The subset principle in second language acquisition

1996 ◽  
Vol 17 (2) ◽  
pp. 185-213
Author(s):  
Dalila Ayoun
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Universal Grammar ◽  
Relevant Literature ◽  
Exceptional Case ◽  
Judgment Task ◽  
Target Language ◽  
Negative Evidence ◽  
Subset Principle ◽  
L2 Learners

ABSTRACTThis study investigates the applicability of the Subset Principle in the second language (L2) acquisi:ion of the Oblique-Case Parameter by 45 learners of French. First, the Subset Principle is defined and discussed, along with its learnability predictions in first language (L1) acquisition. Then, a brief overview of the relevant literature in L2 acquisition shows that the applicability of the Subset Principle is very much debated. In the present study, the results of a grammaticality judgment task and a correction task provide partial support for the Subset Principle. It seems that the learners have acquired the lack of Exceptional-Case marking and preposition stranding, two of the syntactic properties tested, based on the positive evidence available to them. However, they failed to reject a number of ungrammatical instances of dative alternation and dative passive, leading them to an overgeneralized grammar. It is suggested that L2 learners may need direct or indirect negative evidence to constrain their grammar. Further research is needed to conclude whether the Oblique-Case Parameter really is a parameter of Universal Grammar, and if so, whether adult L2 learners are able to reset their parameters to the proper target language values.

Universal Grammar in the classroom: the effects of formal instruction on second language acquisition

1991 ◽  
Vol 7 (2) ◽  
pp. 162-180 ◽  
Author(s):  
Sascha W. Felix ◽  
Wilfried Weigl
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Universal Grammar ◽  
Learning Situation ◽  
School Students ◽  
Formal Instruction ◽  
L2 Learners

One of the dominating issues in recent second language acquisition research has been the question of whether or not L2 learners have access to principles of Universal Grammar. It seems that currently there is fairly strong evidence both for and against UG-access by L2 learners. Consequently, the question arises what kinds of factors may potentially further or block UG-access and whether such factors can be related to certain properties of the learning environment. In this paper we wish to approach this question by looking at a somewhat extreme learning situation, namely the acquisition (or maybe non-acquisition) of English as a second language by 77 German high school students who learned and were exposed to English exclusively during classroom hours. These students were tested for their ability to correctly judge grammaticality contrasts in English that are standardly attributed to UG principles. The results suggest that - even under a most liberal interpretation - these students did not show any evidence of having UG-access. Rather, they utilized a number of strategies that (a) tied them very tightly to properties of German and (b) prevented them from making any generalizations that went beyond what had been explicitly taught in the classroom.

Second language acquisition of English questions: An elicited production study

2013 ◽  
Vol 35 (6) ◽  
pp. 1055-1086 ◽  
Author(s):  
LUCIA POZZAN ◽  
ERIN QUIRK
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Preliminary Evidence ◽  
Target Language ◽  
L2 Learners ◽  
L2 Production ◽  
Embedded Clause ◽  
Syntactic Properties ◽  
L1 Acquisition

ABSTRACTThe present study investigates the role of the syntactic properties of the first and the target language on second language (L2) learners’ production of English main and embedded clause questions. The role of the first language (L1) was investigated by comparing the production of L2 learners whose L1s (Chinese and Spanish) differ from English and each other in terms of word order in main and embedded clause questions. The role of the target language was investigated by comparing L2 learners’ production of yes/no and adjunct and argument wh-questions. The results indicate that the L1 is not a predictor of L2 learners’ production patterns for either main or embedded clause questions. The linguistic properties of the target language, on the contrary, predict learners’ accuracy and inversion profiles. In line with data from the English L1 acquisition literature, L2 learners produced higher inversion rates in main clause yes/no than in wh-questions, and particularly low inversion rates with why-questions. In line with data from nonstandard varieties of English and preliminary evidence from L1 acquisition, L2 learners produced higher nonstandard inversion rates in embedded clause wh-questions than in yes/no questions. Taken together, these results highlight that L2 production is affected and constrained by the same factors at play in L1 acquisition and dialectal variation.

