2011565 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 30 GE 15 9789027286925 06 10.1075/lllt.30 00 EA E133 10 01 JB code LL&LT 02 JB code 1569-9471 02 30.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Applying priming methods to L2 learning, teaching and research Applying priming methods to L2 learning, teaching and research 1 B01 01 JB code 642107369 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University 2 B01 01 JB code 461107370 Kim McDonough McDonough, Kim Kim McDonough Concordia University 01 eng 11 265 03 03 ix 03 00 254 03 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.PSYLIN Psycholinguistics 10 LAN009000 12 CFDC 01 06 02 00 A collection of empirical studies which use priming methods to explore the comprehension, production, and acquisition of second language (L2) phonology, syntax, and lexicon. It brings together the various strands of priming research that addresses the interests of researchers, teachers, and students interested in L2 teaching and learning. 03 00 This volume features a collection of empirical studies which use priming methods to explore the comprehension, production, and acquisition of second language (L2) phonology, syntax, and lexicon. The term priming refers to the phenomenon in which prior exposure to specific language forms or meanings influences a speaker’s subsequent language comprehension or production. This book brings together the various strands of priming research into a single volume that specifically addresses the interests of researchers, teachers, and students interested in L2 teaching and learning. Chapters by internationally known scholars feature a variety of priming techniques, describe various psycholinguistic tasks, and focus on different domains of language knowledge and skills. The book is conceptualized with a wide audience in mind, including researchers not familiar with priming methods and their application to L2 research, graduate students in second language acquisition and related disciplines, and instructors who require readings for use in their courses. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.30.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213013.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213013.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.30.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.30.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.30.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.30.hb.png 01 01 JB code lllt.30.01list 06 10.1075/lllt.30.01list vii viii 2 Miscellaneous 1 01 04 List of contributors List of contributors 01 01 JB code lllt.30.02ack 06 10.1075/lllt.30.02ack ix ix 1 Miscellaneous 2 01 04 Acknowledgements Acknowledgements 01 01 JB code lllt.30.03p1 06 10.1075/lllt.30.03p1 Section header 3 01 04 Introduction Introduction 01 01 JB code lllt.30.04tro 06 10.1075/lllt.30.04tro 1 17 17 Article 4 01 04 Chapter 1. Using priming methods to study L2 learning and teaching Chapter 1. Using priming methods to study L2 learning and teaching 1 A01 01 JB code 833138100 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University, Montreal 2 A01 01 JB code 66138101 Kim McDonough McDonough, Kim Kim McDonough Concordia University, Montreal 01 01 JB code lllt.30.05p2 06 10.1075/lllt.30.05p2 Section header 5 01 04 Part I. Using priming methods in L2 learning research Part I. Using priming methods in L2 learning research 01 01 JB code lllt.30.06alt 06 10.1075/lllt.30.06alt 21 48 28 Article 6 01 04 Chapter 2. Acquiring second language vocabulary through the use of images and words Chapter 2. Acquiring second language vocabulary through the use of images and words 1 A01 01 JB code 658138102 Jeanette Altarriba Altarriba, Jeanette Jeanette Altarriba University at Albany, State University of New York 2 A01 01 JB code 20138103 Hugh Knickerbocker Knickerbocker, Hugh Hugh Knickerbocker University at Albany, State University of New York 01 01 JB code lllt.30.07bar 06 10.1075/lllt.30.07bar 49 72 24 Article 7 01 04 Chapter 3. Some costs of fooling Mother Nature Chapter 3. Some costs of fooling Mother Nature 01 04 A priming study on the Keyword Method and the quality of developing L2 lexical representations A priming study on the Keyword Method and the quality of developing L2 lexical representations 1 A01 01 JB code 459138104 Joe Barcroft Barcroft, Joe Joe Barcroft Washington University in St. Louis 2 A01 01 JB code 532138105 Mitchell S. Sommers Sommers, Mitchell S. Mitchell S. Sommers Washington University in St. Louis 3 A01 01 JB code 871138106 Gretchen L. Sunderman Sunderman, Gretchen L. Gretchen L. Sunderman Florida State University 01 01 JB code lllt.30.08wil 06 10.1075/lllt.30.08wil 73 103 31 Article 8 01 04 Chapter 4. Using priming to explore early word learning Chapter 4. Using priming to explore early word learning 1 A01 01 JB code 150138107 John N. Williams Williams, John N. John N. Williams University of Cambridge 2 A01 01 JB code 441138108 Amanda Cheung Cheung, Amanda Amanda Cheung University of Cambridge 01 01 JB code lllt.30.09tro 06 10.1075/lllt.30.09tro 105 129 25 Article 9 01 04 Chapter 5. When three equals tree Chapter 5. When three equals tree 01 04 Examining the nature of phonological entries in L2 lexicons of Quebec speakers of English Examining the nature of phonological entries in L2 lexicons of Quebec speakers of English 1 A01 01 JB code 981138109 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University, Montreal 2 A01 01 JB code 56138110 Paul John John, Paul Paul John Université du Québec à Montréal 01 01 JB code lllt.30.10mcd 06 10.1075/lllt.30.10mcd 131 151 21 Article 10 01 04 Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction 1 A01 01 JB code 441138111 Kim McDonough McDonough, Kim Kim McDonough 01 01 JB code lllt.30.11p3 06 10.1075/lllt.30.11p3 Section header 11 01 04 Part II. Innovative approaches to L2 priming research Part II. Innovative approaches to L2 priming research 01 01 JB code lllt.30.12seg 06 10.1075/lllt.30.12seg 155 178 24 Article 12 01 04 Chapter 7. The L2 semantic attentional blink Chapter 7. The L2 semantic attentional blink 01 04 Implications for L2 learning Implications for L2 learning 1 A01 01 JB code 104138112 Norman Segalowitz Segalowitz, Norman Norman Segalowitz Concordia University 2 A01 01 JB code 341138113 Guy Lacroix Lacroix, Guy Guy Lacroix Carleton University 3 A01 01 JB code 908138114 Jenelle Job Job, Jenelle Jenelle Job University of Alberta 01 01 JB code lllt.30.13lee 06 10.1075/lllt.30.13lee 179 198 20 Article 13 01 04 Chapter 8. Task effects in second language sentence processing research Chapter 8. Task effects in second language sentence processing research 1 A01 01 JB code 314138115 Michael J. Leeser Leeser, Michael J. Michael J. Leeser Florida State University 2 A01 01 JB code 637138116 Anel Brandl Brandl, Anel Anel Brandl Florida State University 3 A01 01 JB code 833138117 Christine Weissglass Weissglass, Christine Christine Weissglass Florida State University 01 01 JB code lllt.30.14hu 06 10.1075/lllt.30.14hu 199 218 20 Article 14 01 04 Chapter 9. Semantic integration in listening comprehension in a second language Chapter 9. Semantic integration in listening comprehension in a second language 01 04 Evidence from cross-modal priming Evidence from cross-modal priming 1 A01 01 JB code 183138118 Guiling Hu Guiling Hu Guiling Hu University of Maryland 2 A01 01 JB code 23138119 Nan Jiang Jiang, Nan Nan Jiang University of Maryland 01 01 JB code lllt.30.15sun 06 10.1075/lllt.30.15sun 219 237 19 Article 15 01 04 Chapter 10. Conceptual mediation in second language learners Chapter 10. Conceptual mediation in second language learners 01 04 Evidence from false memories Evidence from false memories 1 A01 01 JB code 441138120 Gretchen L. Sunderman Sunderman, Gretchen L. Gretchen L. Sunderman 01 01 JB code lllt.30.16p4 06 10.1075/lllt.30.16p4 Section header 16 01 04 Conclusion Conclusion 01 01 JB code lllt.30.17mcd 06 10.1075/lllt.30.17mcd 241 249 9 Article 17 01 04 Chapter 11. Expanding the scope of priming research Chapter 11. Expanding the scope of priming research 1 A01 01 JB code 972138121 Kim McDonough McDonough, Kim Kim McDonough Concordia University, Montreal 2 A01 01 JB code 40138122 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University, Montreal 01 01 JB code lllt.30.18index 06 10.1075/lllt.30.18index Miscellaneous 18 01 04 Index Index 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20110324 C 2011 John Benjamins Publishing Company D 2011 John Benjamins Publishing Company 02 WORLD 13 15 9789027213020 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 36.00 EUR 01 00 Unqualified price 00 30.00 GBP 01 00 Unqualified price 00 54.00 USD 479007772 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 30 Pb 15 9789027213020 06 10.1075/lllt.30 13 2011005988 00 BC 01 240 mm 02 160 mm 08 490 gr 10 01 JB code LL&LT 02 1569-9471 02 30.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Applying priming methods to L2 learning, teaching and research Insights from Psycholinguistics Applying priming methods to L2 learning, teaching and research: Insights from Psycholinguistics 1 B01 01 JB code 642107369 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University 07 https://benjamins.com/catalog/persons/642107369 2 B01 01 JB code 461107370 Kim McDonough McDonough, Kim Kim McDonough Concordia University 07 https://benjamins.com/catalog/persons/461107370 01 eng 11 265 03 03 ix 03 00 254 03 01 22 401/.93072 03 2011 P118.2 04 Second language acquisition--Methodology. 04 Priming (Psychology) 04 Psycholinguistics. 10 LAN009000 12 CFDC 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.PSYLIN Psycholinguistics 01 06 02 00 A collection of empirical studies which use priming methods to explore the comprehension, production, and acquisition of second language (L2) phonology, syntax, and lexicon. It brings together the various strands of priming research that addresses the interests of researchers, teachers, and students interested in L2 teaching and learning. 03 00 This volume features a collection of empirical studies which use priming methods to explore the comprehension, production, and acquisition of second language (L2) phonology, syntax, and lexicon. The term priming refers to the phenomenon in which prior exposure to specific language forms or meanings influences a speaker’s subsequent language comprehension or production. This book brings together the various strands of priming research into a single volume that specifically addresses the interests of researchers, teachers, and students interested in L2 teaching and learning. Chapters by internationally known scholars feature a variety of priming techniques, describe various psycholinguistic tasks, and focus on different domains of language knowledge and skills. The book is conceptualized with a wide audience in mind, including researchers not familiar with priming methods and their application to L2 research, graduate students in second language acquisition and related disciplines, and instructors who require readings for use in their courses. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.30.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213013.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213013.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.30.pb.png 01 01 D503 https://benjamins.com/covers/125/lllt.30.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.30.pb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.30.pb.png 01 01 JB code lllt.30.01list 06 10.1075/lllt.30.01list vii viii 2 Miscellaneous 1 01 04 List of contributors List of contributors 01 eng 01 01 JB code lllt.30.02ack 06 10.1075/lllt.30.02ack ix ix 1 Miscellaneous 2 01 04 Acknowledgements Acknowledgements 01 eng 01 01 JB code lllt.30.03p1 06 10.1075/lllt.30.03p1 Section header 3 01 04 Introduction Introduction 01 eng 01 01 JB code lllt.30.04tro 06 10.1075/lllt.30.04tro 1 17 17 Article 4 01 04 Chapter 1. Using priming methods to study L2 learning and teaching Chapter 1. Using priming methods to study L2 learning and teaching 1 A01 01 JB code 833138100 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University, Montreal 07 https://benjamins.com/catalog/persons/833138100 2 A01 01 JB code 66138101 Kim McDonough McDonough, Kim Kim McDonough Concordia University, Montreal 07 https://benjamins.com/catalog/persons/66138101 01 eng 01 01 JB code lllt.30.05p2 06 10.1075/lllt.30.05p2 Section header 5 01 04 Part I. Using priming methods in L2 learning research Part I. Using priming methods in L2 learning research 01 eng 01 01 JB code lllt.30.06alt 06 10.1075/lllt.30.06alt 21 48 28 Article 6 01 04 Chapter 2. Acquiring second language vocabulary through the use of images and words Chapter 2. Acquiring second language vocabulary through the use of images and words 1 A01 01 JB code 658138102 Jeanette Altarriba Altarriba, Jeanette Jeanette Altarriba University at Albany, State University of New York 07 https://benjamins.com/catalog/persons/658138102 2 A01 01 JB code 20138103 Hugh Knickerbocker Knickerbocker, Hugh Hugh Knickerbocker University at Albany, State University of New York 07 https://benjamins.com/catalog/persons/20138103 01 eng 03 00

