To test the contributions of processing to L2 syntax learning, this study explores (cross-) linguistic and cognitive predictors of sentence reanalysis in the L2 comprehension of relative clauses among low-intermediate L1 German adolescent learners of L2 English. Specifically, we test the degree to which L2 comprehension is affected by L2 proficiency, reanalysis ability in a related, earlier-acquired L2 structure (questions), reanalysis ability of relative clauses in the L1, cognitive control, and cognitive capacity. In visual-world eye-tracking experiments, 141 adolescent German-speaking L2 learners of English selected target pictures for auditorily presented questions and relative clauses in the L1 and in the L2. The results showed a strong subject preference for L2 relative clauses. Learners’ L2 proficiency and their processing of object questions in the L2 predicted reanalysis for object relatives in eye movements, reaction times, and comprehension accuracy. In contrast, there was no evidence that cognitive control or working memory systematically affected the processing of object relatives. These findings suggest that linguistic processing outweighs cognitive processing in accounting for individual differences in low-intermediate L2 acquisition of complex grammar. Specifically, learners recruit shared processing mechanisms and routines across grammatical structures to pave a way in the acquisition of syntax.

为了测试加工对 L2 句法学习的贡献，本研究探讨了 L2 英语的中低级 L1 德语青少年学习者对关系从句的 L2 理解中句子再分析的（跨）语言和认知预测因子。具体来说，我们测试了 L2 理解受 L2 熟练度、相关的、早期获得的 L2 结构（问题）的再分析能力、L1 中关系子句的再分析能力、认知控制和认知能力的影响程度。在视觉世界的眼动追踪实验中，141 名说德语的青少年英语 L2 学习者选择了目标图片，用于 L1 和 L2 中听觉呈现的问题和相关子句。结果显示，对 L2 关系从句有很强的主语偏好。学习者的 L2 熟练度及其在 L2 中对对象问题的处理预测了对象相对于的眼球运动、反应时间和理解准确性的再分析。相比之下，没有证据表明认知控制或工作记忆系统性地影响了对象亲属的处理。这些发现表明，在解释复杂语法的中低级 L2 习得的个体差异方面，语言加工超过了认知加工。具体来说，学习者在语法结构中招募共享的处理机制和例程，为语法的习得铺平道路。