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Research Methods in Second Language Psycholinguistics

Addressing a rapidly growing interest in second language research, this hands-on text provides students and researchers with the means to understand and use current methods in psycholinguistics. With a focus on the actual methods, designs, and techniques used in psycholinguistics research as they are applied to second language learners, this book offers the practical guidance readers need to determine which method is the best for what they wish to investigate as well as the tools that will enhance their research. Each methods chapter is written by a leading expert who describes, discusses, and comments on how a method is used and what its strengths and limitations are for second language research. These chapters follow a specific format to ensure cohesion and a predictable structure across all chapters. The chapters also inform the novice researcher on such key issues as ease of use, costs, potential pitfalls, and other related matters, each of which impact decisions that researchers make about the paths they take. With the most reliable information available from experienced reseachers, Research Methods in Second Language Psycholinguistics is an essential resource for anyone interested in conducting second language reserach using psycholinguistic methods.

Some researchers study the mental lexicon in monolinguals, or individuals who
speak only one language. Other psycholinguists study bilinguals, or individuals
who speak more than one language. Studying bilinguals allows researchers to ...

A Psycholinguistic Investigation of Agreement in Spanish and English Monolinguals and Bilinguals

The two broad goals of this dissertation are to investigate cross-linguistic and cross-dialectal differences in monolingual agreement production as a function of the richness of morphological paradigms, and to investigate how these differences may play out in bilinguals who vary in age of onset of bilingualism (early vs. late) and proficiency level (intermediate vs. advanced). Research questions ask: (1) Are there cross-linguistic differences in the production of subject-verb number agreement in English, Mexican Spanish and Dominican Spanish as evidenced by differing sensitivity to conceptual number? (2) Are there differences in the mechanics of agreement production in monolinguals and bilinguals? (3) Are there differences in how bilinguals produce agreement in each language? (4) Do age of acquisition and proficiency modulate how bilinguals produce agreement?

The two broad goals of this dissertation are to investigate cross-linguistic and cross-dialectal differences in monolingual agreement production as a function of the richness of morphological paradigms, and to investigate how these ...

Toward a Realization of Psycholinguistic Principles in the ESL Reading Class

A Discussion Draft

A Psycholinguistic Investigation of Grammatical Class in Second Language Lexical Processing

ABSTRACT: This dissertation examines a previously under-researched factor in second language (L2) lexical processing, namely, grammatical class. Although a wealth of research using monolingual and brain-damaged participants suggests that this variable is active in lexical processing, little research has examined this factor with L2 learners. The goal of this dissertation is to investigate the relative contributions of grammatical class and semantic factors in L2 lexical processing and the nature of the relationship between these two variables throughout development. Accordingly, a series of psycholinguistic experiments were conducted with native speakers of English at different stages of L2 proficiency in Spanish. The specific goal was to put grammatical class and semantic similarity in direct competition to clarify the relationship between these two variables during comprehension and production. In addition to the two comprehension and one production experimental tasks, the participants performed various proficiency measures, in order to thoroughly examine developmental differences in various domains. The results suggest that L2 learners do utilize grammatical class in L2 lexical processing and that this variable can interact with semantic similarity to affect performance. Implications for models of bilingual lexical processing are presented with respect to the inclusion of grammatical class and developmental differences.

ABSTRACT: This dissertation examines a previously under-researched factor in second language (L2) lexical processing, namely, grammatical class.