This study replicates Felser and Roberts (2007), which used a cross-modal picture priming task to examine indirect-object dependency processing in classroom L2 learners. The replication focuses on early L2 learners with extensive naturalistic L2 exposure (n = 22)—an understudied group in the literature—and investigates whether these learners, in contrast to those in the original study, reactivate the moved element at its original position in the sentence. Bayesian multilevel regression is used to analyze the data. The results suggest that higher-working-memory participants did reactivate the moved element at its structural origin. By extending previous research to an understudied group, the study contributes to our knowledge regarding sensitivity to abstract syntactic structure in L2 processing.

这项研究重复了 Felser 和 Roberts (2007)，他们使用跨模态图片启动任务来检查课堂 L2 学习者的间接对象依赖处理。复制侧重于具有广泛的自然 L2 接触的早期 L2 学习者 (n = 22)——文献中未被充分研究的群体——并调查这些学习者是否与原始研究中的学习者相比，在其原始位置重新激活移动的元素句子。贝叶斯多级回归用于分析数据。结果表明，具有更高工作记忆的参与者确实在其结构起源处重新激活了移动的元素。通过将以前的研究扩展到一个未被研究的群体，该研究有助于我们了解 L2 处理中对抽象句法结构的敏感性。