Processing to learn noncanonical word orders: Exploring linguistic and cognitive predictors of reanalysis in early L2 sentence comprehension

• Published in: Studies in second language acquisition 2024-07, Vol.46 (3), p.686-709
• Main Authors: Hopp, Holger, Schimke, Sarah, Gastmann, Freya, Öwerdieck, David, Poarch, Gregory J.
• Format: Article
• Language: English
• Subjects: Adult Basic Education; Adult learning; Adult Students; Bilingualism; Cognition; Comprehension; Early second language learning; Eye movements; German language; Individual differences; Language acquisition; Linguistics; Memory; Questions; Reaction time; Reading comprehension; Reading Skills; Relative clauses; Second language learning; Sentences; Short term memory; Syntactic processing; Syntax; Word order
• ISSN: 0272-2631; 1470-1545
• DOI: 10.1017/S0272263123000451

To test the contributions of processing to L2 syntax learning, this study explores (cross-) linguistic and cognitive predictors of sentence reanalysis in the L2 comprehension of relative clauses among low-intermediate L1 German adolescent learners of L2 English. Specifically, we test the degree to which L2 comprehension is affected by L2 proficiency, reanalysis ability in a related, earlier-acquired L2 structure (questions), reanalysis ability of relative clauses in the L1, cognitive control, and cognitive capacity. In visual-world eye-tracking experiments, 141 adolescent German-speaking L2 learners of English selected target pictures for auditorily presented questions and relative clauses in the L1 and in the L2. The results showed a strong subject preference for L2 relative clauses. Learners’ L2 proficiency and their processing of object questions in the L2 predicted reanalysis for object relatives in eye movements, reaction times, and comprehension accuracy. In contrast, there was no evidence that cognitive control or working memory systematically affected the processing of object relatives. These findings suggest that linguistic processing outweighs cognitive processing in accounting for individual differences in low-intermediate L2 acquisition of complex grammar. Specifically, learners recruit shared processing mechanisms and routines across grammatical structures to pave a way in the acquisition of syntax.