Exploring the Cause of English Pronoun Gender Errors by Chinese Learners of English: Evidence from the Self-Paced Reading Paradigm

Autor/inn/en	Dong, Yanping; Wen, Yun; Zeng, Xiaomeng; Ji, Yifei
Titel	Exploring the Cause of English Pronoun Gender Errors by Chinese Learners of English: Evidence from the Self-Paced Reading Paradigm
Quelle	In: Journal of Psycholinguistic Research, 44 (2015) 6, S.733-747 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-014-9314-6
Schlagwörter	Psycholinguistics; Language Research; Chinese; Language Usage; Grammar; Pictorial Stimuli; Form Classes (Languages); Gender Differences; Language Processing; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Asians; Error Analysis (Language); Reading Processes; Native Language + Suchen Sie Ihr Suchwort? Psycholinguistik; Sprachforschung; China; Chinesen; Sprachgebrauch; Grammatik; Fantasieanregung; Analytischer Sprachbau; Geschlechterkonflikt; Sprachverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Error analysis; Language; Fehleranalyse; Leseprozess
Abstract	To locate the underlying cause of biological gender errors of oral English pronouns by proficient Chinese-English learners, two self-paced reading experiments were conducted to explore whether the reading time for each "he" or "she" that matched its antecedent was shorter than that in the corresponding mismatch situation, as with native speakers of English. The critical manipulation was to see whether highlighting the gender information of an antecedent with a human picture would make a difference. The results indicate that such manipulation did make a difference. Since oral Chinese does not distinguish "he" and "she", the findings suggest that Chinese speakers probably do not usually process biological gender for linguistic purposes and the mixed use of "he" and "she" is probably a result of deficient processing of gender information in the conceptualizer. Theoretical and pedagogical implications are discussed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01