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Direct linkKim, Hyunwoo; Rah, Yangon – Modern Language Journal, 2016
This study investigates the influence of the semantic heaviness of verbs (i.e., heavy or light verbs) and language proficiency on second language (L2) learners' use of constructional information in a sentence-sorting task and a corpus analysis. Previous studies employing a sentence-sorting task demonstrated that advanced L2 learners sorted English…
Descriptors: Verbs, Semantics, Second Language Learning, English (Second Language)
Römer, Ute; O'Donnell, Matthew Brook; Ellis, Nick C. – Modern Language Journal, 2014
This article examines second language (L2) learner knowledge of English verb-argument constructions (VACs), for example, the "V 'against' n" construction. It investigates to what extent constructions underpin L2 learners' linguistic competence, how VAC mental representations in native speakers and learners differ, and…
Descriptors: Second Language Learning, Form Classes (Languages), Verbs, Linguistic Competence
Year, Jungeun; Gordon, Peter – Modern Language Journal, 2009
Recent studies in usage-based linguistics have found that construction learning is more effective when input is skewed toward a prototypical exemplar of the construction, thereby reflecting the frequency distribution in natural language. This study investigates the extent to which a prototypical ditransitive verb with high frequency ("give")…
Descriptors: Verbs, Role, Linguistic Input, Language Processing
McDonough, Kim; Kim, Youjin – Modern Language Journal, 2009
Previous interaction studies have reported a positive relationship between syntactic priming and English second language (L2) learners' subsequent production of "wh"-questions. Syntactic priming research has shown that a speaker's production of a structure during syntactic priming activities is influenced by the individual lexical items that occur…
Descriptors: Verbs, Syntax, English (Second Language), Second Language Learning
Wulff, Stefanie; Ellis, Nick C.; Romer, Ute; Bardovi-Harlig, Kathleen; Leblanc, Chelsea J. – Modern Language Journal, 2009
The aspect hypothesis (Andersen & Shirai, 1994) proposes that language learners are initially influenced by the inherent semantic aspect in the acquisition of tense and aspect (TA) morphology. Perfective past emerges earlier with accomplishments and achievements and progressive with activities. Although this hypothesis has been extensively…
Descriptors: Semantics, Morphemes, Second Language Learning, Adult Learning
Izquierdo, Jesus; Collins, Laura – Modern Language Journal, 2008
English learners of French whose first language (L1) does not mark the perfective/imperfective distinction have shown verb semantic influence and an overall preference for perfective over imperfective in their use of second language (L2) tense-aspect markers. This study investigated whether learners whose L1 marks the perfective/imperfective…
Descriptors: Semantics, Verbs, Syntax, Second Language Learning
