A bidirectional study on the acquisition of plural noun phrase interpretation in English and Spanish

2012 ◽  
Vol 34 (3) ◽  
pp. 483-518 ◽  
Author(s):  
TANIA IONIN ◽  
SILVINA MONTRUL ◽  
MÓNICA CRIVOS
Keyword(s):  
Noun Phrase ◽  
First Language ◽  
Noun Phrases ◽  
Subject Position ◽  
Target Language ◽  
Language Transfer ◽  
Proficiency Levels ◽  
Plural Noun ◽  
First Language Transfer ◽  
Bare Plurals

ABSTRACTThis paper investigates how learners interpret definite plural noun phrases (e.g., the tigers) and bare (article-less) plural noun phrases (e.g., tigers) in their second language. Whereas Spanish allows definite plurals to have both generic and specific readings, English requires definite plurals to have specific, nongeneric readings. Generic readings in English are expressed with bare plurals, which are ungrammatical in Spanish in preverbal subject position. Two studies were conducted in order to investigate the role of first language transfer in this domain in both English → Spanish and Spanish → English directions. Study 1 used a meaning-focused task to probe learners’ interpretation of definite plural nour phrases, whereas Study 2 used a form-focused task to examine learners’ judgments of the acceptability of definite and bare plurals in generic versus specific contexts. First language transfer was attested in both directions, at lower proficiency levels, whereas more targetlike performance was attested at higher proficiency levels. Furthermore, learners were found to be more successful in learning about the (un)grammaticality of bare plurals in the target language than in assigning the target interpretation to definite versus bare plurals. This finding is shown to be consistent with other studies’ findings of plural noun phrase interpretation in monolingual and bilingual children.

A Study of The Lexical and Morpho-Syntactic Errors of Fourah Bay College Students

IJOHMN ◽  
2019 ◽  
Vol 5 (6) ◽  
pp. 16
Author(s):  
Dr. Momodu Turay
Keyword(s):  
College Students ◽  
First Language ◽  
Target Language ◽  
Language Transfer ◽  
Written Composition ◽  
First Language Transfer ◽  
Grammatical Errors ◽  
English Usage ◽  
The University ◽  
Lexical Errors

This study investigates the lexical and grammatical errors in the English usage of some Fourah Bay College students at the University of Sierra Leone. Selinker’s Inter-language Theory (1972) and Corder’s Error Analysis Approach (1981) were used as a theoretical framework in examining the learners’ errors. Data were collected by giving the learners a written composition to work on. From the subjects’ essays, lexical and grammatical errors were extracted and categorized. The lexical errors were categorized into first language transfer and learning induced. The grammatical errors were divided into first language transfer, over-generalisation of target language rules, ignorance of target language rules, false concepts hypothesised and universal hierarchy of difficulty. Recommendations were also offered in order to minimize the learners’ errors.

scholarly journals Plural definite NPs presuppose multiplicity via embedded exhaustification

2015 ◽  
Vol 25 ◽  
pp. 204 ◽  
Author(s):  
Clemens Mayr
Keyword(s):  
Noun Phrase ◽  
Noun Phrases ◽  
Definite Article ◽  
Plural Noun ◽  
Number Marking ◽  
Bare Plurals ◽  
Singular Reference ◽  
Plural Marking

There is evidence from bare plurals that strongly suggests that plural-marking on noun phrases does not exclude singular reference. This paper discusses the problematic consequence that such a view has for the analysis of definite plurals, namely that their multiplicity inference is not straightforwardly predicted. We adduce novel evidence that this inference is a presupposition arising from the application of the definite article to the plural noun phrase and that it cannot be explained away by a presuppositional analysis of number-marking (Sauerland 2003). It is proposed that plural- and singular-marking are scalar items subject to obligatory exhaustification (Ivlieva 2013). We show that global exhaustification is, however, untenable in the case of definite plurals, contra (Magri 2014). The semantics of the definite article is shown to force exhaustifiation to occur below itself on the noun phrase directly. Having reached this conclusion for definite plurals, makes it possible to drastically simplify the derivation of the multiplicity inference even in bare plurals when compared to competing proposals such as (Spector 2007a; Zweig 2009). 

scholarly journals Re-examining the relationship between the subject agreement morpheme and (in)definiteness in Northern Sotho

