Individual, literacy-related differences in online processing and interpretation of complex syntactic constructions by adult native speakers of English.

Abstract

This thesis investigates the role of literacy-related individual differences in the online processing and interpretation of complex and non-canonical syntactic constructions by adult native speakers of English, using eye-tracking methodology. Based on the current state of individual differences research, three main gaps are addressed: the under-exploration of individual differences in adult L1 processing of complex and non-canonical constructions, the over-reliance on highly educated populations in ID studies, and the lack of causal evidence using online methods. The findings reported within challenge the assumption that all native speakers possess the same underlying grammatical knowledge, supporting usage-based and experience-based approaches.

The first experiment focuses on the processing of complex subject noun phrase constructions, revealing that higher literacy levels and frequent exposure to written language significantly enhance processing efficiency and accuracy. The second experiment examined non-canonical constructions, such as full passives, object relatives, and object clefts, showing that higher literacy improves processing speed and accuracy, emphasising the importance of linguistic experience. The third experiment explored the Home Literacy Environment, reporting that higher literacy and diverse linguistic exposure correlate with better language processing, regardless of socioeconomic status.

The implications of these findings provide robust evidence in favour of usage-based approaches to understanding language acquisition and processing. They challenge formal linguistic theories that posit innate grammatical knowledge unaffected by experiential factors. The use of eye-tracking methodology advocates for the use of dynamic, real-time measures in studying individual differences. The results have significant educational and policy implications, suggesting that diverse and enriched language input, e.g., reading materials, are needed to improve language processing skills in adults with lower literacy. Future research should continue to include diverse populations and investigate more construction types, non-native samples and the frequency distributions of complex and non-canonical constructions in children’s literature.

Date of Award	27 Mar 2025
Original language	English
Awarding Institution	Northumbria University
Supervisor	James Street (Supervisor) & Andriy Myachykov (Supervisor)