Two experiments explored the relative benefits of learning vocabulary in a second language by varying the learning formats both within and between participants. English monolingual speakers were taught vocabulary words in Spanish by pairing those words with their English translations, black-and-white pictures, or color pictures. Testing of those newly acquired words occurred via the use of a Lexical Decision Task (LDT) wherein participants were shown letter strings and were asked to identify them as either real words or nonwords in English (i.e., a word priming procedure). Letter strings were paired with either their correct Spanish translations or an unrelated Spanish word. In Experiment 1, all three learning conditions produced significant priming effects indicating that all the methods used to teach these words yielded similar success in their retrieval. Additionally, the black-and-white picture condition speeded up responses, as compared to the color picture condition. Experiment 2 presented the three learning conditions within subjects and revealed significant priming in the word-word condition and the black-and-white image condition. However, response times were significantly faster in the word-word condition overall supporting the notion of transfer appropriate processing. Results are discussed with regards to this theory of processing.

01 01 JB code lllt.30.07bar 06 10.1075/lllt.30.07bar 49 72 24 Article 7 01 04 Chapter 3. Some costs of fooling Mother Nature Chapter 3. Some costs of fooling Mother Nature 01 04 A priming study on the Keyword Method and the quality of developing L2 lexical representations A priming study on the Keyword Method and the quality of developing L2 lexical representations 1 A01 01 JB code 459138104 Joe Barcroft Barcroft, Joe Joe Barcroft Washington University in St. Louis 07 https://benjamins.com/catalog/persons/459138104 2 A01 01 JB code 532138105 Mitchell S. Sommers Sommers, Mitchell S. Mitchell S. Sommers Washington University in St. Louis 07 https://benjamins.com/catalog/persons/532138105 3 A01 01 JB code 871138106 Gretchen L. Sunderman Sunderman, Gretchen L. Gretchen L. Sunderman Florida State University 07 https://benjamins.com/catalog/persons/871138106 01 eng 03 00

This study compared the effects of the Keyword Method and rote rehearsal on the quality of developing second language (L2) lexical representations. We assessed accuracy and latency of English-to-Spanish translations provided by English-speaking absolute beginning learners of Spanish after each of three learning phases. Each translation was primed by either a keyword used during the learning phase (dad for dado “dice”) or an unrelated word (book for dado “dice”). Keyword primes, which are similar in form to the target L2 words, speeded recall for the rote-rehearsal group but slowed recall for the keyword group. These findings demonstrate clear differences in the quality of developing L2 lexical representations between the two groups, disfavoring the Keyword Method of L2 vocabulary instruction.

