9 An on-line look at sentence processing in the second language

By C. Frenck-Mestre. 2002

176 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/7e0c33cf2f4fb5f6454b0adc7f9ff27fdf66138a

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Citations in the corpus

The syntax–discourse interface in near-native L2 acquisition: Off-line and on-line performance* (2009, background): “Yet other L2 processing studies, however, do find L1 effects on the L2 processing of morphosyntax (see Frenck-Mestre, 2002; Hopp, 2006), suggesting that some L1 properties inform L2 processing.”
Bilinguals reading in their second language do not predict upcoming words as native readers do (2013, background): “…the cause of this difference have identified differences in L1 and L2 lexical (Soares & Grosjean, 1984), semantic (Hahne, 2001; Weber-Fox, Davis, & Cuadrado, 2003), and syntactic (Frenck-Mestre, 2002; Hahne & Friederici, 2001; Sanders & Neville, 2003; Weber-Fox & Neville, 1996) representations.”
ONLINE PRONOUN RESOLUTION IN L2 DISCOURSE: L1 Influence and General Learner Effects (2008, background): “…because there is a difference in how speakers of different languages prefer to resolve the ambiguity + Some have found that L2 learners apply the parsing preference of their L1 in resolving these ambiguities , at least at lower proficiency levels ~ Dussias , 2003 ; Frenck-Mestre , 1997 , 2002 !”
Processing empty categories in a second language: When naturalistic exposure fills the (intermediate) gap* (2012, methodology): “The limited number of studies demonstrating effects of naturalistic exposure in L2 processing largely involved relative clause attachment ambiguity (Dussias, 2003; Dussias & Sagarra, 2007; Frenck-Mestre, 2002) and investigated the effect of naturalistic exposure to the learners’ preferences.”
Parsing a first language like a second: The erosion of L1 parsing strategies in Spanish-English Bilinguals (2004, unknown): “…functioning of the mental mechanisms involved during syntactic processing and sentence parsing (some exceptions are, e.g., Fernández, 1995, 1999, 2003; Frenck-Mestre, 2002; Frenck-Mestre & Pynte, 1997; Hahne, 2001; Hahne & Friederici, 2001; Hernández, Bates, & Ávila, 1994; Hoover & Dwivedi, 1998;…”
Effect of language proficiency and degree of formal training in simultaneous interpreting on working memory and interpreting performance: Evidence from Mandarin–English speakers (2012, background): “Previous research has shown that sentence reading is slower in a second language than in a first language (Frenck-Mestre, 2002; Hoover & Dwivedi, 1998).”
Proficiency and working memory based explanations for nonnative speakers’ sensitivity to agreement in sentence processing (2012, background): “, Foucart & Frenck-Mestre, 2011; Tokowicz & MacWhinney, 2005). The results of Jiang (2004) and Keating (2009) suggest that linear distance between two elements in an agreement dependency can potentially increase the difficulty with which L2 learners process such dependencies. Such a difficulty shoul”
The effect of exposure on syntactic parsing in Spanish–English bilinguals (2007, background): “A subsequent study (Frenck-Mestre, 2002) found that English–French speakers who were proficient in their L2 French resolved the ambiguity in favor of NP1 attachment, the same pattern found in the French monolingual group.”
Syntactic features and reanalysis in near-native processing (2006, methodology): “(e.g. Juffs, 1998; Frenck-Mestre, 2002; Fernandez, 2003; Sabourin, 2003) and others report no L2 processing differences between L1 groups (Papadopoulou and Clahsen, 2003; Marinis et al.”
Grammatical processing in language learners (2006, background): “Although there is some evidence that L2 processing performance is affected by factors such as proficiency or age of acquisition (Frenck-Mestre, 2002; Hahne & Friederici, 2001; Weber-Fox & Neville, 1996), most of the L2 sentence processing studies reviewed above have examined learners at or near the…”
Effects of reading span and plausibility in the reanalysis of wh-gaps by Chinese-English second language speakers (2010, background): “Studies have provided converging evidence that proficiency in the L2 often interacts with linguistic aspects of the input in producing a parsing outcome (e.g. for the effect of proficiency on the extent to which L2 learners utilize structural cues, see Kilborn, 1992; Frenck-Mestre, 1997; Frenck-Mest”