ERPs show that classroom-instructed late second language learners rely on the same prosodic cues in syntactic parsing as native speakers

S Nickels; B Opitz; K Steinhauer

doi:10.1016/j.neulet.2013.10.019

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Journal article

ERPs show that classroom-instructed late second language learners rely on the same prosodic cues in syntactic parsing as native speakers

S Nickels, B Opitz and K Steinhauer

NEUROSCIENCE LETTERS, Vol.557, pp.107-111

17/12/2013

DOI: https://doi.org/10.1016/j.neulet.2013.10.019

Abstract

Science & Technology

Life Sciences & Biomedicine

Neurosciences

Neurosciences & Neurology

Event-related potentials (ERPs)

Second language acquisition

Critical period

Prosody

Syntactic ambiguity

Speech

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Title: ERPs show that classroom-instructed late second language learners rely on the same prosodic cues in syntactic parsing as native speakers
Creators: S Nickels
B Opitz
K Steinhauer
Publication Details: NEUROSCIENCE LETTERS, Vol.557, pp.107-111
Publisher: ELSEVIER IRELAND LTD
Date published: 17/12/2013
Date submitted: 17/05/2017
Identifiers: 99516727302346
Academic Unit: University of Surrey
Language: English
Resource Type: Journal article

ERPs show that classroom-instructed late second language learners rely on the same prosodic cues in syntactic parsing as native speakers

Abstract

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