This study investigated whether structural priming, as a reflection of error-driven learning mechanisms, could facilitate second language (L2) learning of the dative alternation in Mandarin. We sought evidence of learning from both priming and acceptability judgment data. Participants were 25 native speakers and 41 classroom learners (CLs). After a priming session in which participants predicted and then saw what a virtual partner had written to describe pictures (prime trials, with only acceptable verb-dative pairings), CLs showed increased production of these acceptable pairings and increased acceptability ratings for them. The observation of such longer-term priming effects beyond the priming phase, together with an inverse frequency effect of priming observed among the CLs, aligns well with error-driven learning accounts. However, we did not find evidence for statistical preemption, in that participants did not decrease ratings for unacceptable pairings as a result of exposure to their competing alternatives.

中文翻译：

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结构启动促进普通话与格交替的二语学习


本研究调查了结构启动作为错误驱动学习机制的反映是否可以促进普通话与格交替的第二语言（L2）学习。我们从启动数据和可接受性判断数据中寻找学习的证据。参与者包括 25 名母语人士和 41 名课堂学习者 (CL)。在启动会议中，参与者进行预测，然后查看虚拟伙伴所写的描述图片的内容（启动试验，仅具有可接受的动词与格配对），CL 表明这些可接受的配对的产量有所增加，并且它们的可接受性评级也有所提高。对启动阶段之外的这种长期启动效应的观察，以及在 CL 中观察到的启动的反频率效应，与错误驱动的学习帐户非常吻合。然而，我们没有找到统计先发制人的证据，因为参与者没有因为接触到他们的竞争选择而降低不可接受的配对的评级。