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dc.contributor.advisorNicol, Janeten_US
dc.contributor.advisorAriew, Robert A.en_US
dc.contributor.authorLiu, Rong
dc.creatorLiu, Rongen_US
dc.date.accessioned2011-10-18T18:55:53Z
dc.date.available2011-10-18T18:55:53Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/10150/145713
dc.description.abstractThis dissertation investigated the acquisition and processing of anaphora by learners of English, using both "offline" methods such as paper-and-pencil written tests and "online" methods such as self-paced reading-for-comprehension. Three experiments were conducted. The first two experiments tested advanced Chinese ESL learners' knowledge and processing of anaphora. The focus of the first experiment was on whether participants automatically use gender and number cues, and verb information to interpret pronouns and reflexives during online processing. The second experiment manipulated gender and pragmatic cues to test whether participants have acquired knowledge of structural constraints on reflexive interpretation (i.e., the binding principles). The third experiment, using a pretest-treatment-posttest design, investigated the efficacy of computer-delivered Processing Instruction (PI) on the acquisition of structural constraints and the use of those constraints during reading. During the pretest, subjects completed a self-paced reading task and a written test. For the treatment, participants learned the grammatical constraints on reflexives through interaction with a computer program. Posttest assessment included one interpretation test, one sentence completion task, and one self-paced reading task. The role of feedback in Computer Assisted Language Learning was also examined. Results showed the following: (1) Advanced L2 learners were more sensitive to certain types of agreement information (gender) than others (number). (2) PI improved L2 learners' knowledge about constraints on reflexives as measured by offline tests. (3) PI led to improvement in learners' processing strategies as measured by online tasks. (4) No significant difference was found between the implicit feedback group and the explicit feedback group in the third experiment. Overall, this research highlights the importance of multiple types of assessment that tap the acquisition of grammatical knowledge as well as the proficiency with which learners use that knowledge during reading comprehension tasks.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectautomaticityen_US
dc.subjectCALLen_US
dc.subjectESLen_US
dc.subjectfeedbacken_US
dc.subjectonline processing of anaphoraen_US
dc.subjectProcessing Instructionen_US
dc.titleThe Acquisition and Online Processing of Anaphora by Chinese-English Bilinguals: A Computer Assisted Studyen_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.contributor.chairNicol, Janeten_US
dc.contributor.chairAriew, Robert A.en_US
dc.identifier.oclc659753753
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberNicol, Janeten_US
dc.contributor.committeememberAriew, Robert A.en_US
dc.contributor.committeememberForster, Kennethen_US
dc.description.releaseEmbargo: Release after 5/15/2011en_US
dc.identifier.proquest10854
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSecond Language Acquisition & Teachingen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-06-28T21:51:28Z
html.description.abstractThis dissertation investigated the acquisition and processing of anaphora by learners of English, using both "offline" methods such as paper-and-pencil written tests and "online" methods such as self-paced reading-for-comprehension. Three experiments were conducted. The first two experiments tested advanced Chinese ESL learners' knowledge and processing of anaphora. The focus of the first experiment was on whether participants automatically use gender and number cues, and verb information to interpret pronouns and reflexives during online processing. The second experiment manipulated gender and pragmatic cues to test whether participants have acquired knowledge of structural constraints on reflexive interpretation (i.e., the binding principles). The third experiment, using a pretest-treatment-posttest design, investigated the efficacy of computer-delivered Processing Instruction (PI) on the acquisition of structural constraints and the use of those constraints during reading. During the pretest, subjects completed a self-paced reading task and a written test. For the treatment, participants learned the grammatical constraints on reflexives through interaction with a computer program. Posttest assessment included one interpretation test, one sentence completion task, and one self-paced reading task. The role of feedback in Computer Assisted Language Learning was also examined. Results showed the following: (1) Advanced L2 learners were more sensitive to certain types of agreement information (gender) than others (number). (2) PI improved L2 learners' knowledge about constraints on reflexives as measured by offline tests. (3) PI led to improvement in learners' processing strategies as measured by online tasks. (4) No significant difference was found between the implicit feedback group and the explicit feedback group in the third experiment. Overall, this research highlights the importance of multiple types of assessment that tap the acquisition of grammatical knowledge as well as the proficiency with which learners use that knowledge during reading comprehension tasks.


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