01 01 JB code lllt.30.08wil 06 10.1075/lllt.30.08wil 73 103 31 Article 8 01 04 Chapter 4. Using priming to explore early word learning Chapter 4. Using priming to explore early word learning 1 A01 01 JB code 150138107 John N. Williams Williams, John N. John N. Williams University of Cambridge 07 https://benjamins.com/catalog/persons/150138107 2 A01 01 JB code 441138108 Amanda Cheung Cheung, Amanda Amanda Cheung University of Cambridge 07 https://benjamins.com/catalog/persons/441138108 01 eng 03 00

Current views of vocabulary learning imply that second language (L2) words initially inherit the meaning of their first language (L1) translation equivalents. We describe a series of experiments that test this idea by examining semantic priming from newly learned words. The aspects of meaning that these words automatically activate were probed by manipulating the nature of the prime-target relationship. Although there were clear semantic priming effects, not all types of semantic relationship supported priming. The effects of variations in study conditions lead us to suggest an episodic view of word learning in which newly learned words do not simply inherit L1 meanings, but rather are associated with the aspects of meaning that were active at the time they were learned. We discuss the implications for teaching vocabulary, especially through the use of translation equivalents.

01 01 JB code lllt.30.09tro 06 10.1075/lllt.30.09tro 105 129 25 Article 9 01 04 Chapter 5. When three equals tree Chapter 5. When three equals tree 01 04 Examining the nature of phonological entries in L2 lexicons of Quebec speakers of English Examining the nature of phonological entries in L2 lexicons of Quebec speakers of English 1 A01 01 JB code 981138109 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University, Montreal 07 https://benjamins.com/catalog/persons/981138109 2 A01 01 JB code 56138110 Paul John John, Paul Paul John Université du Québec à Montréal 07 https://benjamins.com/catalog/persons/56138110 01 eng 03 00

In this study, we used auditory priming to examine the phonological content of lexical entries for adult second language speakers. In particular, we investigated whether, for native speakers of Quebec French, words like they and day as well as three and tree have identical (i.e., homophonous) phonological forms in these speakers’ lexicons, which would explain these speakers’ difficulty producing and perceiving words containing difficult /ð/ and /θ/ consonants. We found that our participants did not distinguish between these pairs of words in their lexicons, but were able to produce at least some of the words containing English /ð/ and /θ/ accurately. We discuss both theoretical and pedagogical implications of these findings.

01 01 JB code lllt.30.10mcd 06 10.1075/lllt.30.10mcd 131 151 21 Article 10 01 04 Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction 1 A01 01 JB code 441138111 Kim McDonough McDonough, Kim Kim McDonough 07 https://benjamins.com/catalog/persons/441138111 01 eng 03 00

Recent research has indicated that L2 learners who carry out collaborative syntactic priming activities with trained interlocutors or their peers subsequently produce target constructions rather than interlanguage forms. However, studies to date have not explored whether certain types of syntactic priming materials are more useful for eliciting such constructions. The current study compares four collaborative syntactic priming activities in terms of their effectiveness at eliciting wh-questions with supplied auxiliary verbs. Thai English as a foreign language (EFL) university students (N = 33) carried out the activities as part of their required integrated skills English class. The learners’ interaction was audio-recorded and transcribed, and the transcripts were analyzed in terms of the amount and type of wh-questions produced during each activity. Results indicate that activities with lexical repetition elicited a significantly greater proportion of target wh-questions than activities without the lexical boost. Pedagogical considerations and future research involving the design and implementation of collaborative syntactic priming activities in L2 classrooms are discussed.

01 01 JB code lllt.30.11p3 06 10.1075/lllt.30.11p3 Section header 11 01 04 Part II. Innovative approaches to L2 priming research Part II. Innovative approaches to L2 priming research 01 eng 01 01 JB code lllt.30.12seg 06 10.1075/lllt.30.12seg 155 178 24 Article 12 01 04 Chapter 7. The L2 semantic attentional blink Chapter 7. The L2 semantic attentional blink 01 04 Implications for L2 learning Implications for L2 learning 1 A01 01 JB code 104138112 Norman Segalowitz Segalowitz, Norman Norman Segalowitz Concordia University 07 https://benjamins.com/catalog/persons/104138112 2 A01 01 JB code 341138113 Guy Lacroix Lacroix, Guy Guy Lacroix Carleton University 07 https://benjamins.com/catalog/persons/341138113 3 A01 01 JB code 908138114 Jenelle Job Job, Jenelle Jenelle Job University of Alberta 07 https://benjamins.com/catalog/persons/908138114 01 eng 03 00

Second language (L2) users are typically less proficient in their L2 than in their first language. One explanation may be that the L2 requires more attentional capacity. To test this, English speakers of L2 French performed a semantic attentional blink (AB) task, in both languages. A significant AB effect was obtained in each language; however, the effect was smaller in the L2, indicating that the attention burden associated with the AB task was paradoxically lower in the L2. Also, the magnitude of the AB effect correlated positively with a measure of L2 lexical access efficiency. Results are discussed in terms of attention-based and automatic processing in L2 lexical access and in terms of their implications for L2 learning and teaching.

01 01 JB code lllt.30.13lee 06 10.1075/lllt.30.13lee 179 198 20 Article 13 01 04 Chapter 8. Task effects in second language sentence processing research Chapter 8. Task effects in second language sentence processing research 1 A01 01 JB code 314138115 Michael J. Leeser Leeser, Michael J. Michael J. Leeser Florida State University 07 https://benjamins.com/catalog/persons/314138115 2 A01 01 JB code 637138116 Anel Brandl Brandl, Anel Anel Brandl Florida State University 07 https://benjamins.com/catalog/persons/637138116 3 A01 01 JB code 833138117 Christine Weissglass Weissglass, Christine Christine Weissglass Florida State University 07 https://benjamins.com/catalog/persons/833138117 01 eng 03 00

This chapter explores the ways in which secondary tasks utilized in on-line sentence processing experiments can influence second language (L2) learners’ processing behavior. After a brief introduction to sentence processing and the self-paced reading methodology, we present data from a self-paced reading study that investigates how task type (comprehension questions vs. grammaticality judgment tasks) affect intermediate L2 Spanish learners processing of two types of grammatical violations: noun-adjective gender agreement and subject-verb inversion in wh-questions. Our findings suggest that, for some structures, certain secondary tasks commonly used in sentence processing research can indeed influence how L2 learners’ process morpho-syntactic violations during comprehension. We discuss the implications of our findings for L2 learning research, as well as for L2 instruction.

