Part of
Language Processing in Advanced Learners of English: A multi-method approach to collocation based on corpus linguistic and experimental dataMarco Schilk
[Bilingual Processing and Acquisition 9] 2020
► pp. vii–x
Table of contents
Acknowledgements
xvii
List of figures
xi
List of tables
xiii
Part I.Empirical analysis of language production and language processing: Aspects of corpus linguistics and experimental
psycholinguistics
1
Chapter 1.Introduction and overview
3
1.1Introduction
3
1.2AIMS and scope of this study
5
1.3Structure
6
Chapter 2.Aspects of corpus linguistics
7
2.1Introduction
7
2.2Corpus linguistics as an emergent discipline
9
2.3Standard native-speaker corpora
11
2.3.1First generation corpora and corpus families
11
2.3.2Corpora in lexicography: The COBUILD corpus and the Bank of English
14
2.3.3The British National Corpus (BNC)
15
2.4Corpora in the 21st century: Web as corpus and specialized corpora
17
2.4.1Corpora in the 21st century: Introduction
17
2.4.2Web as Corpus and web-derived corpora
18
2.4.3Learner corpora as an example of specialized corpora
20
2.5Aspects of corpus linguistics: A brief summary
25
Chapter 3.Aspects of experimental data in psycholinguistics
29
3.1Introduction
29
3.2Grammaticality judgment in empirical linguistics
31
3.3Lexical decision tasks in empirical linguistics
36
3.4Eye-tracking studies in empirical linguistics
38
3.5Neuroimaging in empirical linguistics: ERP and FMRI data
43
3.6Data in experimental linguistics and psycholinguistics: A brief summary
51
Part II.Language processing of intermediate and advanced learners of
English: A multi-method approach
53
Chapter 4.Interference collocations of advanced German learners of
English
55
4.1Introduction
55
4.2Collocation and collocability
56
4.3Quantitative and phraseological approaches to collocation
57
4.4Collocation in contrastive interlanguage analysis (CIA)
61
Chapter 5.Measuring eye movements for the study of language processing and
comprehension
65
5.1Introduction
65
5.2Early comprehension measures
67
5.3Late comprehension measures
68
5.4Eye-tracking studies for reading comprehension of non-native
speakers
70
5.5Measuring eye-movements for the study of language processing and
comprehension: A brief summary
72
Chapter 6.Processing semantic mismatch and unexpected lexical items
75
6.1Introduction
75
6.2Interference collocations between semantic mismatch and
expectation
76
6.3EEG/ERP Studies with non-native speaker subjects
84
6.4Processing semantic mismatch and unexpected lexical items: A brief summary
88
Chapter 7.Methodology
91
7.1Introduction
91
7.2Corpus based creation of input stimuli
91
7.2.1Background
91
7.2.2Learner Corpora: ICLE and LINDSEI
92
7.2.3Identification of interference collocations
96
7.2.4Significant native speaker collocations and fully incongruent
collocations
101
7.2.5Creating input stimuli from collocation data
103
7.3Participants
105
7.3.1General information on participants
105
7.3.2Socio-biographic metadata of participants
106
7.4Eye-tracking and EEG Procedures
110
7.4.1Introduction
110
7.4.2Eye-tracking and EEG recording: Hardware and software
111
7.4.3Eye-tracking: Measured variables
113
Chapter 8.Results 1: Evidence from eye-tracking
117
8.1Introduction
117
8.2Eye-tracking: Area of interest 1 – verbs and adjectives
117
8.2.1AoI1: Introduction
117
8.2.2AoI1: First Fixation Duration
118
8.2.3AoI1: Fixation Time (ms)
124
8.2.4AoI1: Fixation Count
130
8.2.5AoI1: Revisits
133
8.2.6Eye-tracking: Area of Interest 1 – summary
138
8.3Eye-tracking: Area of interest 2 – nouns
141
8.3.1AoI2: Introduction
141
8.3.2AoI2: First Fixation Duration
141
8.3.3AoI2: Fixation Time (ms)
142
8.3.4AoI2: Fixation Count
144
8.3.5AoI2: Revisits
144
8.3.6Eye-tracking: Area of Interest 2 – summary
145
8.4Eye-tracking: Joint analysis of AOI1 and AOI2
146
8.4.1Introduction
146
8.4.2AoI1+AoI2: First Fixation Duration
147
8.4.3AoI1+AoI2: Fixation Time (absolute)
151
8.4.4AoI1+AoI2: Fixation Count
153
8.4.5AoI1+AoI2: Revisits
155
8.4.6AoI1+AoI2: MANOVA for a combination of dependent
variables
157
8.4.7Eye-tracking: Joint analysis of AoI1 and AoI2 – summary
161
Chapter 9.Results 2: Evidence from EEG/ERP
165
9.1Introduction
165
9.2Recording at sentence onset
167
9.2.1Introduction
167
9.2.2Sentence onset: Grand averages / student group (N1, P2, N300,
N400)
169
9.2.3Sentence onset: Word class / student group (N1, P2, N300, N400)
174
9.2.4Sentence onset: Sentence condition / student group (N1, P2, N300,
N400)
182
9.2.5Recording at sentence onset – summary
198
9.3Recording time-locked to AOI1 (adjectives / verbs)
200
9.3.1Introduction
200
9.3.2AoI1: Grand averages / student group (N1, P2,
N300/N400)
201
9.3.3AoI1: Word class / student group (N1, P2, N300/N400)
203
9.3.4AoI1: Condition / student group (N1, P2, N300/N400)
210
9.3.5Recording time-locked to AoI1 (adjectives / verbs) –
summary
219
9.4Recording time-locked to AOI2 (nouns)
221
9.4.1AoI2: Introduction
221
9.4.2AoI2: Grand averages / student group (N1, P2,
N300/N400)
222
9.4.3AoI2: Word class / student group (N1, P2, N300/N400)
224
9.4.4AoI2: Condition / student group (N1, P2, N300/N400)
231
9.4.5Recording time-locked to AoI2 (nouns) – summary
241
Chapter 10.Evaluation and discussion
245
10.1Introduction
245
10.2Evaluation of the analysis
246
10.2.1Introduction
246
10.2.2Corpus-based language inputs
246
10.2.3Participant groups
253
10.2.4Experiment design: Combined eye-tracking and EEG-recording
255
10.2.5Data interpretation and statistics
258
10.3Discussion
263
10.3.1Introduction
263
10.3.2Corpus linguistic and experimental data
263
10.3.3Discussion of select results
264
10.3.4Discussion – summary
272
Chapter 11.Conclusions and outlook
275
11.1Summary and conclusions
275
11.2Outlook
278
References
281
Index
291
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