scholarly journals Second language acquisition and first language loss in adult early bilinguals: exploring some differences and similarities

2005 ◽  
Vol 21 (3) ◽  
pp. 199-249 ◽  
Author(s):  
Silvina Montrul
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
First Language ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Heritage Speakers ◽  
L2 Learners ◽  
The Usa ◽  
English Dominant

This study compares the linguistic knowledge of adult second language (L2) learners, who learned the L2 after puberty, with the potentially ‘eroded’ first language (L1) grammars of adult early bilinguals who were exposed to the target language since birth and learned the other language simultaneously, or early in childhood (before age 5). I make two main claims: (1) that the L1 grammar of bilinguals at a given stabilized state (probably endstate) resembles the incomplete (either developing or stabilized) grammars typical of intermediate and advanced stages in L2 acquisition; and (2) that despite similar patterns of performance, when language proficiency is factored in, early bilinguals are better than the L2 learners, probably due to exposure to primary linguistic input early in childhood. I offer empirical evidence from an experimental study testing knowledge of the syntax and semantics of unaccusativity in Spanish, conducted with English-speaking L2 learners and English-dominant Spanish heritage speakers living in the USA. I consider recent treatments of unaccusativity and language attrition within the generative framework (Sorace, 1999; 2000a; 2000b), that offer a unifying account of the formal parallels observed between these two populations I discuss how input, use and age may explain differences and similarities in the linguistic attainment of the two groups.

scholarly journals Learnability in the second language acquisition of semantics: a bidirectional study of a semantic parameter

2006 ◽  
Vol 22 (4) ◽  
pp. 498-523 ◽  
Author(s):  
Roumyana Slabakova
Keyword(s):  
Second Language Acquisition ◽  
Native Speaker ◽  
Universal Grammar ◽  
Target Language ◽  
Semantic Property ◽  
Negative Evidence ◽  
Proper Name ◽  
The One ◽  
Parameter Values ◽  
The Relationship

The study investigates the relationship between input, UG (Universal Grammar) parameter values, and the native language in the acquisition of a purely semantic property that is superficially unrelated to its syntactic trigger, The Bare Noun/Proper Name parameter (Longobardi, 1991; 1994; 1996; 2001; 2005). On the one hand, English and Italian bare nouns have identical syntactic form and distribution, but differ in available interpretations. On the other hand, proper names display cross-linguistic constant meaning but variable word order. Variation in this respect can be accounted for by a parameter that is set to one value in English and another one in Italian. A bidirectional study of the two properties was conducted. Individual results calculated with the native speaker accuracy as the cut-off point for successful acquisition indicate that parametric restructuring is attested in both learning directions. In the English [.arrowright] Italian direction, the lack of one native interpretation in the target language (a contracting of the grammar) is achieved in the absence of negative evidence, in a Poverty of the Stimulus situation. In both directions, the semantic property is acquired based on input and/or positive evidence for the syntactic side of the parameter.

Effects of Instruction on Second Language Acquisition of the Japanese Long-Distance Reflexive Zibun

1996 ◽  
Vol 41 (3) ◽  
pp. 235-254 ◽  
Author(s):  
Lydia White ◽  
Makiko Hirakawa ◽  
Takako Kawasaki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Universal Grammar ◽  
Judgment Task ◽  
Teaching Intervention ◽  
Long Distance ◽  
Value Judgment

AbstractThis article reports on a small study investigating whether teaching second language learners the long-distance (LD) properties of the Japanese reflexive zibun ‘self leads to acquisition of its subject-oriented status. The study involved low intermediate level learners of Japanese who were instructed on zibun over a four-week period. The focus of the instruction was that the reflexive zibun can take long-distance antecedents. At the same time, subjects were never taught that the antecedent must be a subject. Subjects were tested using a truth-value judgment task. Results show that the learners initially rejected LD binding; they showed a significant increase in acceptance of LD antecedents after the teaching intervention. Analyses of individual learners show that about half of them successfully acquired the relevant properties of zibun. With one exception, learners did not generalize from their instruction to assume that “anything goes” as far as antecedents for zibun are concerned. Rather, they acquired grammars of reflexive binding that fall within the range permitted by Universal Grammar.

