Imagen de Portada

L2 processing of sentences with or without filler-gap dependencies: an ERP evidence

Guardado en:
Publicado en:Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 59
Autor principal: Tang, Mengmeng
Otros Autores: Wu, Jinchao
Publicado:
Springer Nature B.V.
Materias:
Experiments
Syntactic processing
Event-related potentials
Relative clauses
Memory
English as a second language learning
Chinese languages
Semantics
Hypotheses
Electroencephalography
Syntactic complexity
Nouns
Phrase Structure
Long Term Memory
Cognitive Processes
English (Second Language)
Syntax
Correlation
Short Term Memory
Native Speakers
Phonetic Analysis
Second Language Learning
Verbs
English Learners
Brain Hemisphere Functions
Language Processing
Surface Structure
Sentence Structure
Acceso en línea:Citation/Abstract
Full Text
Full Text - PDF
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
Resumen:The present study investigated how L2 learners process sentences with filler-gap (object relative clauses) or without filler-gap dependencies (appositive clauses) via ERP experiments. By recording 26 Chinese EFL learners’ electrophysical responses in comprehending two types of clauses differing in one segment, the study revealed varied EEG responses in the time window of 300–500 ms. The results showed that in comparison with object relative clauses, appositive clauses elicited a more negative N400. It indicates that in comparison with clauses with filler-gaps, clauses with relativizers but no filler-gaps elicit higher difficulty in meaning processing and possible integration. However, the two types of clauses do not display significant differences in other ERP components, i.e., P600. The findings suggest that L2 learners adopt the Direct Association Strategy in complex sentence processing, and meanwhile the difficulty led by the non-filler-gap sentence is attributed to the semantic integration, rather than the syntactic unexpectation. It thus contributes to the understanding of L2 learners’ processing strategies and the underlying reasons from separated semantic and syntactic levels.
ISSN:2363-5169
DOI:10.1186/s40862-025-00365-6
Fuente:Education Database