Implicit Learning in Second Language Acquisition: Leveraging Cross-Linguistic Similarities Via Priming
Helen Engemann, Anna Toews, Anna MichelottiAims and objectives:
We examine whether priming within and across languages facilitates target-like production in L2 acquisition. Focussing on motion event encoding, we test whether prime exposure to verb-framed (VF) patterns promotes VF production in L2 French (VF) by L1 German (satellite-framing, SF) speakers. We further ask whether dispreferred but grammatical L1 patterns (German VF) can be leveraged for L2 learning and whether effects are long-lasting.
Design:
Thirty L1 German learners of L2 French completed two priming sessions describing motion-event videos in French. VF and SF primes were presented in French (within-language session) and in German (between-language session). Unprimed pre- and posttests assessed longer-term effects on production preferences.
Data and analysis:
Two mixed-effects logistic regression models were fitted to assess the probability of producing French VF constructions as a function of (a) prime type (SF vs. VF), task (within- vs. across-language), and their interaction, and (b) test type (pre- vs. posttest).
Findings:
A significant effect of prime type was found in both tasks, indicating that priming both within and across languages led to immediate enhanced production of target VF motion event constructions. Priming effects were stronger within than across languages. VF constructions also increased significantly from pre- to posttest, pointing towards long-term learning that persisted for up to 10 days.
Originality:
The study is among the first to demonstrate priming of motion event encoding in L2 learners, a domain often reported as resistant to restructuring even at advanced proficiency. It further shows that dispreferred yet grammatical L1 patterns can serve as effective leverage for L2 learning.
Significance:
Our findings support accounts of priming as implicit learning. The cross-linguistic priming effects provide insights into processes of facilitative cross-linguistic influence when there is L1-L2 congruence, and the pedagogical potential of priming as a resource for foreign-language learning.