Children's Second Language Acquisition of English Complex Syntax: The Role of Age, Input, and Cognitive Factors

2017 ◽  
Vol 37 ◽  
pp. 148-167 ◽  
Author(s):  
Johanne Paradis ◽  
Brian Rusk ◽  
Tamara Sorenson Duncan ◽  
Krithika Govindarajan
Keyword(s):  
Second Language Acquisition ◽  
Verbal Memory ◽  
Cognitive Factors ◽  
Complex Sentence ◽  
Complex Sentences ◽  
Complex Syntax ◽  
The Individual ◽  
L2 Vocabulary ◽  
Analytic Reasoning

ABSTRACTThe goal of this study was to determine (a) the similarities and dissimilarities between child L2 and L1 acquisition of complex sentences and (b) the individual difference factors predicting L2 children's acquisition of complex sentences. We analyzed language samples from 187 English L2 children with diverse L1s (Agemean = 5;10 [years;months]; English exposuremean = 17 months). Children used various types of complex sentences at all levels of L2 exposure, including sentences with relative clauses, which are late-acquired by L1 learners. Mixed logistic regression modeling revealed that longer exposure to English in school, richer English environments outside school, larger L2 vocabulary, superior verbal memory and visual analytic reasoning contributed to greater use of complex sentences. L1 typology did not impact complex sentence use in the L2. Overall, L2 children used more complex sentences within a few months of English L2 exposure than what is reported for L1 children aged 2;0–4;0, revealing an advantage for an older age of acquisition. The predictive role of input and cognitive factors, as well as vocabulary, in children's use of complex sentences is more consistent with constructivist than generativist accounts of L2 syntactic acquisition.

scholarly journals Role of Social and Cultural Aspects in the Formation of Spanish Language

2020 ◽  
pp. 27-38
Author(s):  
Nina Korbozerova
Keyword(s):  
20Th Century ◽  
Temporal Correlation ◽  
Cultural Factor ◽  
Spanish Language ◽  
Semantic Structure ◽  
Complex Sentence ◽  
Cultural Aspects ◽  
Complex Sentences ◽  
Qualitative Changes

The article deals with the syntactic and semantic structure of a complex sentence in Spanish during the period from the 12th to the 20th century. Are analyzed the evolutionary processes of the conjunctions, relations, the modal-temporal correlation, the positional arrangement of the dependent subordinate component relative to the main one. Are revealed the trends in the development of object, attributive and adverbial models of sentences, as well as quantitative and qualitative changes in the volume of complex sentences. Is analyzed the role of the socio-cultural factor in the evolution of a complex sentence at one or another historical stage of the development of the Spanish language.

scholarly journals Sentences with the meaning of irreal condition in K. G. Paustovsky's The Tale of Life

2021 ◽  
Vol 3 (26) ◽  
pp. 91-100
Author(s):  
Inessa G. Rodionova ◽  
Keyword(s):  
Main Part ◽  
Complex Sentence ◽  
Semantic Type ◽  
Complex Sentences ◽  
Grammar System ◽  
Subordinate Clauses ◽  
Functional Features ◽  
The One ◽  
Lexical Content

The purpose of the article is to identify and describe structural, semantic and functional features of irreal-conditional complex sentences with the conjunction «если» (if) in the autobiographical Tale of Life by K. G. Paustovsky. In the introduction, the author notes the important role of syntactic units in expressing the author's intention in autobiographical text, and points out the constant scientific interest in studying the functioning of complex subordinate sentences with conditional meaning in texts of different styles in both synchronic and diachronic aspects. The main part of the article defines the irreal condition and notes that a formal indicator of its semantics in a complex sentence is the presence of the form with the particle «бы» (would) in the main and subordinate clauses. Attention is drawn to the complication of the irreal condition meaning with various connotations: desirability, supposition, possibility, concession, comparison, as well as a phatic aspect. Each structural-semantic type of sentences is analyzed in terms of specific semantics, structure, ways of expressing the main sentence parts, and lexical content. The author names the means of strengthening the semantics of the irreal condition, including particles, interjections, exclamatory intonation, etc. The conclusion is made that the use of sentences of this type in an autobiographical text, on the one hand, allows the author to convey the message of the work as accurately as possible, to express his perception of events and the characters' thoughts and intentions. On the other hand, the use of sentences with the conjunction «если» (if) with the meaning of irreal condition, with different semantic connotations, shows the capacity of the modern Russian grammar system, which allows the speaker or writer to convey the finest shades of meaning in portraying objective reality.