01 01 JB code lllt.30.14hu 06 10.1075/lllt.30.14hu 199 218 20 Article 14 01 04 Chapter 9. Semantic integration in listening comprehension in a second language Chapter 9. Semantic integration in listening comprehension in a second language 01 04 Evidence from cross-modal priming Evidence from cross-modal priming 1 A01 01 JB code 183138118 Guiling Hu Guiling Hu Guiling Hu University of Maryland 07 https://benjamins.com/catalog/persons/183138118 2 A01 01 JB code 23138119 Nan Jiang Jiang, Nan Nan Jiang University of Maryland 07 https://benjamins.com/catalog/persons/23138119 01 eng 03 00

A cross-modal priming task was used to examine listening comprehension by second language speakers. Participants were asked to perform a written lexical decision task on targets that were presented in different auditory sentential contexts. The context and the target were congruent (i.e., the target being highly predictable), neutral (i.e., possible but not predictable), or incongruent (i.e., inappropriate), as in “The girl mailed the letter without a stamp/sticker/stone.” Native speakers showed a priming effect for both congruent and neutral conditions in relation to the incongruent condition, but nonnative speakers showed a priming effect only for the congruent condition. No difference was observed between the neutral and incongruent conditions. Explanations of these findings and possible implications for language teaching are discussed.

01 01 JB code lllt.30.15sun 06 10.1075/lllt.30.15sun 219 237 19 Article 15 01 04 Chapter 10. Conceptual mediation in second language learners Chapter 10. Conceptual mediation in second language learners 01 04 Evidence from false memories Evidence from false memories 1 A01 01 JB code 441138120 Gretchen L. Sunderman Sunderman, Gretchen L. Gretchen L. Sunderman 07 https://benjamins.com/catalog/persons/441138120 01 eng 03 00

The following study uses a bilingual version of the Deese-Roediger-McDermott (DRM) false memory paradigm (Deese 1959; Roediger & McDermott 1995) to investigate conceptual mediation in second language (L2) learners. In this paradigm, participants are exposed to a list of words (e.g. bed, rest, dream, etc.) that are highly associated to a critical lure word that is not presented (e.g. sleep). Later, when asked to recall the words presented, participants will often falsely recall the critical lure that was implicitly generated in memory during encoding. Participants were native English-speaking learners of Spanish (N = 241) with varying proficiency in Spanish. The results suggest that proficiency constrains conceptual mediation. Theoretical and pedagogical implications are discussed.

01 01 JB code lllt.30.16p4 06 10.1075/lllt.30.16p4 Section header 16 01 04 Conclusion Conclusion 01 eng 01 01 JB code lllt.30.17mcd 06 10.1075/lllt.30.17mcd 241 249 9 Article 17 01 04 Chapter 11. Expanding the scope of priming research Chapter 11. Expanding the scope of priming research 1 A01 01 JB code 972138121 Kim McDonough McDonough, Kim Kim McDonough Concordia University, Montreal 07 https://benjamins.com/catalog/persons/972138121 2 A01 01 JB code 40138122 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University, Montreal 07 https://benjamins.com/catalog/persons/40138122 01 eng 01 01 JB code lllt.30.18index 06 10.1075/lllt.30.18index Miscellaneous 18 01 04 Index Index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.30 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20110324 C 2011 John Benjamins Publishing Company D 2011 John Benjamins Publishing Company 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 720 28 01 00 Unqualified price 02 JB 1 02 36.00 EUR 02 00 Unqualified price 02 30.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 720 28 01 00 Unqualified price 02 JB 1 02 54.00 USD
611007771 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 30 Eb 15 9789027286925 06 10.1075/lllt.30 00 EA E107 10 01 JB code LL&LT 02 1569-9471 02 30.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-2015-all 01 02 Complete backlist (3,208 titles, 1967–2015) 05 02 Complete backlist (1967–2015) 11 01 JB code jbe-2015-lllt 01 02 Language Learning & Language Teaching (vols. 1–44, 2002–2015) 05 02 LL&LT (vols. 1–44, 2002–2015) 11 01 JB code jbe-2015-linguistics 01 02 Subject collection: Linguistics (2,773 titles, 1967–2015) 05 02 Linguistics (1967–2015) 11 01 JB code jbe-2015-psychology 01 02 Subject collection: Psychology (246 titles, 1978–2015) 05 02 Psychology (1978–2015) 01 01 Applying priming methods to L2 learning, teaching and research Insights from Psycholinguistics Applying priming methods to L2 learning, teaching and research: Insights from Psycholinguistics 1 B01 01 JB code 642107369 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University 07 https://benjamins.com/catalog/persons/642107369 2 B01 01 JB code 461107370 Kim McDonough McDonough, Kim Kim McDonough Concordia University 07 https://benjamins.com/catalog/persons/461107370 01 eng 11 265 03 03 ix 03 00 254 03 01 22 401/.93072 03 2011 P118.2 04 Second language acquisition--Methodology. 04 Priming (Psychology) 04 Psycholinguistics. 10 LAN009000 12 CFDC 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.PSYLIN Psycholinguistics 01 06 02 00 A collection of empirical studies which use priming methods to explore the comprehension, production, and acquisition of second language (L2) phonology, syntax, and lexicon. It brings together the various strands of priming research that addresses the interests of researchers, teachers, and students interested in L2 teaching and learning. 03 00 This volume features a collection of empirical studies which use priming methods to explore the comprehension, production, and acquisition of second language (L2) phonology, syntax, and lexicon. The term priming refers to the phenomenon in which prior exposure to specific language forms or meanings influences a speaker’s subsequent language comprehension or production. This book brings together the various strands of priming research into a single volume that specifically addresses the interests of researchers, teachers, and students interested in L2 teaching and learning. Chapters by internationally known scholars feature a variety of priming techniques, describe various psycholinguistic tasks, and focus on different domains of language knowledge and skills. The book is conceptualized with a wide audience in mind, including researchers not familiar with priming methods and their application to L2 research, graduate students in second language acquisition and related disciplines, and instructors who require readings for use in their courses. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.30.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213013.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213013.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.30.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.30.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.30.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.30.hb.png 01 01 JB code lllt.30.01list 06 10.1075/lllt.30.01list vii viii 2 Miscellaneous 1 01 04 List of contributors List of contributors 01 eng 01 01 JB code lllt.30.02ack 06 10.1075/lllt.30.02ack ix ix 1 Miscellaneous 2 01 04 Acknowledgements Acknowledgements 01 eng 01 01 JB code lllt.30.03p1 06 10.1075/lllt.30.03p1 Section header 3 01 04 Introduction Introduction 01 eng 01 01 JB code lllt.30.04tro 06 10.1075/lllt.30.04tro 1 17 17 Article 4 01 04 Chapter 1. Using priming methods to study L2 learning and teaching Chapter 1. Using priming methods to study L2 learning and teaching 1 A01 01 JB code 833138100 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University, Montreal 07 https://benjamins.com/catalog/persons/833138100 2 A01 01 JB code 66138101 Kim McDonough McDonough, Kim Kim McDonough Concordia University, Montreal 07 https://benjamins.com/catalog/persons/66138101 01 eng 01 01 JB code lllt.30.05p2 06 10.1075/lllt.30.05p2 Section header 5 01 04 Part I. Using priming methods in L2 learning research Part I. Using priming methods in L2 learning research 01 eng 01 01 JB code lllt.30.06alt 06 10.1075/lllt.30.06alt 21 48 28 Article 6 01 04 Chapter 2. Acquiring second language vocabulary through the use of images and words Chapter 2. Acquiring second language vocabulary through the use of images and words 1 A01 01 JB code 658138102 Jeanette Altarriba Altarriba, Jeanette Jeanette Altarriba University at Albany, State University of New York 07 https://benjamins.com/catalog/persons/658138102 2 A01 01 JB code 20138103 Hugh Knickerbocker Knickerbocker, Hugh Hugh Knickerbocker University at Albany, State University of New York 07 https://benjamins.com/catalog/persons/20138103 01 eng 03 00

