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High-probability grants
According to our matching algorithm, Gita Martohardjono is the likely recipient of the following grants.
Years |
Recipients |
Code |
Title / Keywords |
Matching score |
2001 — 2003 |
Martohardjono, Gita |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Doctoral Dissertation Research: Erp Correlates of Morphosyntactic and Word Order Phenomena in Adult Native Speakers and L2 Learners of English @ Cuny Graduate School University Center
With National Science Foundation support, Ms. Kessler and her advisor Dr. Martohardjono will conduct a year long investigation of the processing of three types of errors commonly observed in second language learning. The specific source of grammatical errors produced by second language learners is not well understood. Certain persistent types of errors may be linked to grammatical operations of the second languages. Kessler and Martohardjono will use timing and spatial distribution of electrical potentials from the brain (ERPs) as people respond to syntactic, morphosyntactic and morphological errors. These different errors involve different kinds of operations: syntactic errors involve word order violations, morphosyntactic errors involve the omission of inflection, and morphological errors involve word structure violations. The investigators will compare brain electrical patterns of native speakers with those of non-native speakers at various levels of proficiency and test of correlations between behavioral data (detection of errors through grammaticality judgements) and brain electrical data associated with the perception of these errors.
This research will contribute to our understanding of the acquisition and processing of structural and inflectional information in adult second language learning. Furthermore, it will serve as a baseline for future investigation of both adult and child learners of a second language that will enhance our understanding of differences in how child and adult L2 learners process different types of linguistic information.
|
0.937 |
2003 — 2009 |
Valian, Virginia [⬀] Martohardjono, Gita Klein, Elaine |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Using Temporal Markers in Standard American English: Second Language Learners, Bilingual and Bidialectal Speakers
With National Science Foundation support, Dr. Virginia Valian, Dr. Elaine C. Klein, and Dr. Gita Martohardjono will conduct three years of research on language acquisition. The project investigates the comprehension and production of temporal markers in Standard American English (SAE), varying second language learners' first language (Spanish or Chinese) and the age when learners begin acquisition (6-8 years or 20-30 years). The project will emphasize comparisons of monolingual SAE speakers and fluent SAE-Chinese speakers. Multiple tasks will be used for all participants, and identical tasks will be used with child and adult participants. The research addresses questions about the mechanisms underlying the comprehension and production of temporal markers, such as whether syntactic similarity between the learner's first and second languages affects learning of the second language.
The research will serve immigrant and other underrepresented groups. The teaching of SAE in urban schools and community language programs suffers from inadequate knowledge about second language. Errors with temporal markers are common in the speech of non-native SAE speakers, and they are resistant to change. But the source of these errors remains a puzzle to scientists and educators alike. This project asks to what extent mastery of temporal markers depends on specific features of a learner's first language. The knowledge gained from this project will also help improve instructional materials that target specific areas of difficulty, such as the separation between tense and aspect. It will also help pedagogy by giving teachers an understanding of the specific types of difficulty that learners have.
|
0.903 |
2004 — 2006 |
Martohardjono, Gita |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Doctoral Dissertation Research: the Acquisition of Aspect in a Second Language: a Bidirectional Study of Learners of Japanese and English @ Cuny Graduate School University Center
Under the direction of Dr. Gita Martohardjono, Ms. Alison Gabriele will conduct a series of experiments for her doctoral dissertation on the acquisition of aspect by second language learners of Japanese and English. The goal of this research is to investigate the degree to which grammatical properties of the first language aid or impede second language acquisition. One of the most difficult challenges facing a learner of a second language is successful interpretation of markers of tense and aspect. While tense places a particular event in time, aspect refers to the internal temporal properties of an event, such as whether an event is ongoing or whether it has been completed. In a controlled experimental study, classroom learners of both Japanese and English will be tested on three areas in which aspectual notions are encoded: grammatical morphology (for example, the progressive be+ing), complex predicates (such as the particle up in eat the pizza up) and temporal adverbs (such as yesterday). The bidirectional design of the experiment will provide insight into the role the native language plays in second language acquisition. Learners at different levels of proficiency (from intermediate to near-native) will be tested in order to find out at what point in development learners successfully interpret these structures, and whether aspect is eventually fully acquired in L2 acquisition.
This research is significant for both language pedagogy and the theory of second language acquisition. This study will provide insight into how second language learners acquire meaning, in what ways their knowledge differs from the knowledge of native speakers, and why this domain of language is so difficult to acquire. The results of projects such as this one can be used to develop guidelines for effectively teaching Japanese as a foreign language. Finally, this project will initiate a sustained collaboration between the CUNY Graduate Center in New York City and Miyagi Gakuin Women's University in Sendai, Japan, where half of the experimental studies will be conducted.
|
0.937 |