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<title><string language="fre"><![CDATA[Can French-English bilinguals process verb-particle constructions in a native-like manner? A self-paced reading study / Alexandre Herbay]]></string></title>
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<string language="fre"><![CDATA[Can French-English bilinguals process verb-particle constructions in a native-like manner? A self-paced reading study / Alexandre Herbay, in colloque "Bilingualism vs. monolingualism: a new perspective on limitations to L2 acquisition" organisé par la laboratoire Octogone-Lordat (Université Toulouse 2) sous la responsabilité de Barbara Köpke (UT2J), Holger Hopp 
(Technische Universität Braunschweig), Tanja Kupisch (Universität 
Konstanz), Université Toulouse Jean Jaurès, 19-20 juin 2017.
A central question in
bilingualism is whether bilinguals are able to process their second language
(L2) similarly to native speakers. Here, we focus on verb-particle
constructions (VPC) that are among the most difficult elements to acquire in L2
English. The verb and the particle form a unit, which often has a
non-compositional meaning (e.g. look up or chew out). Moreover, the particle
can be shifted after the direct object of the verb (e.g. The professor will
look the student’s last name up.).  
Bilinguals can develop good implicit
knowledge of the semantic properties of verb-particle constructions, as
demonstrated in a masked priming task (Blais & Gonnerman, 2013). On the
other hand, their explicit knowledge (assessed via similarity judgments) is
often not as good as that of native speakers (Blais & Gonnerman, 2013). Of
particular interest is the semantic and syntactic processing of these verb
constructions in a sentence context. Therefore, we sought to determine whether
or not bilingual reading time (RT) patterns would be similar to those observed
for native monolinguals (Gonnerman & Hayes, 2005). Thirty early
French-English bilinguals were recruited. Their English language proficiency
and their explicit VPC semantic knowledge were assessed. During a self-paced
reading task, participants read 78 sentences with verb-particle constructions
that followed the design used in Gonnerman & Hayes (2005) and that varied
according to parameters that influence native speakers reading dynamics:
verb-particle transparency (low, medium, or long), particle adjacency (shifted
or adjacent), and length of the object noun phrase (NP; 2, 3, or 5 words). RTs
have been analyzed for NPs and particles. Overall, bilinguals’ RTs clearly
reflected the particle position, with higher RTs for sentences with shifted
particles. A transparency effect was observed on the NP, with higher RTs for
less transparent VPCs than for more transparent ones, while no such effect was
found for particles. NPs and particles were read faster in sentences with short
NPs than in other ones. 
The reading time effects and their interactions were
modulated strongly by participants’ English proficiency, with higher
proficiency associated with shorter RTs. Examining participants’ explicit
semantic knowledge of VPCs, readers with more native-like knowledge of VPCs presented
RT patterns that looked more similar to those of monolinguals. Our behavioral
results are in line with bilingual processing of L2 that qualitatively
approaches native-like online processing of structures that are absent in the
L1, even if some quantitative differences remain.]]></string></description>
<keyword><string language="fre"><![CDATA[bilinguisme]]></string></keyword>
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NOTE:Alexandre Herbay,&nbsp; Neurolinguistics lab of McGill University (Canada), expertise in Cognitive Science, Syntax, Psycholinguistics. &gt; Voir sa page ResearchGate. 
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