Literator ◽  
2013 ◽  
Vol 34 (1) ◽  
Author(s):  
Mampaka L. Mojapelo
Keyword(s):  
Noun Phrase ◽  
Noun Phrases ◽  
Subject Position ◽  
Primary Role ◽  
Northern Sotho ◽  
Class 1 ◽  
Subject Noun ◽  
The Subject ◽  
Subject Agreement

The grammatical position of the subject noun phrase in Northern Sotho is to the left of the predicate. The subject agreement morpheme is a compulsory link between the subject noun phrase and the predicate. Scholars have examined the role of this morpheme from various perspectives. It is also extensively documented that the morpheme has dual functions. Its primary function is to mark agreement between the subject and the predicate. Its secondary function is pronominal, whereby it is co-referenced to some antecedent. This article reexamined the primary role of the subject agreement morpheme in Northern Sotho in relation to the interpretation of a subject noun phrase as definite or indefinite. This was accomplished by (1) revisiting existing works that are directly or indirectly linked to (in)definiteness and subject agreement, (2) analysing texts that may facilitate discussion on the issue, and (3) relating the findings from previous works to current analyses. The first hypothesis in this article was that when some class 9 subject noun phrases, denoting persons, agree with the verb stem by a class 1 agreement morpheme, the noun phrases are interpreted as definite. The second hypothesis was that although the subject position is considered predominantly topical and definite it may not categorically exclude indefinite noun phrases. Therefore some indefinite noun phrases may also agree with predicates by means of this morpheme.

Relativization strategies in SLA

2012 ◽  
Vol 28 (4) ◽  
pp. 443-476
Author(s):  
Eleonora Luzi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Relative Clauses ◽  
First Language ◽  
Target Language ◽  
Functional Difference ◽  
Proficiency Levels ◽  
Linguistic Research ◽  
L1 Influence ◽  
Restrictive Relative Clauses

This article examines the process of acquisition of relative clauses in second language (L2) Italian. Despite the fact that linguistic research clearly evidences a distinction between restrictive relative clauses and non-restrictive relative clauses, second language acquisition studies have so far investigated the acquisition of relative clauses disregarding this fundamental and functional difference. Based on the analysis of oral data of 96 L2 Italian students of two different Common European Framework of Reference proficiency levels (B1 and C2), this study examines occurrences of target language relative clauses and of other strategies of relativization (i.e. coordinated sentences), analysing proficiency and first language (L1) influence on distribution. The significant differences in the distribution of alternative relativization strategies between the two groups and the non-restrictive function of coordinated sentences lead to the hypothesis that there are two distinct patterns of acquisition: one for restrictive and another for non-restrictive relative clauses.

Genericity in third language English: Acquisition pattern and transfer in ultimate attainment

2019 ◽  
Vol 24 (2) ◽  
pp. 266-288 ◽  
Author(s):  
Abdelkader Hermas
Keyword(s):  
Noun Phrase ◽  
First Language ◽  
Judgment Task ◽  
L1 Transfer ◽  
Third Language ◽  
Bare Plurals ◽  
Existential Interpretation ◽  
Sentence Level ◽  
Ultimate Attainment ◽  
Acceptability Judgment

This study investigates the acquisition of genericity in advanced third language (L3) English. The learners are first language (L1) Moroccan Arabic–second language (L2) French adults. They completed an acceptability judgment task testing the interpretation of five count nominal types in noun phrase (NP)-level and sentence-level genericity: definite, indefinite and bare singulars, definite and bare plurals. The study defines the generic or non-generic status of every NP form in the learners’ L3 interlanguage. The results show that the L3 learners are target-like on the generic interpretation of bare plurals, although these are strictly existential in their native language and illicit in L2 French. Definite and bare singulars do not pose any difficulty either. In contrast, non-facilitative L1 transfer induces the generic interpretation of definite plurals and restricts indefinite singulars to the existential interpretation. The results show that the L3 learners do not distinguish NP-level from sentence-level genericity, reflecting L1 Arabic grammar where the two merge. They use the same pattern of NP types for the two types. Thus, knowledge of genericity in L3 English is a patchwork of target-like and non-target-like exponents.

