Syntactic Priming by Japanese EFL Learners in Dialogue Contexts based on Different Task Types

Miwa Morishita, Yasunari Harada


Most Japanese EFL (English as a foreign language) learners have acquired certain levels of knowledge of English in terms of vocabulary, collocation, and grammar, while in real-time comprehension and production tasks, their performance drops markedly, showing that they have not achieved automatization in utilizing their knowledge of the language. We are conducting a series of studies to verify what types of interactions will help students achieve better automatization and performance in real-time tasks. In this paper, we report on results and plans of several studies to investigate the degree of syntactic priming in different types of tasks where the students are expected to complete certain tasks and/or keep the conversational ball rolling.


Cite as: Morishita, M., Harada, Y. (2017) Syntactic Priming by Japanese EFL Learners in Dialogue Contexts based on Different Task Types. Proc. SEMDIAL 2017 (SaarDial) Workshop on the Semantics and Pragmatics of Dialogue, 158-159.


@inproceedings{Morishita2017,
  author={Miwa Morishita and Yasunari Harada},
  title={Syntactic Priming by Japanese EFL Learners in Dialogue Contexts based on Different Task Types},
  year=2017,
  booktitle={Proc. SEMDIAL 2017 (SaarDial) Workshop on the Semantics and Pragmatics of Dialogue},
  pages={158--159}
}