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    What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation

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    Name:
    10.1515_iral-2022-0005.pdf
    Embargo:
    2023-10-04
    Size:
    1.052Mb
    Format:
    PDF
    Description:
    Final Published Version
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    Author
    Lu, X.
    Wang, J.
    Affiliation
    Department of East Asian Studies, University of Arizona
    Issue Date
    2022
    Keywords
    acceptability judgment task
    chunk processing
    holistic hypothesis
    L2 Chinese
    
    Metadata
    Show full item record
    Publisher
    Walter de Gruyter GmbH
    Citation
    Lu, X., & Wang, J. (2022). What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation. IRAL - International Review of Applied Linguistics in Language Teaching.
    Journal
    IRAL - International Review of Applied Linguistics in Language Teaching
    Rights
    Copyright © 2022 Walter de Gruyter GmbH, Berlin/Boston.
    Collection Information
    This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
    Abstract
    Chunks are multi-word sequences that constitute an important component of the mental lexicon. In second language (L2) acquisition, chunking is essential for attaining fluency and idiomaticity. In the present study, in order to examine whether chunks provide a processing advantage over non-chunks for L2 learners at different levels of proficiency, three groups (beginner, intermediate, and advanced) English-speaking learners of Chinese participated in an online acceptability judgment task and a familiarity rating task. Our results revealed that the participants in all three groups processed chunks faster and with fewer errors than they did non-chunks. It was also found that the observed processing advantage of chunks could not be explained by a familiarity effect alone, thus suggesting that L2 learners across the board store chunks as holistic units. The implications of chunk instruction in relation to input frequency and variability in L2 settings are also discussed. © 2022 Walter de Gruyter GmbH, Berlin/Boston 2022.
    Note
    12 month embargo; published online: 04 October 2022
    ISSN
    0019-042X
    DOI
    10.1515/iral-2022-0005
    Version
    Final published version
    ae974a485f413a2113503eed53cd6c53
    10.1515/iral-2022-0005
    Scopus Count
    Collections
    UA Faculty Publications

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