Francis Andrea P, Schmidt Gwen L, Carr Thomas H, Clegg Benjamin A
Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI, USA.
Psychol Res. 2009 Jan;73(1):60-74. doi: 10.1007/s00426-008-0138-6. Epub 2008 Mar 5.
One way in which adult second language learners may acquire a word order that differs from their native language word order is through exposure-based incidental learning, but little is known about that process and what constrains it. The current studies examine whether a non-dominant word order can be learned incidentally, and if so, whether the rule can be generalized to new words not previously seen in the non-dominant order. Two studies examined the incidental learning of rules underlying the order of nouns and verbs in three-word strings. The self-timed reading speeds of native English speakers decreased as a result of practice with a non-dominant rule (words ordered either as "verb noun noun" or "noun noun verb"). The same pattern of results was also found for new words ordered according to the previously encountered rule, suggesting learning generalized beyond the specific instances encountered. A second experiment showed such rule learning could also occur when the nouns were replaced with pronounceable pseudowords. Learning was therefore possible in the absence of any pre-existing relationships between the items. Theoretical and educational implications are discussed.
成年第二语言学习者获得一种不同于其母语词序的词序的一种方式是通过基于接触的附带学习，但对于该过程以及制约它的因素却知之甚少。当前的研究考察了一种非主导词序是否能够被附带习得，如果可以，该规则是否能够推广到之前未以非主导顺序见过的新单词上。两项研究考察了三字串中名词和动词顺序背后规则的附带学习。以非主导规则（单词顺序为“动词 名词 名词”或“名词 名词 动词”）进行练习后，以英语为母语者的自我计时阅读速度下降。对于按照先前遇到的规则排序的新单词，也发现了相同的结果模式，这表明学习超出了所遇到的具体实例进行了泛化。第二个实验表明，当名词被可发音的假词替换时，这种规则学习也会发生。因此，在项目之间不存在任何预先存在的关系的情况下学习也是可能的。本文讨论了理论和教育意义。