Interlanguage A-bar dependencies: binding construals, null prepositions and Universal Grammar

1998 ◽  
Vol 14 (4) ◽  
pp. 341-358 ◽  
Author(s):  
Laurent Dekydtspotter ◽  
Rex A. Sprouse ◽  
Bruce Anderson
Keyword(s):  
Second Language ◽  
Computational Complexity ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Universal Grammar ◽  
Target Language ◽  
General Phenomenon ◽  
Hypothesis Space ◽  
Special Case

This article argues that the ‘null prep’ phenomenon discussed by Klein (1990; 1993; 1995) and Jourdain (1996) is a special case of a more general phenomenon in second language acquisition: the reliance on the A-bar binding strategy discussed by Rizzi (1990) and Cinque (1990). This strategy is employed even where both the L1 and the target language rely (primarily) on movement analyses. We present an analysis of additional English–French interlanguage data, complementing our analysis of Klein's and Jourdain's data. We argue that apparent categorial mismatches in A-bar chains may result from Preposition Incorporation. Although both movement analyses and binding construals are squarely within the UG-constrained hypothesis space, we suggest that learners may be driven to (nonmovement) binding construals to account for A-bar dependencies for reasons associated with online computational complexity, under the assumption that a nonmovement construal derived by Merge alone is less costly than one derived by Move (Chomsky, 1995).

The UG paradox in L2 acquisition

1989 ◽  
Vol 5 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Harald Clahsen ◽  
Pieter Muysken
Keyword(s):  
Second Language ◽  
Word Order ◽  
Universal Grammar ◽  
First Language ◽  
Target Language ◽  
L2 Acquisition ◽  
L2 Learners ◽  
L1 And L2

There is a considerable amount of recent evidence that stable principles of Universal Grammar (UG) are available to adult second language (L2) learners in structuring their intuitions about the target language grammar. In contrast, however, there is also evidence from the acquisition of word order, agreement and negation in German that there are substantial differences between first language (L1) and L2 learners. In our view, these differences are due to UG principles guiding L1, but not L2 acquisition. We will show that alternative ways of accounting for the L1/L2 differences are not successful. Finally we will deal with the question of how our view can be reconciled with the idea that L2 learners can use UG principles to some extent in the evaluation of target sentences.

Child Second Language Acquisition of Syntax

1995 ◽  
Vol 17 (3) ◽  
pp. 301-329 ◽  
Author(s):  
Usha Lakshmanan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Universal Grammar ◽  
Linguistic Theory ◽  
Direct Access ◽  
L2 Acquisition ◽  
Syntactic Theory ◽  
L2 Learners

Recent advances in linguistic theory within the principles and parameters framework have exerted considerable influence on the field of second language acquisition. SLA researchers working within this framework of syntactic theory have investigated the extent to which developing second language grammars are constrained by principles of Universal Grammar (UG). Much of the UG-based SLA research in the 1980s focused on adult L2 acquisition, but the role of UG principles in child L2 acquisition remained largely unexplored. More recently, however, this state of affairs has begun to change as SLA researchers are becoming more and more interested in child second language syntactic development. In this paper, I review recent and current developments in UG-based child SLA research, and I argue that child SLA has a valuable role to play in enabling us to arrive at a better understanding of the role of biological factors in language acquisition and in strengthening the links between SLA and linguistic theory. Specifically, I discuss the findings of child SLA studies with respect to the following issues: the role of UG parameters in child SLA, the status of functional categories and their projections in child SLA, and the nature of the evidence available to and used by child L2 learners. The overall picture emerging from these studies suggests that child L2 developing grammars are indeed constrained by Universal Grammar. While it is not fully clear at the present time whether the child L2 learners& knowledge is a result of direct access to UG or indirect access to UG (i.e., through the mediation of the L1), the evidence indicates that L1 transfer (at least in certain syntactic domains) cannot be entirely ruled out.