Two experiments explored the relative benefits of learning vocabulary in a second language by varying the learning formats both within and between participants. English monolingual speakers were taught vocabulary words in Spanish by pairing those words with their English translations, black-and-white pictures, or color pictures. Testing of those newly acquired words occurred via the use of a Lexical Decision Task (LDT) wherein participants were shown letter strings and were asked to identify them as either real words or nonwords in English (i.e., a word priming procedure). Letter strings were paired with either their correct Spanish translations or an unrelated Spanish word. In Experiment 1, all three learning conditions produced significant priming effects indicating that all the methods used to teach these words yielded similar success in their retrieval. Additionally, the black-and-white picture condition speeded up responses, as compared to the color picture condition. Experiment 2 presented the three learning conditions within subjects and revealed significant priming in the word-word condition and the black-and-white image condition. However, response times were significantly faster in the word-word condition overall supporting the notion of transfer appropriate processing. Results are discussed with regards to this theory of processing.

01 01 JB code lllt.30.07bar 06 10.1075/lllt.30.07bar 49 72 24 Article 7 01 04 Chapter 3. Some costs of fooling Mother Nature Chapter 3. Some costs of fooling Mother Nature 01 04 A priming study on the Keyword Method and the quality of developing L2 lexical representations A priming study on the Keyword Method and the quality of developing L2 lexical representations 1 A01 01 JB code 459138104 Joe Barcroft Barcroft, Joe Joe Barcroft Washington University in St. Louis 07 https://benjamins.com/catalog/persons/459138104 2 A01 01 JB code 532138105 Mitchell S. Sommers Sommers, Mitchell S. Mitchell S. Sommers Washington University in St. Louis 07 https://benjamins.com/catalog/persons/532138105 3 A01 01 JB code 871138106 Gretchen L. Sunderman Sunderman, Gretchen L. Gretchen L. Sunderman Florida State University 07 https://benjamins.com/catalog/persons/871138106 01 eng 03 00

This study compared the effects of the Keyword Method and rote rehearsal on the quality of developing second language (L2) lexical representations. We assessed accuracy and latency of English-to-Spanish translations provided by English-speaking absolute beginning learners of Spanish after each of three learning phases. Each translation was primed by either a keyword used during the learning phase (dad for dado “dice”) or an unrelated word (book for dado “dice”). Keyword primes, which are similar in form to the target L2 words, speeded recall for the rote-rehearsal group but slowed recall for the keyword group. These findings demonstrate clear differences in the quality of developing L2 lexical representations between the two groups, disfavoring the Keyword Method of L2 vocabulary instruction.

01 01 JB code lllt.30.08wil 06 10.1075/lllt.30.08wil 73 103 31 Article 8 01 04 Chapter 4. Using priming to explore early word learning Chapter 4. Using priming to explore early word learning 1 A01 01 JB code 150138107 John N. Williams Williams, John N. John N. Williams University of Cambridge 07 https://benjamins.com/catalog/persons/150138107 2 A01 01 JB code 441138108 Amanda Cheung Cheung, Amanda Amanda Cheung University of Cambridge 07 https://benjamins.com/catalog/persons/441138108 01 eng 03 00

Current views of vocabulary learning imply that second language (L2) words initially inherit the meaning of their first language (L1) translation equivalents. We describe a series of experiments that test this idea by examining semantic priming from newly learned words. The aspects of meaning that these words automatically activate were probed by manipulating the nature of the prime-target relationship. Although there were clear semantic priming effects, not all types of semantic relationship supported priming. The effects of variations in study conditions lead us to suggest an episodic view of word learning in which newly learned words do not simply inherit L1 meanings, but rather are associated with the aspects of meaning that were active at the time they were learned. We discuss the implications for teaching vocabulary, especially through the use of translation equivalents.

01 01 JB code lllt.30.09tro 06 10.1075/lllt.30.09tro 105 129 25 Article 9 01 04 Chapter 5. When three equals tree Chapter 5. When three equals tree 01 04 Examining the nature of phonological entries in L2 lexicons of Quebec speakers of English Examining the nature of phonological entries in L2 lexicons of Quebec speakers of English 1 A01 01 JB code 981138109 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University, Montreal 07 https://benjamins.com/catalog/persons/981138109 2 A01 01 JB code 56138110 Paul John John, Paul Paul John Université du Québec à Montréal 07 https://benjamins.com/catalog/persons/56138110 01 eng 03 00

In this study, we used auditory priming to examine the phonological content of lexical entries for adult second language speakers. In particular, we investigated whether, for native speakers of Quebec French, words like they and day as well as three and tree have identical (i.e., homophonous) phonological forms in these speakers’ lexicons, which would explain these speakers’ difficulty producing and perceiving words containing difficult /ð/ and /θ/ consonants. We found that our participants did not distinguish between these pairs of words in their lexicons, but were able to produce at least some of the words containing English /ð/ and /θ/ accurately. We discuss both theoretical and pedagogical implications of these findings.

01 01 JB code lllt.30.10mcd 06 10.1075/lllt.30.10mcd 131 151 21 Article 10 01 04 Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction 1 A01 01 JB code 441138111 Kim McDonough McDonough, Kim Kim McDonough 07 https://benjamins.com/catalog/persons/441138111 01 eng 03 00

Recent research has indicated that L2 learners who carry out collaborative syntactic priming activities with trained interlocutors or their peers subsequently produce target constructions rather than interlanguage forms. However, studies to date have not explored whether certain types of syntactic priming materials are more useful for eliciting such constructions. The current study compares four collaborative syntactic priming activities in terms of their effectiveness at eliciting wh-questions with supplied auxiliary verbs. Thai English as a foreign language (EFL) university students (N = 33) carried out the activities as part of their required integrated skills English class. The learners’ interaction was audio-recorded and transcribed, and the transcripts were analyzed in terms of the amount and type of wh-questions produced during each activity. Results indicate that activities with lexical repetition elicited a significantly greater proportion of target wh-questions than activities without the lexical boost. Pedagogical considerations and future research involving the design and implementation of collaborative syntactic priming activities in L2 classrooms are discussed.

01 01 JB code lllt.30.11p3 06 10.1075/lllt.30.11p3 Section header 11 01 04 Part II. Innovative approaches to L2 priming research Part II. Innovative approaches to L2 priming research 01 eng 01 01 JB code lllt.30.12seg 06 10.1075/lllt.30.12seg 155 178 24 Article 12 01 04 Chapter 7. The L2 semantic attentional blink Chapter 7. The L2 semantic attentional blink 01 04 Implications for L2 learning Implications for L2 learning 1 A01 01 JB code 104138112 Norman Segalowitz Segalowitz, Norman Norman Segalowitz Concordia University 07 https://benjamins.com/catalog/persons/104138112 2 A01 01 JB code 341138113 Guy Lacroix Lacroix, Guy Guy Lacroix Carleton University 07 https://benjamins.com/catalog/persons/341138113 3 A01 01 JB code 908138114 Jenelle Job Job, Jenelle Jenelle Job University of Alberta 07 https://benjamins.com/catalog/persons/908138114 01 eng 03 00

Second language (L2) users are typically less proficient in their L2 than in their first language. One explanation may be that the L2 requires more attentional capacity. To test this, English speakers of L2 French performed a semantic attentional blink (AB) task, in both languages. A significant AB effect was obtained in each language; however, the effect was smaller in the L2, indicating that the attention burden associated with the AB task was paradoxically lower in the L2. Also, the magnitude of the AB effect correlated positively with a measure of L2 lexical access efficiency. Results are discussed in terms of attention-based and automatic processing in L2 lexical access and in terms of their implications for L2 learning and teaching.

