Search results for "Referent"
showing 3 items of 93 documents
Kvantitativa perspektiv på L2-tal på olika färdighetsnivåer
2021
The aim of this study is to investigate differences in the amount (the occurrence rate) of second language (L2) traits at different proficiency levels in spoken L2 Finland-Swedish. In the analysis, we focus on L2 features in segments, segment lengths, word stress and sentence stress. Further, we analyze the ability to produce speech and the complexity of production at different proficiency levels: the amount of speech, token length, token structure and speech rate. Through previous research, we know that pronunciation plays an important role for comprehensibility and foreign accent but also for the level of oral proficiency. Although pronunciation and different pronunciation features are us…
New is not always costly: evidence from online processing of topic and contrast in Japanese.
2013
Two visual ERP experiments were conducted to investigate topic and contrast assigned by various cues such as discourse context, sentential position and marker during referential processing in Japanese. Experiment 1 showed that there was no N400-difference for new vs. given noun phrases (NPs) when the new NP was expected (contrastively focused) based on its preceding context and sentential position. Experiment 2 further revealed that the N400 for new NPs can be modulated by the NP’s contrastive meaning (exhausitivity) induced from the marker. Both experiments also showed that new NPs engendered an increased Late Positivity. The reduced N400 for new vs. given supports an expectation-based lin…
Autobiographical texts written by learners of Catalan as an Additional Language: From formative needs to reflection in the teaching of narrative genr…
2022
In this article we analyse autobiographical narrative texts written by university students studying Catalan as an Additional Language at a CEFR (2020) B1 level. The goal is to analyse the formative needs related to the writing of this genre in order to foster metadiscursive reflection in the classroom that will allow students to improve their written output. To this end, we analyzed a corpus of 39 autobiographies at both the macrotextual level (i.e., rhetorical moves) and the microtextual level (i.e., deictic elements which channel the narrative’s organization). Our results show that the problems that these texts present for students are related to awareness of the elements that define the …