BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:16779-87ab24717b8831378404e58a20a53e28@events.la.psu.edu DTSTAMP:20260711T091416Z DTSTART;TZID=America/New_York:20250207T090000 DTEND;TZID=America/New_York:20250207T103000 SUMMARY:Alexis Wilt, Penn State, Germanic and Slavic Languages and Literature DESCRIPTION:“Investigating the Interaction of Short- and Long-Term Block ing Effects in the L2 Acquisition of the German Perfekt”\n\nBlocking con cerns the effect of second language (L2) speakers’ prior language experi ence on learning linguistic cues that express one idea (e.g. past tense) in multiple ways (e.g. adverbial cues and verbal morphology). Previous research provides evidence for long-term blocking\, whereby cross-lingui stic differences lead L2 speakers to rely on an L1 cue to the disadvanta ge of a new L2 cue\, as well as short-term blocking\, whereby the initia l learning of one cue makes the later learning of another cue more diffi cult (Ellis &\; Sagarra\, 2010). However\, studies have not investiga ted instructed L2 speakers’ acquisition of cues that cannot co-occur wit hin a sentence.\n\nIn the present study\, beginning L2 German speakers ( N = 20) learned the present perfect tense. Unlike English\, in which the auxiliary verb is always have\, German uses two different auxiliary ver bs\, haben “have” or sein “be”\, with any given verb taking only one aux iliary\, as in (1) and (2).\n\nEr   hat   geschlafen\n\nHe  has   slept\ n\n"He has slept"\nEr   ist   geflogen\n\nHe  is    flown\n\n"He has flo wn\n\nUsing a pretest\, posttest\, delayed posttest design\, three exper imental groups completed a meaning-based output treatment that differed only in the order of auxiliary introduction: haben initial\, sein initia l\, and both auxiliaries simultaneously. In all three groups\, long-term blocking from participants’ L1 English would promote haben\, which was reinforced by short-term blocking among the haben initial group and coun tered in the sein initial group. Results from a fill-in-the-blank test s howed that the haben and sein initial groups were more accurate on which ever auxiliary they learned first\, providing evidence for short-term bl ocking. The haben and both\, but not the sein\, groups\, favored haben o ver sein\, providing evidence for long-term blocking. Thus\, short-term blocking can deemphasize L1 patterns and instead draw L2 speakers’ atten tion to a novel L2 cue\, promoting its acquisition.\n\nFor more details: https://events.la.psu.edu/event/alexis-wilt-penn-state-germanic-and-sla vic-languages-and-literature/ X-ALT-DESC;FMTTYPE=text/html:

“Investigating the Interaction of Short- and Long-Term Blocking Effects in the L2 Acqu isition of the German Perfekt”

Blocking concerns the effect of se cond language (L2) speakers’ prior language experience on learning lingu istic cues that express one idea (e.g. past tense) in multiple ways (e.g . adverbial cues and verbal morphology). Previous research provides evid ence for long-term blocking, whereby cross-linguistic differences lead L 2 speakers to rely on an L1 cue to the disadvantage of a new L2 cue, as well as short-term blocking, whereby the initial learning of one cue mak es the later learning of another cue more difficult (Ellis & Sagarra , 2010). However, studies have not investigated instructed L2 speakers’ acquisition of cues that cannot co-occur within a sentence.

In the present study, beginning L2 German speakers (N = 20) learned the presen t perfect tense. Unlike English, in which the auxiliary verb is always < em>have, German uses two different auxiliary verbs, haben “have” or sein “be”, with any given verb taking only one auxili ary, as in (1) and (2).

  1. Er   hat   geschlafen
    He  has    slept
    "He has slept"
  2. Er   ist   geflogen
    He  is    flo wn
    "He has flown

Using a pretest, posttest, delayed pos ttest design, three experimental groups completed a meaning-based output treatment that differed only in the order of auxiliary introduction: haben initial, sein initial, and both auxiliaries simult aneously. In all three groups, long-term blocking from participants’ L1 English would promote haben, which was reinforced by short-term blocking among the haben initial group and countered in the sein initial group. Results from a fill-in-the-blank test showed that the haben and sein initial groups were more accur ate on whichever auxiliary they learned first, providing evidence for sh ort-term blocking. The haben and both, but not the sein, groups, favored haben over sein, providing evidence for long-term blocking. Thus, short-term blocking can deemphas ize L1 patterns and instead draw L2 speakers’ attention to a novel L2 cu e, promoting its acquisition.

For more details: https://events.la.psu.edu/event/alexis-wilt-penn-st ate-germanic-and-slavic-languages-and-literature/

LOCATION:102 Foster Auditorium, Paterno Library END:VEVENT END:VCALENDAR