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A Review of Factors Influencing Syntactic Priming in Chinese English Learners Over the Past Decade
- 1 University of Leeds
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Abstract
Syntactic priming plays a crucial role in language teaching and learning. This paper reviews studies on syntactic priming among Chinese English learners over the past decade, highlighting the various research paradigms employed, such as picture-description paradigm, sentence-fragment completion paradigm and continuation paradigm, as well as their respective advantages and disadvantages. It also delves into three key factors that influence syntactic priming: learner characteristics, material features, and test task, examining these factors from multiple perspectives, including working memory, repetitive words, and task intensity. By comparing different studies, the paper points out how these factors function and discusses whether they have a positive relationship with syntactic priming. Also, possible reasons for the contradictory findings in some studies have been explored. The paper concludes by summarizing current research finding, putting forward problems existing in present studies, and identifying gaps for future exploration, aiming to offer insights and directions for ongoing research in this area.
Keywords
syntactic priming, Chinese English learners, English language teaching
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Cite this article
Zhai,Y. (2024).A Review of Factors Influencing Syntactic Priming in Chinese English Learners Over the Past Decade.Lecture Notes in Education Psychology and Public Media,67,7-12.
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Volume title: Proceedings of the 3rd International Conference on Social Psychology and Humanity Studies
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