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:17030-3e7d9d6954c93ff6c0533587c87c9218@events.la.psu.edu DTSTAMP:20260911T224608Z DTSTART;TZID=America/New_York:20240322T090000 DTEND;TZID=America/New_York:20240322T103000 SUMMARY:Dr. Carrie Jackson DESCRIPTION:“How Prediction and Adaptation Leads to Learning Among Begin ning and Intermediate L2 Learners”\n\nCarrie Jackson Ph.D.\n\nProfessor &\; Department Head\, Penn State\n\nDepartment of Germanic and Slavic Languages\n\nand Literatures\n\nSome argue that structural priming and adaptation rely on implicit learning mechanisms\, involving adjustment t o linguistic representations due to experiencing prediction error (e.g.\ , Chang et al.\, 2006). This view of priming as implicit learning has ga ined interest in L2 acquisition\, yet the nature and magnitude of adapta tion among L2 speakers does not always parallel that of L1 speakers (see Jackson\, 2018\, for review). A possible explanation lies in potential differences in how much L1 and L2 speakers engage in predictive processi ng: If L2 learners are less likely to engage in prediction\, they would experience less prediction error\, and consequently less adaptation. Und er this account\, if L2 learners are explicitly forced to predict the st ructure of an upcoming (prime) sentence\, they will be more likely to ex perience prediction error\, and hence show greater priming and adaptatio n. In this talk\, Carrie Jackson will present results from several recen t studies showing that explicitly forcing learners to predict the struct ure of an upcoming (prime) sentence leads to greater priming and adaptat ion compared to simply copying a prime sentence (e.g.\, Grüter et al.\, 2021). Findings implicate prediction as a possible learning mechanism in both beginning and intermediate-level L2 learners\, but they also highl ight the limits of such a mechanism for fostering longer-term learning a nd learning that extends to the development of more generalizable gramma tical knowledge\, especially among beginning-level learners.\n\nFor more details: https://events.la.psu.edu/event/dr-susanne-brouwer-radboud-uni versity/ X-ALT-DESC;FMTTYPE=text/html:

“How Prediction and Adaptation Leads to Learning Among Beginning and Intermediate L2 Learn ers”

Carrie Jackson Ph.D.
Professor & Department Head, Penn State
Department of Germanic and Slavic Languages
and Literatures

Some argue that structu ral priming and adaptation rely on implicit learning mechanisms, involvi ng adjustment to linguistic representations due to experiencing predicti on error (e.g., Chang et al., 2006). This view of priming as implicit le arning has gained interest in L2 acquisition, yet the nature and magnitu de of adaptation among L2 speakers does not always parallel that of L1 s peakers (see Jackson, 2018, for review). A possible explanation lies in potential differences in how much L1 and L2 speakers engage in predictiv e processing: If L2 learners are less likely to engage in prediction, th ey would experience less prediction error, and consequently less adaptat ion. Under this account, if L2 learners are explicitly forced to predict the structure of an upcoming (prime) sentence, they will be more likely to experience prediction error, and hence show greater priming and adap tation. In this talk, Carrie Jackson will present results from several r ecent studies showing that explicitly forcing learners to predict the st ructure of an upcoming (prime) sentence leads to greater priming and ada ptation compared to simply copying a prime sentence (e.g., Grüter et al. , 2021). Findings implicate prediction as a possible learning mechanism in both beginning and intermediate-level L2 learners, but they also high light the limits of such a mechanism for fostering longer-term learning and learning that extends to the development of more generalizable gramm atical knowledge, especially among beginning-level learners.

For m ore details: https://events.la.psu.edu/event/dr-susanne-brouwer -radboud-university/

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