01 01 JB code lllt.30.13lee 06 10.1075/lllt.30.13lee 179 198 20 Article 13 01 04 Chapter 8. Task effects in second language sentence processing research Chapter 8. Task effects in second language sentence processing research 1 A01 01 JB code 314138115 Michael J. Leeser Leeser, Michael J. Michael J. Leeser Florida State University 07 https://benjamins.com/catalog/persons/314138115 2 A01 01 JB code 637138116 Anel Brandl Brandl, Anel Anel Brandl Florida State University 07 https://benjamins.com/catalog/persons/637138116 3 A01 01 JB code 833138117 Christine Weissglass Weissglass, Christine Christine Weissglass Florida State University 07 https://benjamins.com/catalog/persons/833138117 01 eng 03 00

This chapter explores the ways in which secondary tasks utilized in on-line sentence processing experiments can influence second language (L2) learners’ processing behavior. After a brief introduction to sentence processing and the self-paced reading methodology, we present data from a self-paced reading study that investigates how task type (comprehension questions vs. grammaticality judgment tasks) affect intermediate L2 Spanish learners processing of two types of grammatical violations: noun-adjective gender agreement and subject-verb inversion in wh-questions. Our findings suggest that, for some structures, certain secondary tasks commonly used in sentence processing research can indeed influence how L2 learners’ process morpho-syntactic violations during comprehension. We discuss the implications of our findings for L2 learning research, as well as for L2 instruction.

01 01 JB code lllt.30.14hu 06 10.1075/lllt.30.14hu 199 218 20 Article 14 01 04 Chapter 9. Semantic integration in listening comprehension in a second language Chapter 9. Semantic integration in listening comprehension in a second language 01 04 Evidence from cross-modal priming Evidence from cross-modal priming 1 A01 01 JB code 183138118 Guiling Hu Guiling Hu Guiling Hu University of Maryland 07 https://benjamins.com/catalog/persons/183138118 2 A01 01 JB code 23138119 Nan Jiang Jiang, Nan Nan Jiang University of Maryland 07 https://benjamins.com/catalog/persons/23138119 01 eng 03 00

A cross-modal priming task was used to examine listening comprehension by second language speakers. Participants were asked to perform a written lexical decision task on targets that were presented in different auditory sentential contexts. The context and the target were congruent (i.e., the target being highly predictable), neutral (i.e., possible but not predictable), or incongruent (i.e., inappropriate), as in “The girl mailed the letter without a stamp/sticker/stone.” Native speakers showed a priming effect for both congruent and neutral conditions in relation to the incongruent condition, but nonnative speakers showed a priming effect only for the congruent condition. No difference was observed between the neutral and incongruent conditions. Explanations of these findings and possible implications for language teaching are discussed.

01 01 JB code lllt.30.15sun 06 10.1075/lllt.30.15sun 219 237 19 Article 15 01 04 Chapter 10. Conceptual mediation in second language learners Chapter 10. Conceptual mediation in second language learners 01 04 Evidence from false memories Evidence from false memories 1 A01 01 JB code 441138120 Gretchen L. Sunderman Sunderman, Gretchen L. Gretchen L. Sunderman 07 https://benjamins.com/catalog/persons/441138120 01 eng 03 00

The following study uses a bilingual version of the Deese-Roediger-McDermott (DRM) false memory paradigm (Deese 1959; Roediger & McDermott 1995) to investigate conceptual mediation in second language (L2) learners. In this paradigm, participants are exposed to a list of words (e.g. bed, rest, dream, etc.) that are highly associated to a critical lure word that is not presented (e.g. sleep). Later, when asked to recall the words presented, participants will often falsely recall the critical lure that was implicitly generated in memory during encoding. Participants were native English-speaking learners of Spanish (N = 241) with varying proficiency in Spanish. The results suggest that proficiency constrains conceptual mediation. Theoretical and pedagogical implications are discussed.

01 01 JB code lllt.30.16p4 06 10.1075/lllt.30.16p4 Section header 16 01 04 Conclusion Conclusion 01 eng 01 01 JB code lllt.30.17mcd 06 10.1075/lllt.30.17mcd 241 249 9 Article 17 01 04 Chapter 11. Expanding the scope of priming research Chapter 11. Expanding the scope of priming research 1 A01 01 JB code 972138121 Kim McDonough McDonough, Kim Kim McDonough Concordia University, Montreal 07 https://benjamins.com/catalog/persons/972138121 2 A01 01 JB code 40138122 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University, Montreal 07 https://benjamins.com/catalog/persons/40138122 01 eng 01 01 JB code lllt.30.18index 06 10.1075/lllt.30.18index Miscellaneous 18 01 04 Index Index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.30 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20110324 C 2011 John Benjamins Publishing Company D 2011 John Benjamins Publishing Company 02 WORLD 13 15 9789027213013 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027286925 21 01 06 Corporate / Library / Education price 02 105.00 EUR 01 05 Consumer price 02 36.00 EUR 01 06 Corporate / Library / Education price 02 88.00 GBP GB 01 05 Consumer price 02 30.00 GBP GB 01 06 Corporate / Library / Education price 02 158.00 USD 01 05 Consumer price 02 54.00 USD
737007770 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 30 Hb 15 9789027213013 06 10.1075/lllt.30 13 2011005988 00 BB 01 245 mm 02 164 mm 08 635 gr 10 01 JB code LL&LT 02 1569-9471 02 30.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Applying priming methods to L2 learning, teaching and research Insights from Psycholinguistics Applying priming methods to L2 learning, teaching and research: Insights from Psycholinguistics 1 B01 01 JB code 642107369 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University 07 https://benjamins.com/catalog/persons/642107369 2 B01 01 JB code 461107370 Kim McDonough McDonough, Kim Kim McDonough Concordia University 07 https://benjamins.com/catalog/persons/461107370 01 eng 11 265 03 03 ix 03 00 254 03 01 22 401/.93072 03 2011 P118.2 04 Second language acquisition--Methodology. 04 Priming (Psychology) 04 Psycholinguistics. 10 LAN009000 12 CFDC 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.PSYLIN Psycholinguistics 01 06 02 00 A collection of empirical studies which use priming methods to explore the comprehension, production, and acquisition of second language (L2) phonology, syntax, and lexicon. It brings together the various strands of priming research that addresses the interests of researchers, teachers, and students interested in L2 teaching and learning. 03 00 This volume features a collection of empirical studies which use priming methods to explore the comprehension, production, and acquisition of second language (L2) phonology, syntax, and lexicon. The term priming refers to the phenomenon in which prior exposure to specific language forms or meanings influences a speaker’s subsequent language comprehension or production. This book brings together the various strands of priming research into a single volume that specifically addresses the interests of researchers, teachers, and students interested in L2 teaching and learning. Chapters by internationally known scholars feature a variety of priming techniques, describe various psycholinguistic tasks, and focus on different domains of language knowledge and skills. The book is conceptualized with a wide audience in mind, including researchers not familiar with priming methods and their application to L2 research, graduate students in second language acquisition and related disciplines, and instructors who require readings for use in their courses. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.30.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213013.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213013.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.30.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.30.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.30.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.30.hb.png 01 01 JB code lllt.30.01list 06 10.1075/lllt.30.01list vii viii 2 Miscellaneous 1 01 04 List of contributors List of contributors 01 eng 01 01 JB code lllt.30.02ack 06 10.1075/lllt.30.02ack ix ix 1 Miscellaneous 2 01 04 Acknowledgements Acknowledgements 01 eng 01 01 JB code lllt.30.03p1 06 10.1075/lllt.30.03p1 Section header 3 01 04 Introduction Introduction 01 eng 01 01 JB code lllt.30.04tro 06 10.1075/lllt.30.04tro 1 17 17 Article 4 01 04 Chapter 1. Using priming methods to study L2 learning and teaching Chapter 1. Using priming methods to study L2 learning and teaching 1 A01 01 JB code 833138100 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University, Montreal 07 https://benjamins.com/catalog/persons/833138100 2 A01 01 JB code 66138101 Kim McDonough McDonough, Kim Kim McDonough Concordia University, Montreal 07 https://benjamins.com/catalog/persons/66138101 01 eng 01 01 JB code lllt.30.05p2 06 10.1075/lllt.30.05p2 Section header 5 01 04 Part I. Using priming methods in L2 learning research Part I. Using priming methods in L2 learning research 01 eng 01 01 JB code lllt.30.06alt 06 10.1075/lllt.30.06alt 21 48 28 Article 6 01 04 Chapter 2. Acquiring second language vocabulary through the use of images and words Chapter 2. Acquiring second language vocabulary through the use of images and words 1 A01 01 JB code 658138102 Jeanette Altarriba Altarriba, Jeanette Jeanette Altarriba University at Albany, State University of New York 07 https://benjamins.com/catalog/persons/658138102 2 A01 01 JB code 20138103 Hugh Knickerbocker Knickerbocker, Hugh Hugh Knickerbocker University at Albany, State University of New York 07 https://benjamins.com/catalog/persons/20138103 01 eng 03 00

