{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/101515"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/101515","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Why wait? Psycholinguistic investigations of the roles of learning condition and gender stability in L2 gender-based anticipation","abstract":"It is well documented that grammatical gender poses a pervasive problem for adult second language learners. Whereas native speakers can use prenominal grammatical gender marking to anticipate upcoming nouns in sentences, L2 learners often show a reduced or absent ability to use gender in this manner (Grüter, Lew-Williams, & Fernald, 2012; Hopp, 2013, 2016). The Lexical Gender Learning Hypothesis (LGLH) proposes a chain of causality to account for this finding: 1) Differences in the conditions under which children and adults learn a language lead to weaker links between nouns and their gender representations for adult L2 learners; 2) These weaker links lead to greater variability in gender assignment; 3) This increased variability in gender assignment reduces the extent to which adult L2 learners use gender predictively. Across three experiments, this dissertation provides the first direct test of the LGLH. Results do not find evidence for the claim that learning context affects the stability of gender assignments nor the ability to use gender as an anticipatory cue. The data do, however, support the hypothesis that gender assignment variability modulates the anticipatory use of gender marking. These findings indicate that L2 knowledge plays an important role in online L2 processing, and that failure to adequately account for this knowledge may lead to an underestimation of L2 performance.","abstract_html":"It is well documented that grammatical gender poses a pervasive problem for adult second language learners. Whereas native speakers can use prenominal grammatical gender marking to anticipate upcoming nouns in sentences, L2 learners often show a reduced or absent ability to use gender in this manner (Grüter, Lew-Williams, & Fernald, 2012; Hopp, 2013, 2016). The Lexical Gender Learning Hypothesis (LGLH) proposes a chain of causality to account for this finding: 1) Differences in the conditions under which children and adults learn a language lead to weaker links between nouns and their gender representations for adult L2 learners; 2) These weaker links lead to greater variability in gender assignment; 3) This increased variability in gender assignment reduces the extent to which adult L2 learners use gender predictively. Across three experiments, this dissertation provides the first direct test of the LGLH. Results do not find evidence for the claim that learning context affects the stability of gender assignments nor the ability to use gender as an anticipatory cue. The data do, however, support the hypothesis that gender assignment variability modulates the anticipatory use of gender marking. These findings indicate that L2 knowledge plays an important role in online L2 processing, and that failure to adequately account for this knowledge may lead to an underestimation of L2 performance.","abstract_has_math":false,"creators":["Shantz, Kailen Thomas William"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Linguistics","degree_department":null,"school":null,"contributors":["Tanner, Darren","Watson, Duane","Federmeier, Kara","Montrul, Silvina"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-09-27T16:17:35Z","date_published":"2018-09-27T16:17:35Z","updated_at":"2026-07-22T22:24:40Z","subjects":["second language acquisition","grammatical gender","anticipation","lexical gender learning hypothesis","event-related potentials"],"languages":["en"],"rights":["Copyright 2018 Kailen Shantz"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/101515","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tanner, Darren","Watson, Duane","Federmeier, Kara","Montrul, Silvina"]},{"key":"dc:creator","label":"Author","values":["Shantz, Kailen Thomas William"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-09-27T16:17:35Z","2018-07-02","2018-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Linguistics"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["second language acquisition","grammatical gender","anticipation","lexical gender learning hypothesis","event-related potentials"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Kailen Shantz"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/101515"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["It is well documented that grammatical gender poses a pervasive problem for adult second language learners. Whereas native speakers can use prenominal grammatical gender marking to anticipate upcoming nouns in sentences, L2 learners often show a reduced or absent ability to use gender in this manner (Grüter, Lew-Williams, & Fernald, 2012; Hopp, 2013, 2016). The Lexical Gender Learning Hypothesis (LGLH) proposes a chain of causality to account for this finding: 1) Differences in the conditions under which children and adults learn a language lead to weaker links between nouns and their gender representations for adult L2 learners; 2) These weaker links lead to greater variability in gender assignment; 3) This increased variability in gender assignment reduces the extent to which adult L2 learners use gender predictively. Across three experiments, this dissertation provides the first direct test of the LGLH. Results do not find evidence for the claim that learning context affects the stability of gender assignments nor the ability to use gender as an anticipatory cue. The data do, however, support the hypothesis that gender assignment variability modulates the anticipatory use of gender marking. These findings indicate that L2 knowledge plays an important role in online L2 processing, and that failure to adequately account for this knowledge may lead to an underestimation of L2 performance.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2018-09-27 without embargo terms","The student, Kailen Shantz, accepted the attached license on 2018-06-29 at 08:47.","The student, Kailen Shantz, submitted this Dissertation for approval on 2018-06-29 at 08:54.","This Dissertation was approved for publication on 2018-07-02 at 08:36.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12688 on 2018-09-27 at 10:46:17","Made available in DSpace on 2018-09-27T16:17:35Z (GMT). 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Whereas native speakers can use prenominal grammatical gender marking to anticipate upcoming nouns in sentences, L2 learners often show a reduced or absent ability to use gender in this manner (Grüter, Lew-Williams, & Fernald, 2012; Hopp, 2013, 2016). The Lexical Gender Learning Hypothesis (LGLH) proposes a chain of causality to account for this finding: 1) Differences in the conditions under which children and adults learn a language lead to weaker links between nouns and their gender representations for adult L2 learners; 2) These weaker links lead to greater variability in gender assignment; 3) This increased variability in gender assignment reduces the extent to which adult L2 learners use gender predictively. Across three experiments, this dissertation provides the first direct test of the LGLH. Results do not find evidence for the claim that learning context affects the stability of gender assignments nor the ability to use gender as an anticipatory cue. The data do, however, support the hypothesis that gender assignment variability modulates the anticipatory use of gender marking. These findings indicate that L2 knowledge plays an important role in online L2 processing, and that failure to adequately account for this knowledge may lead to an underestimation of L2 performance.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2018-09-27 without embargo terms","The student, Kailen Shantz, accepted the attached license on 2018-06-29 at 08:47.","The student, Kailen Shantz, submitted this Dissertation for approval on 2018-06-29 at 08:54.","This Dissertation was approved for publication on 2018-07-02 at 08:36.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12688 on 2018-09-27 at 10:46:17","Made available in DSpace on 2018-09-27T16:17:35Z (GMT). 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