A web-based listening methodology for studying relative clause acquisition

This paper addresses the comprehension of relative clauses in audio prompts using online listening exercises implemented in a classroom. Reaction time to short and long sentences containing subject and object relative clauses was assessed in subjects attending an intensive ESL course for graduate st...

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Vydáno v:Computer assisted language learning Ročník 21; číslo 1; s. 51 - 66
Hlavní autor: Romeo, Kenneth
Médium: Journal Article
Jazyk:angličtina
Vydáno: Routledge 01.02.2008
Témata:
classroom-based
College Students
Computer Assisted Instruction
Computer Assisted Language Learning
Cues
English (Second Language)
English as a Second Language Learning
ESL
Graduate Students
Internet
Language Processing
Listening Comprehension
Measures (Individuals)
Phrase Structure
Reaction Time
Relative Clauses
Second Language Instruction
Second Language Learning
Sentences
Syntactic Structures
syntax
web-based
working memory
ISSN:0958-8221, 1744-3210
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Abstract This paper addresses the comprehension of relative clauses in audio prompts using online listening exercises implemented in a classroom. Reaction time to short and long sentences containing subject and object relative clauses was assessed in subjects attending an intensive ESL course for graduate students. The results indicate the possibility that learners shift resources when processing more syntactically complex audio prompts, such as those with object relatives. This shift from a discrete measure such as accuracy to a continuous variable like reaction time accommodates theoretical frameworks which do not rely on categorical paradigms of learning.
AbstractList This paper addresses the comprehension of relative clauses in audio prompts using online listening exercises implemented in a classroom. Reaction time to short and long sentences containing subject and object relative clauses was assessed in subjects attending an intensive ESL course for graduate students. The results indicate the possibility that learners shift resources when processing more syntactically complex audio prompts, such as those with object relatives. This shift from a discrete measure such as accuracy to a continuous variable like reaction time accommodates theoretical frameworks which do not rely on categorical paradigms of learning. Adapted from the source document
This paper addresses the comprehension of relative clauses in audio prompts using online listening exercises implemented in a classroom. Reaction time to short and long sentences containing subject and object relative clauses was assessed in subjects attending an intensive ESL course for graduate students. The results indicate the possibility that learners shift resources when processing more syntactically complex audio prompts, such as those with object relatives. This shift from a discrete measure such as accuracy to a continuous variable like reaction time accommodates theoretical frameworks which do not rely on categorical paradigms of learning.
This paper addresses the comprehension of relative clauses in audio prompts using online listening exercises implemented in a classroom. Reaction time to short and long sentences containing subject and object relative clauses was assessed in subjects attending an intensive ESL course for graduate students. The results indicate the possibility that learners shift resources when processing more syntactically complex audio prompts, such as those with object relatives. This shift from a discrete measure such as accuracy to a continuous variable like reaction time accommodates theoretical frameworks which do not rely on categorical paradigms of learning. (Contains 1 table and 5 figures.)
Audience Higher Education
Author Romeo, Kenneth
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Cites_doi 10.1017/S0272263100010469
10.1027//1016-9040.7.2.85
10.1037/0033-295X.99.1.122
10.1037/0033-295X.102.2.211
10.1075/slcs.35
10.1037/0278-7393.22.2.324
10.1075/sibil.26
10.1017/CBO9781139524780.006
10.1007/978-94-009-3747-5
10.1111/1467-9922.00218
10.1017/S027226310001442X
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SubjectTerms classroom-based
College Students
Computer Assisted Instruction
Computer Assisted Language Learning
Cues
English (Second Language)
English as a Second Language Learning
ESL
Graduate Students
Internet
Language Processing
Listening Comprehension
Measures (Individuals)
Phrase Structure
Reaction Time
Relative Clauses
Second Language Instruction
Second Language Learning
Sentences
Syntactic Structures
syntax
web-based
working memory
Title A web-based listening methodology for studying relative clause acquisition
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