A Research On Syntactic Priming In Chinese L2Speakers’ Production Of Wh-Questions

The term priming refers to the phenomenon that previous experience with certain language forms or meanings will facilitate or interfere with language users’ subsequent language processing. Of the many different kinds of priming, syntactic priming is one of the most important topics for priming research.Syntactic priming is based on the flexibility of language, i.e. sometimes there are more than two different structures to express the same meaning. Syntactic priming refers to the phenomenon that language users tend to produce a syntactic structure following previous experience with that structure, as opposed an equally acceptable alternative. Syntactic priming originated in the first language research in the1980s, and began to be adopted in second language (L2) studies later. Syntactic priming effects occur in L2studies as well as L1studies. Syntactic priming method can be used to explore topics related to L2processing, representation and acquisition. Some of the recent studies focus on the relationship between syntactic priming and L2users’ language development.In this thesis, the author carries out two syntactic experiments in Chinese as Second Language area. The first experiment explores the relationship between the types of questions occurs in priming materials and speakers’ subsequent question production. The second experiment focuses on the procedure of priming task to explore whether repetition is needed in syntactic priming.The author first makes a brief introduction to syntactic priming in Chapter1. Chapter2gives an overview of the topics that have been investigated in previous priming research and some specific tasks used for the research. Different explanations for syntactic priming are introduced in this chapter.Chapter3describes the design of the author’s priming research in detail, including participants, materials, procedures and pilot test.30Chinese as Second Language students were involved in the two experiments, all from Nanjing University. The experiments were conducted individually. Every participant met the researcher for20-30minutes, carrying out the pretest, test and posttest. The experiments combine Picture Description Task and Scripted Interaction Task. The researcher and participant take turns to ask each other questions about their pictures.Chapter4describes the first experiment-whether types of questions in priming materials affect L2learners’ question production.20participants are divided into two groups, with Group1experiencing with2different kinds of prime questions and Group2experiencing with6different kinds of prime questions. Data from the experiment shows that types of prime questions have positive priming effects. Participants in Group2produce a variety of questions while participants in Group1produce comparatively less kinds of questions.Chapter5introduces the second experiment-whether repetition in priming process is needed. Participants in Group2and3receive the same prime materials and prompt materials. Participants in Group3are required to repeat the researcher’s questions before answering while participants in Group2are required to conduct the ask-and-answer task without any kinds of repetition. Data from the experiment show no significant difference between the two groups. repetition is not a crucial factor for priming.In the last chapter, the author tries to combine the results obtained with theoretical implications of L2learning. First, syntactic priming does exist in CSL. Second, priming research can shed light on how to facilitate L2learners’ language development. Third, Lexical-syntactic Model in lemma stratum is proved to be true in the two experiments. In the end, the author summarizes the theoretical implications.