In my PhD, I use syntactic priming in language production (speakers' tendency to reuse a syntactic structure they have recently been exposed to) to investigate language processing and learning in adult first and second language speakers. In a first set of lab-based and online studies, I am testing whether the same mechanism supports syntactic priming in both groups of speakers and how this phenomenon is influenced by individual differences in attention, motivation and proficiency. In a second strand of my PhD, I am implementing syntactic priming activities in classrooms and in online chat interactions to test whether they support second language learning in various environments .
Schurz, A., & Coumel, M. (accepted). Grammar teaching in ELT: a cross-national comparison of teacher-reported practices. Language Teaching Research.
Messenger, K., Hardy, S. M., & Coumel, M. (2020). An exemplar model should be able to explain all syntactic priming phenomena: A commentary on Ambridge (2020). First Language. doi: https://doi.org/10.1177/0142723720904479
Coumel, M., Christiner, M. and Reiterer, S.M. (2019). Second Language Accent Faking Ability Depends on Musical Abilities, Not on Working Memory. Frontiers in Psychology, 10, 257. doi: 10.3389/fpsyg.2019.00257
Matić, A., Coumel, M. and Palmović, M. (2018). Lexical processing of children with dyslexia: An eye-tracking adaptation of the Reicher-Wheeler task. Speech: Journal of Phonetics, 35 (1), 27-52. doi: https://doi.org/10.22210/govor.2018.35.02