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How Can Syntactic Priming Studies Contribute to the Second Language Acquisition Theory?
https://doi.org/10.34388/1157.00002139
https://doi.org/10.34388/1157.000021398d33a8f0-2778-4eb0-b517-f370f915ddbd
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
文学部62_5横 (597.2 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2020-06-26 | |||||
| タイトル | ||||||
| タイトル | How Can Syntactic Priming Studies Contribute to the Second Language Acquisition Theory? | |||||
| タイトル | ||||||
| タイトル | How Can Syntactic Priming Studies Contribute to the Second Language Acquisition Theory? | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | syntactic priming | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | second language acquisition | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | language distance | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | language transfer | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34388/1157.00002139 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
中山, 誠一
× 中山, 誠一 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 4685 | |||||
| 姓名 | Nakayama, Tomokazu | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This literature review investigates how syntactic priming studies contribute to the field of second language acquisition. It revealed three major findings. Firstly, the brief review of language distance and language revealed that the syntactic or phonetic similarities between languages impact the acquisition of languages. Secondly, through reviews of cross-linguistic syntactic priming studies, which target the syntactic transfer between two languages, previous studies suggest that certain conditions, such as relatedness between the languages and learners’ expectancy or awareness of the syntactic similarity between the languages, relate to the magnitude of syntactic priming effects. Finally, previous studies, on the conditions under which syntactic priming in L2 occurs, suggest that comprehension of text and peer interaction can promote learning of the target structures. In addition, the effects can be accumulated and syntactic priming persists between different modalities. | |||||
| 書誌情報 |
実践女子大学文学部紀要 en : The Faculty of Letters of Jissen Women's University annual reports of studies 巻 62, p. (31)-(40), 発行日 2020-03-09 |
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| 出版者 | ||||||
| 出版者 | 実践女子大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 02868466 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN00105367 | |||||
