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Related Experiment Video

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Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects
07:36

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Published on: November 30, 2018

The Processing of English Applicative Constructions: Evidence from Eye-Tracking.

Yuxi Li1,2, Tao Zeng3,4

  • 1College of Foreign Languages, Hunan University, Changsha, 410082, China.

Journal of Psycholinguistic Research
|May 27, 2026
PubMed
Summary
This summary is machine-generated.

Second language (L2) learners process English applicative constructions more slowly than prepositional dative constructions. This difficulty arises from integrating syntactic and semantic information, impacting bilingual acquisition theories.

Keywords:
English applicative construction・Sentence processing・Eye-tracking

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Area of Science:

  • Linguistics
  • Psycholinguistics
  • Second Language Acquisition

Background:

  • The syntactic-semantic interface is crucial for language processing.
  • Understanding how L2 learners process complex grammatical structures like applicatives is key.
  • Previous research has not fully explored the processing of English applicative constructions by L2 learners.

Purpose of the Study:

  • To compare L2 English learners' processing of applicative constructions versus prepositional dative constructions.
  • To investigate the factors influencing the processing of English applicative constructions.
  • To examine the role of syntactic-semantic interface complexity in L2 processing.

Main Methods:

  • An online comprehension eye-tracking experiment was conducted.
  • Chinese learners of English read sentences with applicative and prepositional dative constructions.
  • Eye movements were recorded to measure processing times.

Main Results:

  • Learners showed slower processing of indirect objects in applicative constructions compared to prepositional dative constructions.
  • Processing speed was influenced by thematic roles, verbal event types, and learner proficiency.
  • Greater difficulty was observed in integrating syntactic and semantic information for applicative constructions.

Conclusions:

  • L2 learners face challenges with the syntactic-semantic interface in English applicative constructions.
  • The findings support the Interface Heterogeneity Hypothesis in bilingual language acquisition.
  • This study provides insights into the complexities of L2 grammatical processing.