Acceptable ungrammaticality in sentence matching

Duffield, Nigel; Matsuo, Ayumi; Roberts, Leah

doi:10.1177/0267658307076544

アイテム詳細

登録内容を編集ファイル形式で保存

一時保存へ追加

タグ情報を表示リリース履歴を表示詳細要約

公開

学術論文

Acceptable ungrammaticality in sentence matching

MPS-Authors

Duffield, Nigel
Language Acquisition Group, MPI for Psycholinguistics, Max Planck Society;
Language and Cognition Group, MPI for Psycholinguistics, Max Planck Society;
The Dynamics of Multilingual Processing, MPI for Psycholinguistics, Max Planck Society;

Matsuo, Ayumi
Language Acquisition Group, MPI for Psycholinguistics, Max Planck Society;
The Dynamics of Multilingual Processing, MPI for Psycholinguistics, Max Planck Society;

/persons/resource/persons153

Roberts, Leah
Language Acquisition Group, MPI for Psycholinguistics, Max Planck Society;
The Dynamics of Multilingual Processing, MPI for Psycholinguistics, Max Planck Society;

External Resource

There are no locators available

Fulltext (restricted access)

There are currently no full texts shared for your IP range.

フルテキスト (公開)

Duffield_2007_acceptable.pdf
(出版社版), 303KB

付随資料 (公開)

There is no public supplementary material available

引用

Duffield, N., Matsuo, A., & Roberts, L. (2007). Acceptable ungrammaticality in sentence matching. Second Language Research, 23(2), 155-177. doi:10.1177/0267658307076544.

引用: https://hdl.handle.net/11858/00-001M-0000-0013-18BD-A

要旨

This paper presents results from a new set of experiments using the sentence matching paradigm (Forster, Kenneth (1979), Freedman & Forster (1985), also Bley-Vroman & Masterson (1989), investigating native-speakers’ and L2 learners’ knowledge of constraints on clitic placement in French.1 Our purpose is three-fold: (i) to shed more light on the contrasts between native-speakers and L2 learners observed in previous experiments, especially Duffield & White (1999), and Duffield, White, Bruhn de Garavito, Montrul & Prévost (2002); (ii), to address specific criticisms of the sentence-matching paradigm leveled by Gass (2001); (iii), to provide a firm empirical basis for follow-up experiments with L2 learners