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Related Experiment Video

Updated: Oct 4, 2025

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks
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L2 Learners Do Not Ignore Verb's Subcategorization Information in Real-Time Syntactic Processing.

Chie Nakamura1, Manabu Arai2, Yuki Hirose3

  • 1Global Center for Science and Engineering, Waseda University, Tokyo, Japan.

Frontiers in Psychology
|February 7, 2022
PubMed
Summary

Second language (L2) learners can use verb argument structure, like intransitivity, during real-time sentence processing. This ability is present even when strong preferences for transitive structures might otherwise interfere.

Keywords:
eye-tracking in readingfiller-gap dependencyonline structural analysissecond language processingverb subcategorization information

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Area of Science:

  • Psycholinguistics
  • Second Language Acquisition
  • Computational Linguistics

Background:

  • L2 learners often struggle with online syntactic processing despite possessing native-like grammatical knowledge.
  • Previous research indicates difficulties in utilizing verb intransitivity information for L2 syntactic analysis.

Purpose of the Study:

  • To investigate whether L2 learners utilize verb argument structure, specifically intransitivity, in online syntactic analysis.
  • To contrast three hypotheses: initial inaccessibility, intransitivity overriding, and fuzzy subcategorization frame accounts.

Main Methods:

  • An eye-tracking reading experiment was conducted.
  • Filler-gap dependency structures were used, manipulating verb transitivity and plausibility.
  • Participants included English native speakers (L1 group) and Japanese-English L2 learners.

Main Results:

  • L2 learners, like native speakers, adjusted sentence processing based on verb subcategorization information.
  • Evidence supports the intransitivity overriding account, showing L2 learners use intransitive information when not overridden by strong transitive preferences.
  • L2 learners exhibited strong transitive structure expectations, aligning with the hyper-active gap-filling hypothesis.

Conclusions:

  • L2 learners can employ verb intransitive information for structural analysis when overriding constraints are absent.
  • Semantic mismatches hindered L2 processing, unlike in native speakers, suggesting differences in parsing strategies.