Two experiments explored the relative benefits of learning vocabulary in a second language by varying the learning formats both within and between participants. English monolingual speakers were taught vocabulary words in Spanish by pairing those words with their English translations, black-and-white pictures, or color pictures. Testing of those newly acquired words occurred via the use of a Lexical Decision Task (LDT) wherein participants were shown letter strings and were asked to identify them as either real words or nonwords in English (i.e., a word priming procedure). Letter strings were paired with either their correct Spanish translations or an unrelated Spanish word. In Experiment 1, all three learning conditions produced significant priming effects indicating that all the methods used to teach these words yielded similar success in their retrieval. Additionally, the black-and-white picture condition speeded up responses, as compared to the color picture condition. Experiment 2 presented the three learning conditions within subjects and revealed significant priming in the word-word condition and the black-and-white image condition. However, response times were significantly faster in the word-word condition overall supporting the notion of transfer appropriate processing. Results are discussed with regards to this theory of processing.

01 01 JB code lllt.30.07bar 06 10.1075/lllt.30.07bar 49 72 24 Article 7 01 04 Chapter 3. Some costs of fooling Mother Nature Chapter 3. Some costs of fooling Mother Nature 01 04 A priming study on the Keyword Method and the quality of developing L2 lexical representations A priming study on the Keyword Method and the quality of developing L2 lexical representations 1 A01 01 JB code 459138104 Joe Barcroft Barcroft, Joe Joe Barcroft Washington University in St. Louis 07 https://benjamins.com/catalog/persons/459138104 2 A01 01 JB code 532138105 Mitchell S. Sommers Sommers, Mitchell S. Mitchell S. Sommers Washington University in St. Louis 07 https://benjamins.com/catalog/persons/532138105 3 A01 01 JB code 871138106 Gretchen L. Sunderman Sunderman, Gretchen L. Gretchen L. Sunderman Florida State University 07 https://benjamins.com/catalog/persons/871138106 01 eng 03 00

This study compared the effects of the Keyword Method and rote rehearsal on the quality of developing second language (L2) lexical representations. We assessed accuracy and latency of English-to-Spanish translations provided by English-speaking absolute beginning learners of Spanish after each of three learning phases. Each translation was primed by either a keyword used during the learning phase (dad for dado “dice”) or an unrelated word (book for dado “dice”). Keyword primes, which are similar in form to the target L2 words, speeded recall for the rote-rehearsal group but slowed recall for the keyword group. These findings demonstrate clear differences in the quality of developing L2 lexical representations between the two groups, disfavoring the Keyword Method of L2 vocabulary instruction.

01 01 JB code lllt.30.08wil 06 10.1075/lllt.30.08wil 73 103 31 Article 8 01 04 Chapter 4. Using priming to explore early word learning Chapter 4. Using priming to explore early word learning 1 A01 01 JB code 150138107 John N. Williams Williams, John N. John N. Williams University of Cambridge 07 https://benjamins.com/catalog/persons/150138107 2 A01 01 JB code 441138108 Amanda Cheung Cheung, Amanda Amanda Cheung University of Cambridge 07 https://benjamins.com/catalog/persons/441138108 01 eng 03 00

Current views of vocabulary learning imply that second language (L2) words initially inherit the meaning of their first language (L1) translation equivalents. We describe a series of experiments that test this idea by examining semantic priming from newly learned words. The aspects of meaning that these words automatically activate were probed by manipulating the nature of the prime-target relationship. Although there were clear semantic priming effects, not all types of semantic relationship supported priming. The effects of variations in study conditions lead us to suggest an episodic view of word learning in which newly learned words do not simply inherit L1 meanings, but rather are associated with the aspects of meaning that were active at the time they were learned. We discuss the implications for teaching vocabulary, especially through the use of translation equivalents.

01 01 JB code lllt.30.09tro 06 10.1075/lllt.30.09tro 105 129 25 Article 9 01 04 Chapter 5. When three equals tree Chapter 5. When three equals tree 01 04 Examining the nature of phonological entries in L2 lexicons of Quebec speakers of English Examining the nature of phonological entries in L2 lexicons of Quebec speakers of English 1 A01 01 JB code 981138109 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University, Montreal 07 https://benjamins.com/catalog/persons/981138109 2 A01 01 JB code 56138110 Paul John John, Paul Paul John Université du Québec à Montréal 07 https://benjamins.com/catalog/persons/56138110 01 eng 03 00

In this study, we used auditory priming to examine the phonological content of lexical entries for adult second language speakers. In particular, we investigated whether, for native speakers of Quebec French, words like they and day as well as three and tree have identical (i.e., homophonous) phonological forms in these speakers’ lexicons, which would explain these speakers’ difficulty producing and perceiving words containing difficult /ð/ and /θ/ consonants. We found that our participants did not distinguish between these pairs of words in their lexicons, but were able to produce at least some of the words containing English /ð/ and /θ/ accurately. We discuss both theoretical and pedagogical implications of these findings.

