目錄
Illustrations
Preface
Abbreviations
1 Introducing Second Language Processing
1.1 Introduction
1.2 Characterizing SLP Research
1.2.1 A Cognitive Focus
1.2.2 A Broader Scope Than L1 Psycholinguistics
1.2.3 From Processing Data to Representation andAcquisition Issues
1.2.4 An Experimental Approach That Emphasizes Vigorous Variable Manipulation and Control
1.3 Recurrent Themes in SLP Research
1.3.1 The Acquirability of a Non-Native Language
1.3.2 L1-L2 Interaction
1.3.3 Documenting and Explaining Age Effects
1.4 Conclusion
2 Phonological Processing in L2: Concepts, Methods,and Models
2.1 Introduction
2.2 Speech Production and Acoustic Cues
2.3 Cross-Linguistic Differences in Sound Systems
2.3.1 The Sound Inventory and Acoustic Details
2.3.2 Distinctive Features
2.3.2.I Voicing
2.3.2.2 Aspiration
2.3.2.3 Length
2.3.2.4 Word Stress
2.3.2.5 Lexical Tone
2.3.3 Phonotactics
2.4 Research Methods
2.4.1 Assessing Perception
2.4.1.1 The Identification Task
2.4.1.2 The Discrimination Task
2.4.1.3 The Oddball Paradigm
2.4.1.4 Lexical Tasks
2.4.2 Assessing Production
2.4.2.1 Speech Sample Elicitation
2.4.2.2 Speech Sample Evaluation
2.5 Models of L2 Phonological Processing
2.5.1 The Speech Learning Model (SLM)
2.5.2 The Perceptual Assimilation Model (PAM)and PAM-L2
2.5.3 The Native Language Magnet Model (NLMM)
2.5.4 The Featural Models
2.6 Conclusion
3 Phonological Processing in L2: Issues and Findings
3.1 Introduction
3.2 Language Interaction
3.2.ILI Influence: Dealing With New Phonetic Phenomena
3.2.1.1 Segmental Transfer
3.2.1.2 Featural Transfer
3.2.1.3 Suprasegmental Transfer
3.2.1.4 Phonotactic Transfer
3.2.1.5 L1 Influence and Use of Acoustic Cues
3.2.1.6 L1 Influence in Word Recognition
3.2.1.7 Positive Transfer
3.2.1.8 L2 Processing Universals?
3.2.2 L1 Influence: The Role of the Degree or Pattern of L I-L2 Overlap
3.2.2.1 Testing the SLM: The More Similar,the More Difficult?
3.2.2.2 Testing the PAM: Pair Types and Difficulty Levels
3.2.3 L2 Effect on LI
3.2.4 The Case of Simultaneous Bilinguals
3.3 Age and Acquirability
3.3.1 Documenting Age-Related Differences
3.3.2 Documenting Nativelikeness in L2 Phonology
3.3.2.1 Nativelike Phonology Among Early Learners
3.3.2.2 Nativelike Phonology Among Late Learners
3.3.2.3 Non-Native Phonology Among Late Learners With Long LOR
3.3.2.4 Non-Native Phonology Among Early Learners
3.3.3 Explaining Age-Related Differences
3.3.3.1 Neurophysiological Perspectives
3.3.3.2 A Neurocognitive or Neuropsychological Approach
3.3.3.3 L1 Entrenchment
3.4 Other Factors
3.4.I LOR, L2 Experiences, and L2 Proficiency
3.4.2 L1 Use
3.4.3 Segment-Related Factors
3.4.4 Phonetic Training
3.5 Conclusion
4 Word Recognition in L2
4.1 Introduction
4.2 Understanding Lexical Representation and Processing
4.2.1 Characteristics of Lexical Representation
4.2.2 Methods for Studying Lexical Processing
4.2.3 Lexical Processing Effects
4.2.3.1 Frequency, Familiarity, and Age-of-Acquisition Effects
4.2.3.2 Other Lexical Property Effects
4.2.3.3 Meaning-Related Effects
4.2.3.4 Nonword-Related Effects
4.2.3.5 Priming Effects
4.2.3.6 Context Effects
4.3 The L2 Lexicon
4.3.1 Importance of Form-Based Connections
4.3.2 The Episodic L2 Lexicon
4.4 Word Recognition in L2: The Role of L1
4.4.i Transfer of Processing Strategies: Phonology vs.Orthography
4.4.2 Transfer of Word Recognition and Reading Skills
4.4.3 Commonalities and Universalities in LI and L2 Word Recognition
4.5 Word Recognition in L2: Other Issues
4.5.1 Automatic Activation of L1 Translations in L2 Word Recognition
4.5.2 A Larger Frequency Effect in L2
4.5.3 The Integration of Unfamiliar Words
4.6 Conclusion
5 Processing Complex Words, Multiword Units, and Meanings in L2
5.1 Introduction
5.2 Processing Complex Words in L2
5.2.1 Representation and Processing of Complex Words: Models and Approaches
5.2.2 Processing Complex Words in L2: The Decomposition Debate
5.2.3 Processing Complex Words in L2 : L I Influence
5.3 Processing Multiword Expressions in L2
5.3.1 Defining and Differentiating Multiword Expressions
5.3.2 Holistic Representation and Processing of Multiword Units
5.3.3 L I Influence in Collocation Representation and Processing
5.3.4 Figurative and Literal Meanings in Idiom Processing Among NNS
5.4 Semantic Processing in L2
5.4.1 L2 Semantic Processing and Development
5.4.2 Cerebral Involvement in Semantic Processing in LI and L2
5.5 Conclusion
6 Sentence Processing in L2: Parsing
6.1 Introduction
6.1.1 Sentence Ambiguity and the Garden-Path Effect
6.1.2 Models of Syntactic Parsing
6.2 The Role of L1 in L2 Parsing
6.2.1 Verb Subcategorization
6.2.2 Relative Clause Attachment
6.3 Syntactic and Lexicosemantic Information in L2 Parsing
6.3.1 The Use of Le~dcosemantic Information in L2 Parsing
6.3.2 The Use of Syntactic Information in L2 Parsing
6.4 Working Memory and L2 Sentence Processing
6.5 Conclusion
7 Sentence Processing in L2: Sensitivity to Morphosyntactic Violations
7.1 Introduction
7.2 Methodological Considerations for Assessing Acquisition
7.3 Research Findings
7.3.1 Behavioral Studies
7.3.2 Electrophysiological Studies
7.4 Understanding the Conflicting Findings
7.4.1 Discrepancies Across Paradigms
7.4.1.1 Behavioral and ERP Studies
7.4.1.2 The SPRT vs.Eye Tracking
7.4.2 The Proficiency Factor
7.4.3 Explaining the Distance Effect
7.5 Explaining the Morpholo~cal Congruency Effect
7.5.1 Explaining the Effect: A Theoretical Proposal
7.5.2 Testing the Proposal
7.6 Conclusion
Epilogue
Index
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