English prototyped small clauses in the interlanguage of Chinese/Taiwanese adult learners

2005 ◽  
Vol 21 (1) ◽  
pp. 1-33 ◽  
Author(s):  
Marina Yueh-ching Chen
Keyword(s):  
Second Language Acquisition ◽  
Adult Learners ◽  
First Language ◽  
Exceptional Case ◽  
Target Language ◽  
Small Clause ◽  
First Language Transfer ◽  
Chinese Learners ◽  
Small Clauses ◽  
Infinitival Complements

This study of consider and find attempts to shed light on second language acquisition of English small clause complements, as in we consider [Mary intelligent] and we find [Mary interesting]. It examines how learners’ First language (Mandarin Chinese) interacts with the target language. The analysis is based on the results of two kinds of tasks: grammaticality judgements, intended to elicit nonnative participants’ implicit knowledge as compared with the responses of native participants; and oral translations to test their explicit access to this knowledge. The results indicate that Chinese learners tend to avoid sentences that contain small clause complements. A related finding is that, like small clause complements, infinitival complements are under-generated and not preferred by the subjects; tensed clauses and clauses introduced by that are preferred. It is suggested that learners’ difficulty with small clause complements involves underlying first language transfer. On the other hand, the difficulty with infinitive clauses may be related to universal developmental order, as the interpretation for an NP involves an extra mechanism, Exceptional Case Marking.

Feedback for Language Transfer Errors

1989 ◽  
Vol 11 (4) ◽  
pp. 385-395 ◽  
Author(s):  
Michael Tomasello ◽  
Carol Herron
Keyword(s):  
Second Language Acquisition ◽  
First Language ◽  
Language Transfer ◽  
Garden Path ◽  
First Language Transfer ◽  
Language Classroom ◽  
Transfer Error ◽  
Path Condition ◽  
English Speaking ◽  
Teaching Conditions

In this study we compared two methods for correcting language transfer errors in the foreign language classroom. Thirty-two English-speaking college students enrolled in two sections of an introductory French course served as subjects. Eight commonly encountered English-to-French transfer errors were identified and randomly assigned to one of two teaching conditions for one class section; each error was assigned to the opposite condition for the other section. In both teaching conditions students began by translating English sentences into French. The sentences were such that an L1 (first language) transfer strategy produced correct translations (e.g., using savoir for some uses of “to know”). A sentence for which the transfer would not produce an adequate translation (e.g., a sentence requiring connaître) was then introduced in one of two ways. In one condition—what we have termed the Garden Path condition—students were given the new sentence and asked to translate as before. Their inevitable transfer error was then immediately corrected by the teacher. In the control condition students were simply given the correct French form and told that it differed from the English pattern (they were not given the opportunity to commit a transfer error). Student learning of the non-transferable form was assessed three times throughout the course of the semester, and at all time points performance was better in the Garden Path condition. We interpreted this finding as support for a cognitive comparison model of second language acquisition.

scholarly journals An Increase in Imported Goods, Imports Have Increased – The Role of Teaching Pronunciation in an Esp Classroom

2013 ◽  
Vol 10 (1) ◽  
pp. 89-98
Author(s):  
Tatjana Đurović ◽  
Nadežda Silaški
Keyword(s):  
International Business ◽  
First Language ◽  
Language Transfer ◽  
Lingua Franca ◽  
First Language Transfer ◽  
Economics Students ◽  
Speaking Skill ◽  
University Level ◽  
Teaching Pronunciation

Abstract The fact that English has become the major lingua franca of international business and economy has influenced the goal of teaching pronunciation in an ESP economics classroom: the nativelike speaking skill as the ultimate goal has been superseded by a more realistic and more reasonable goal - the adoption of intelligibility and communicability skills. We argue here, however, that pronunciation skills should be included in a university level ESP economics course syllabus. We point out common pronunciation errors made by economics students due to first-language transfer, exemplifying our points with various types of exercises aiming at overcoming their pronunciation problems.

scholarly journals First language transfer and long-term structural priming in comprehension

2010 ◽  
Vol 25 (1) ◽  
pp. 94-114 ◽  
Author(s):  
Sanjo Nitschke ◽  
Evan Kidd ◽  
Ludovica Serratrice
Keyword(s):  
First Language ◽  
Language Transfer ◽  
Structural Priming ◽  
First Language Transfer
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