Download Applying priming methods to L2 learning, teaching and by Pavel Trofimovich, Kim McDonough PDF

By Pavel Trofimovich, Kim McDonough

This quantity incorporates a selection of empirical reports which use priming the way to discover the comprehension, creation, and acquisition of moment language (L2) phonology, syntax, and lexicon. The time period priming refers back to the phenomenon within which previous publicity to express language kinds or meanings affects a speaker’s next language comprehension or construction. This booklet brings jointly a number of the strands of priming learn right into a unmarried quantity that in particular addresses the pursuits of researchers, academics, and scholars drawn to L2 instructing and studying. Chapters through the world over identified students characteristic quite a few priming innovations, describe quite a few psycholinguistic initiatives, and concentrate on diversified domain names of language wisdom and abilities. The publication is conceptualized with a large viewers in brain, together with researchers now not conversant in priming tools and their program to L2 study, graduate scholars in moment language acquisition and comparable disciplines, and teachers who require readings to be used of their classes.

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Additional resources for Applying priming methods to L2 learning, teaching and research : insights from psycholinguistics

Example text

There was a 2000-ms ITI between successive trials. After finishing the LDT procedure, participants completed the LHQ (Altarriba & Mathis 1997). The LHQ was used to ask the participants several questions relating to Spanish education and usage history. These questions about language background were used to disclose those participants who had some background in Spanish prior to the experiment but who would not admit it to the experimenters before participating. Results and discussion There were 28 participants in each learning condition.

Appendix A presents several examples of black-and-white and color images used in this study. The 20 Spanish-English word pairs were presented to participants during an acquisition phase and again during a testing phase. The acquisition phase involved the presentation of the 20 word pair translations using Microsoft R Office PowerPoint 2007 on a Dell Optiplex GX260 computer. 1 (Schneider, Eschman & Zuccolotto 2002) and was presented on the same computer as the acquisition phase. During the acquisition phase, participants viewed stimuli for one of the three learning conditions (word, black-and-white image, or color image).

For example, the edificio-building word pair was matched with a black-and-white image of a building and a color image of a building. Black-and-white and color images were selected to maximize the similarity between the images matched with the same word pair. All matched images portrayed objects with similar features that occupied a similar space at a similar orientation. The only difference between matched images was whether they were black-and-white, or color. Appendix A presents several examples of black-and-white and color images used in this study.

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