한국인 영어 학습자의 오도 문장에 대한 이해와 읽기 과제의 영향
The Effects of Reading Tasks on L2 Learners’ Comprehension of Garden-path Sentences
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The purpose of the present study is to examine how L2 learners interpret locally ambiguous ‘garden-path’ sentences, and whether and in what way different reading tasks affect the comprehension of such garden-path sentences. Using an offline experiment, participants were given two types of reading conditions. In one condition, they were asked to read sentences and answer comprehension questions, while in the other , they were told that they might have to perform grammatical judgments on some of the sentences at random, before then answering comprehension questions. The rationale of differentiating between the tasks was to manipulate reading goals . Results showed that participants responded incorrectly more often to the garden-path sentences than when not in the garden-path conditions . This indicated that L2 learners were quite likely to arrive at a final interpretation while lacking full syntactic analysis when reading garden-path sentences, which is consistent with previous studies. More importantly, reading tasks yielded different patterns of sentence comprehension. Specifically, the accuracy of comprehension was higher when the reading goal was to randomly make grammatical judgments on parts of the sentence than when the goal was solely to answer comprehension questions. Results were discussed in terms of ‘good-enough (GE)’ representations in L2 language comprehension.
Abstract
The purpose of the present study is to examine how L2 learners interpret locally ambiguous ‘garden-path’ sentences, and whether and in what way different reading tasks affect the comprehension of such garden-path sentences. Using an offline experiment, participants were given two types of reading conditions. In one condition, they were asked to read sentences and answer comprehension questions, while in the other , they were told that they might have to perform grammatical judgments on some of the sentences at random, before then answering comprehension questions. The rationale of differentiating between the tasks was to manipulate reading goals . Results showed that participants responded incorrectly more often to the garden-path sentences than when not in the garden-path conditions . This indicated that L2 learners were quite likely to arrive at a final interpretation while lacking full syntactic analysis when reading garden-path sentences, which is consistent with previous studies. More importantly, reading tasks yielded different patterns of sentence comprehension. Specifically, the accuracy of comprehension was higher when the reading goal was to randomly make grammatical judgments on parts of the sentence than when the goal was solely to answer comprehension questions. Results were discussed in terms of ‘good-enough (GE)’ representations in L2 language comprehension.
참고문헌 (27)
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