01 01 JB code lllt.30.10mcd 06 10.1075/lllt.30.10mcd 131 151 21 Article 10 01 04 Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction 1 A01 01 JB code 441138111 Kim McDonough McDonough, Kim Kim McDonough 07 https://benjamins.com/catalog/persons/441138111 01 eng 03 00

Recent research has indicated that L2 learners who carry out collaborative syntactic priming activities with trained interlocutors or their peers subsequently produce target constructions rather than interlanguage forms. However, studies to date have not explored whether certain types of syntactic priming materials are more useful for eliciting such constructions. The current study compares four collaborative syntactic priming activities in terms of their effectiveness at eliciting wh-questions with supplied auxiliary verbs. Thai English as a foreign language (EFL) university students (N = 33) carried out the activities as part of their required integrated skills English class. The learners’ interaction was audio-recorded and transcribed, and the transcripts were analyzed in terms of the amount and type of wh-questions produced during each activity. Results indicate that activities with lexical repetition elicited a significantly greater proportion of target wh-questions than activities without the lexical boost. Pedagogical considerations and future research involving the design and implementation of collaborative syntactic priming activities in L2 classrooms are discussed.

01 01 JB code lllt.30.11p3 06 10.1075/lllt.30.11p3 Section header 11 01 04 Part II. Innovative approaches to L2 priming research Part II. Innovative approaches to L2 priming research 01 eng 01 01 JB code lllt.30.12seg 06 10.1075/lllt.30.12seg 155 178 24 Article 12 01 04 Chapter 7. The L2 semantic attentional blink Chapter 7. The L2 semantic attentional blink 01 04 Implications for L2 learning Implications for L2 learning 1 A01 01 JB code 104138112 Norman Segalowitz Segalowitz, Norman Norman Segalowitz Concordia University 07 https://benjamins.com/catalog/persons/104138112 2 A01 01 JB code 341138113 Guy Lacroix Lacroix, Guy Guy Lacroix Carleton University 07 https://benjamins.com/catalog/persons/341138113 3 A01 01 JB code 908138114 Jenelle Job Job, Jenelle Jenelle Job University of Alberta 07 https://benjamins.com/catalog/persons/908138114 01 eng 03 00

Second language (L2) users are typically less proficient in their L2 than in their first language. One explanation may be that the L2 requires more attentional capacity. To test this, English speakers of L2 French performed a semantic attentional blink (AB) task, in both languages. A significant AB effect was obtained in each language; however, the effect was smaller in the L2, indicating that the attention burden associated with the AB task was paradoxically lower in the L2. Also, the magnitude of the AB effect correlated positively with a measure of L2 lexical access efficiency. Results are discussed in terms of attention-based and automatic processing in L2 lexical access and in terms of their implications for L2 learning and teaching.

01 01 JB code lllt.30.13lee 06 10.1075/lllt.30.13lee 179 198 20 Article 13 01 04 Chapter 8. Task effects in second language sentence processing research Chapter 8. Task effects in second language sentence processing research 1 A01 01 JB code 314138115 Michael J. Leeser Leeser, Michael J. Michael J. Leeser Florida State University 07 https://benjamins.com/catalog/persons/314138115 2 A01 01 JB code 637138116 Anel Brandl Brandl, Anel Anel Brandl Florida State University 07 https://benjamins.com/catalog/persons/637138116 3 A01 01 JB code 833138117 Christine Weissglass Weissglass, Christine Christine Weissglass Florida State University 07 https://benjamins.com/catalog/persons/833138117 01 eng 03 00

This chapter explores the ways in which secondary tasks utilized in on-line sentence processing experiments can influence second language (L2) learners’ processing behavior. After a brief introduction to sentence processing and the self-paced reading methodology, we present data from a self-paced reading study that investigates how task type (comprehension questions vs. grammaticality judgment tasks) affect intermediate L2 Spanish learners processing of two types of grammatical violations: noun-adjective gender agreement and subject-verb inversion in wh-questions. Our findings suggest that, for some structures, certain secondary tasks commonly used in sentence processing research can indeed influence how L2 learners’ process morpho-syntactic violations during comprehension. We discuss the implications of our findings for L2 learning research, as well as for L2 instruction.

01 01 JB code lllt.30.14hu 06 10.1075/lllt.30.14hu 199 218 20 Article 14 01 04 Chapter 9. Semantic integration in listening comprehension in a second language Chapter 9. Semantic integration in listening comprehension in a second language 01 04 Evidence from cross-modal priming Evidence from cross-modal priming 1 A01 01 JB code 183138118 Guiling Hu Guiling Hu Guiling Hu University of Maryland 07 https://benjamins.com/catalog/persons/183138118 2 A01 01 JB code 23138119 Nan Jiang Jiang, Nan Nan Jiang University of Maryland 07 https://benjamins.com/catalog/persons/23138119 01 eng 03 00

A cross-modal priming task was used to examine listening comprehension by second language speakers. Participants were asked to perform a written lexical decision task on targets that were presented in different auditory sentential contexts. The context and the target were congruent (i.e., the target being highly predictable), neutral (i.e., possible but not predictable), or incongruent (i.e., inappropriate), as in “The girl mailed the letter without a stamp/sticker/stone.” Native speakers showed a priming effect for both congruent and neutral conditions in relation to the incongruent condition, but nonnative speakers showed a priming effect only for the congruent condition. No difference was observed between the neutral and incongruent conditions. Explanations of these findings and possible implications for language teaching are discussed.

01 01 JB code lllt.30.15sun 06 10.1075/lllt.30.15sun 219 237 19 Article 15 01 04 Chapter 10. Conceptual mediation in second language learners Chapter 10. Conceptual mediation in second language learners 01 04 Evidence from false memories Evidence from false memories 1 A01 01 JB code 441138120 Gretchen L. Sunderman Sunderman, Gretchen L. Gretchen L. Sunderman 07 https://benjamins.com/catalog/persons/441138120 01 eng 03 00

The following study uses a bilingual version of the Deese-Roediger-McDermott (DRM) false memory paradigm (Deese 1959; Roediger & McDermott 1995) to investigate conceptual mediation in second language (L2) learners. In this paradigm, participants are exposed to a list of words (e.g. bed, rest, dream, etc.) that are highly associated to a critical lure word that is not presented (e.g. sleep). Later, when asked to recall the words presented, participants will often falsely recall the critical lure that was implicitly generated in memory during encoding. Participants were native English-speaking learners of Spanish (N = 241) with varying proficiency in Spanish. The results suggest that proficiency constrains conceptual mediation. Theoretical and pedagogical implications are discussed.

01 01 JB code lllt.30.16p4 06 10.1075/lllt.30.16p4 Section header 16 01 04 Conclusion Conclusion 01 eng 01 01 JB code lllt.30.17mcd 06 10.1075/lllt.30.17mcd 241 249 9 Article 17 01 04 Chapter 11. Expanding the scope of priming research Chapter 11. Expanding the scope of priming research 1 A01 01 JB code 972138121 Kim McDonough McDonough, Kim Kim McDonough Concordia University, Montreal 07 https://benjamins.com/catalog/persons/972138121 2 A01 01 JB code 40138122 Pavel Trofimovich Trofimovich, Pavel Pavel Trofimovich Concordia University, Montreal 07 https://benjamins.com/catalog/persons/40138122 01 eng 01 01 JB code lllt.30.18index 06 10.1075/lllt.30.18index Miscellaneous 18 01 04 Index Index 01 eng
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