THE IMPORTANCE of PRIME REPETITION among INTERMEDIATE-LEVEL SECOND LANGUAGE LEARNERS

Carrie N. Jackson, Helena T. Ruf

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

This study investigates whether repeating a prime sentence aloud strengthens short-term and longer-term priming of adverb-first word order among adult intermediate L1 English-German L2 learners (N = 30). Compared to an earlier study (Jackson & Ruf, 2017), in which similarly proficient L1 English-German L2 learners heard, but did not repeat, prime sentences, participants in the present study exhibited greater short-term priming for adverb-first word order during the priming phase and significant longer-term priming in a posttest phase immediately following the priming phase. However, additional analyses revealed that only those participants who exhibited stronger short-term priming without lexical overlap during the priming phase continued to produce adverb-first sentences in the posttest phase, highlighting that even prime repetition may not support longer-term priming among intermediate L2 learners more generally.

Original languageEnglish (US)
Pages (from-to)677-692
Number of pages16
JournalStudies in Second Language Acquisition
Volume40
Issue number3
DOIs
StatePublished - Sep 1 2018

Bibliographical note

Funding Information:
Jackson Carrie N. 1 * Ruf Helena T. 2 1 The Pennsylvania State University 2 University of Minnesota * Correspondence concerning this article should be addressed to Carrie N. Jackson, 442 Burrowes Building, Department of Germanic and Slavic Languages and Literatures, Pennsylvania State University, University Park, PA 16802. E-mail: cnj1@psu.edu Portions of this work were presented at the Second Language Research Forum in 2015 and Architectures and Mechanisms of Language Processing in 2016. We thank Joey Bail, Jack DiMidio, Marta Millar, Alexa Rossi, Neil Shook, Ted Smith, and Liese Sippel for help with data collection and transcription; and two reviewers for their valuable comments. This research was funded by the President’s Fund for Undergraduate Research at Penn State University. 21 12 2017 09 2018 40 3 677 692 Copyright © Cambridge University Press 2017  2017 Cambridge University Press

Publisher Copyright:
© 2017 Cambridge University Press.

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