Syntactic priming in the classroom: using narratives to prime L2 arabic speakers
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| Yayımlandı: | Asian-Pacific Journal of Second and Foreign Language Education vol. 9, no. 1 (Dec 2024), p. 68 |
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| Diğer Yazarlar: | |
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Springer Nature B.V.
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| Konular: | |
| Online Erişim: | Citation/Abstract Full Text - PDF |
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| 001 | 3095294918 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2363-5169 | ||
| 024 | 7 | |a 10.1186/s40862-024-00292-y |2 doi | |
| 035 | |a 3095294918 | ||
| 045 | 2 | |b d20241201 |b d20241231 | |
| 100 | 1 | |a Alzahrani, Alaa |u Riyadh, Saudi Arabia | |
| 245 | 1 | |a Syntactic priming in the classroom: using narratives to prime L2 arabic speakers | |
| 260 | |b Springer Nature B.V. |c Dec 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a A robust finding in psycholinguistics is that prior language experience influences subsequent language processing. This phenomenon is known as syntactic priming. Most of the empirical support for L2 syntactic priming comes from lab-based experiments. However, this evidence might not reflect how priming occurs in typical language activities in the L2 classroom. As such, we conducted a classroom-based priming study. Using a between-subject design, 52 L2 Arabic speakers read and listened to eight story-reading sessions over two weeks that either included a high proportion of the fronted temporal phrase (TP) structure (experimental group) or included no fronted TPs (controls). The effect of L2 proficiency was also investigated. Results revealed that the experimental group did not significantly increase their use of fronted TPs in the immediate posttest or the one-week delayed posttest relative to the baseline. A null effect of Arabic L2 proficiency was also observed. We discuss our findings in light of related priming theories and previous findings. This study highlights the need for more research on syntactic priming via common language tasks in the L2 classroom. | |
| 653 | |a Educational activities | ||
| 653 | |a Priming | ||
| 653 | |a Verbal tasks | ||
| 653 | |a Language processing | ||
| 653 | |a Language proficiency | ||
| 653 | |a Syntactic processing | ||
| 653 | |a Arabic language | ||
| 653 | |a Psycholinguistics | ||
| 653 | |a Books | ||
| 653 | |a Narratives | ||
| 653 | |a Linguistics | ||
| 653 | |a Experiments | ||
| 653 | |a Competence | ||
| 653 | |a Classrooms | ||
| 653 | |a Tasks | ||
| 653 | |a Delayed | ||
| 653 | |a Language | ||
| 653 | |a Semitic Languages | ||
| 653 | |a Experimental Groups | ||
| 700 | 1 | |a Almalki, Hanan |u King Salman Global Academy for Arabic Language, Riyadh, Saudi Arabia | |
| 773 | 0 | |t Asian-Pacific Journal of Second and Foreign Language Education |g vol. 9, no. 1 (Dec 2024), p. 68 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3095294918/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3095294918/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |