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dc.contributor.authorLu, X.
dc.contributor.authorWang, J.
dc.date.accessioned2022-11-23T18:21:16Z
dc.date.available2022-11-23T18:21:16Z
dc.date.issued2022
dc.identifier.citationLu, 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.
dc.identifier.issn0019-042X
dc.identifier.doi10.1515/iral-2022-0005
dc.identifier.urihttp://hdl.handle.net/10150/666896
dc.description.abstractChunks 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.
dc.language.isoen
dc.publisherWalter de Gruyter GmbH
dc.rightsCopyright © 2022 Walter de Gruyter GmbH, Berlin/Boston.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectacceptability judgment task
dc.subjectchunk processing
dc.subjectholistic hypothesis
dc.subjectL2 Chinese
dc.titleWhat does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation
dc.typeArticle
dc.typetext
dc.contributor.departmentDepartment of East Asian Studies, University of Arizona
dc.identifier.journalIRAL - International Review of Applied Linguistics in Language Teaching
dc.description.note12 month embargo; published online: 04 October 2022
dc.description.collectioninformationThis 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.
dc.eprint.versionFinal published version
dc.source.journaltitleIRAL - International Review of Applied Linguistics in Language Teaching


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