NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ831320
Record Type: Journal
Publication Date: 2009-Jan
Pages: 18
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1366-7289
Cross-Linguistic Differences and Their Impact on L2 Sentence Processing
Jackson, Carrie N.; Dussias, Paola E.
Bilingualism: Language and Cognition, v12 n1 p65-82 Jan 2009
Using a self-paced reading task, the present study investigates how highly proficient second language (L2) speakers of German with English as their native language process unambiguous "wh"-subject-extractions and "wh"-object-extractions in German. Previous monolingual research has shown that English and German exhibit different processing preferences for the type of "wh"-question under investigation, due in part to the robust case-marking system in German--a morphosyntactic feature that is largely absent in English (e.g., Juffs and Harrington, 1995; Fanselow, Kliegl and Schlesewsky 1999; Meng and Bader, 2000; Juffs, 2005). The results revealed that the L2 German speakers utilized case-marking information and exhibited a subject-preference similar to German native speakers. These findings are discussed in light of relevant research regarding the ability of L2 speakers to adopt native-like processing strategies in their L2.
Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: subscriptions_newyork@cambridge.org; Web site: http://www.cambridge.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A