scholarly journals Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism

2011 ◽  
Vol 34 (2) ◽  
pp. 361-394 ◽  
Author(s):  
HOLGER HOPP ◽  
MONIKA S. SCHMID
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Age Of Onset ◽  
First Language ◽  
Target Language ◽  
Foreign Accent ◽  
L2 Acquisition ◽  
L2 Learners ◽  
The One ◽  
The Impact

ABSTRACTThis study investigates constraints on ultimate attainment in second language (L2) pronunciation in a direct comparison of perceived foreign accent of 40 late L2 learners and 40 late first language (L1) attriters of German. Both groups were compared with 20 predominantly monolingual controls. Contrasting participants who acquired the target language from birth (monolinguals, L1 attriters) with late L2 learners, on the one hand, and bilinguals (L1 attriters, L2ers) with monolinguals, on the other hand, allowed us to disentangle the impacts of age of onset and bilingualism in speech production. At the group level, the attriters performed indistinguishably from controls, and both differed from the L2 group. However, 80% of all L2ers scored within the native (attriter) range. Correlational analyses with background factors further found some effects of use and language aptitude. These results show that acquiring a language from birth is not sufficient to guarantee nativelike pronunciation, and late acquisition does not necessarily prevent it. The results are discussed in the light of models on the role of age and cross-linguistic influence in L2 acquisition.

The Interpretability Hypothesis: evidence from wh-interrogatives in second language acquisition

2007 ◽  
Vol 23 (2) ◽  
pp. 215-242 ◽  
Author(s):  
Ianthi Maria Tsimpli ◽  
Maria Dimitrakopoulou
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speaker ◽  
Universal Grammar ◽  
Logical Form ◽  
Target Language ◽  
Resumptive Pronouns ◽  
The Status ◽  
Syntactic Properties

The second language acquisition (SLA) literature reports numerous studies of proficient second language (L2) speakers who diverge significantly from native speakers despite the evidence offered by the L2 input. Recent SLA theories have attempted to account for native speaker/non-native speaker (NS/NNS) divergence by arguing for the dissociation between syntactic knowledge and morpho(pho)nology. In particular, Lardiere (1998), Prévost and White (2000), and Goad and White (2004) claim that highly proficient learners have knowledge of the abstract syntactic properties of the language but occasionally fail to associate them with the correct morphological or phonological forms. On the other hand, theories that support partial availability of Universal Grammar (UG) (Tsimpli and Roussou 1991; Hawkins and Chan, 1997) argue for a problem in the syntax: while UG principles and operations are available in SLA, the formal features of the target language that are not instantiated in the L1 or have a different setting, cause learnability problems. This article discusses acquisitional data in the light of the Interpretability Hypothesis (Tsimpli and Mastropavlou, 2007), which is a reformulation of the SLA theory suggested by Tsimpli and Roussou (1991) in minimalist terms. It is argued that a minimalist approach to SLA can be implemented to specify the status of the features that are least accessible to re-setting in the SLA process, given (1) constraints on their learnability and (2), their setting in the L1 grammar. The phenomenon discussed concerns the use of the resumptive strategy in wh- subject and object extraction by intermediate and advanced Greek learners of English. It is proposed that the acceptability rate of pronouns in the extraction site is conditioned by the Logical Form (LF) interpretability of the features involved in the derivation. Hence, the interpretable features of animacy and discourse-linking are hypothesized to be involved in the analysis of English pronouns by Greek L2 learners, while the first language (L1) specification of resumptive pronouns as clusters of uninterpretable Case and Agreement features resists resetting.

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