in Language and Literary Studies, 2020
The current study aims at exploring some syntactic and semantic underlying problems in three English translations of the meanings of Surat Quraish; that is in English translations of AbdelHaleem, Khan and Mohammed Taj Al-Din Al-Hilai and Pickthall. Also, the study aims at probing how the three translators deal with some syntactic and semantic…
Descriptors: Syntax, Semantics, English (Second Language), Translation
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Jiménez-Gaspar, Amelia; Pires, Acrisio; Guijarro-Fuentes, Pedro – International Journal of Bilingual Education and Bilingualism, 2020
This study investigates the knowledge of bilingual speakers of Catalan and Spanish regarding the production of object pronominal clitics (excluding non-reflexive third-person clitics), with a focus on: (i) their morphology, considering the variants that coexist for each form, and (ii) their syntactic placement (proclitic or enclitic) with respect…
Descriptors: Foreign Countries, Bilingualism, Spanish, Romance Languages
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Simpson, Ian Craig; Moreno-Pérez, Francisco Javier; Rodríguez-Ortiz, Isabel de los Reyes; Valdés-Coronel, Marta; Saldaña, David – Reading and Writing: An Interdisciplinary Journal, 2020
Reading comprehension is a complex task requiring many underlying skills. Syntactic awareness and morphological awareness are two such skills that have been shown to be related to reading comprehension. However, the majority of studies have been carried out in English, and very few have explored these skills in monolingual Spanish speaking…
Descriptors: Morphology (Languages), Syntax, Reading Comprehension, Spanish Speaking
Gomez, Antonio Martin – ProQuest LLC, 2020
The present study contributes to our understanding of the effects of age and type of linguistic input in the acquisition of Spanish as a second language in adulthood. I examine the Spanish syntax (word order) of three groups of speakers, monolingual Spanish speakers from Mexico and two bilingual English-Spanish speakers born and raised in the…
Descriptors: Spanish, Second Language Learning, Foreign Countries, English
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Kobayashi, Yuki; Sugioka, Yoko; Ito, Takane – Journal of Psycholinguistic Research, 2018
An event-related potential experiment was conducted in order to investigate readers' response to violations in the hierarchical structure of functional categories in Japanese, an agglutinative language where functional heads like Negation (Neg) as well as Tense (Tns) are realized as suffixes. A left-lateralized negativity followed by a P600 was…
Descriptors: Japanese, Reader Response, Grammar, Brain Hemisphere Functions
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