scholarly journals CORREÇÃO DE ERRO, ATENÇÃO E NOTICING: RELEVÂNCIA PARA A SALA DE AULA

Organon ◽  
2011 ◽  
Vol 26 (51) ◽  
Author(s):  
Flávia Azeredo ◽  
Heliana Ribeiro De Mello
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Positive Impact ◽  
Attention Control ◽  
Cognitive Factors ◽  
Cognitive Variables ◽  
Focus Attention ◽  
Grammaticality Judgment ◽  
Relevant Component

Second language acquisition studies have claimed that feed-back, in the form of recasts, has a positive impact on learners’ L2 develop-ment. " is study aims to examine the e# ectiveness of two corrective feed-back forms, recasts and models, on Brazilian learners of English acquiringtwo language structures and the role of focus attention and noticing inthis scenario. " e present research was conducted with thirty-three stu-dents randomly selected to perform two communicative activities in threedi# erent sessions. During the activities, the participants received correc-tive feedback according to the experimental condition they were assigned." e participants were tested by means of grammaticality judgment testsand oral picture descriptions. Along with the language activities, the par-ticipants also performed attention control tests and a stimulated recalltest. " e results suggest that recasts and models were more e# ective thanno feedback. As for the cognitive factors, the results showed a complexscenario. Overall, attention seems to be the most relevant component ofthe cognitive variables contemplated on this research.

scholarly journals SYNTACTIC AND SEMANTIC SYNCRETISM OF THE WORD ВЕДЬ AT THE LEVEL OF HYPOTAXIS

2020 ◽  
Vol 22 (3) ◽  
pp. 82-89
Author(s):  
Natalja P. Galkina ◽  
Keyword(s):  
Causal Relationship ◽  
Transformation Method ◽  
Multidimensional Approach ◽  
Complex Sentence ◽  
Full Disclosure ◽  
Discourse Marker ◽  
Complex Sentences ◽  
Historical Origin ◽  
Observation Results

The paper is devoted to the role of the word ведь in the organization of a subordinate syntactic connection between sentences. The work is carried out within the study of the expression of relations of conditioning through complex sentences in works of the book style – scientific and publicistic. The word ведь has a variety of shades of meaning, it features polyfunctionality and syntactic variability. Most grammatical descriptions qualify it as both a particle and a conjunction. Given the polysemy and variety of uses of this word, modern researchers who study discourse classify it as a discoursive word/discourse marker. It is noted that polysemy and syntactic variability of the modern word ведь result from its historical origin and development. The method of interpretation based on the etymologically inherent meaning of this word and transformation method are proposed as a way to concretize relations marked by this linking device. According to observations on the material of journalism ведь often acts as a linking word for causal constructions both within a complex sentence and between separate, semantically related sentences. In certain cases, there is a combination of causal and conventional meanings. In addition, the combination of ведь with adversative conjunctions a, но adds the seme of concession. The observation results are illustrated with examples from journalism materials with their subsequent analysis. It is shown that replacing ведь with categorical causal, conditional, concessive conjunctions confirms the corresponding relationships, however, it cannot provide a full disclosure of the meaning of the statement, since with such a transformation the seme of presence, complicity, and the author's assessment observed in the original statements is lost. One should say about the stylistic marking of the structures under study, which contribute to the implementation of the evaluative and influencing function of the journalistic style. In other cases, the word ведь acts as a particle, contributing to the actualization of the utterance as something known, obviously expedient. Although there is a causal relationship in such constructions, the connecting function is not paramount there. Thus, the polyfunctionality of a polysemantic word ведь ensures the variability of its use by the authors and a multidimensional approach to its linguistic description.

Semantic Theory and Second Language Acquisition

2010 ◽  
Vol 30 ◽  
pp. 231-247 ◽  
Author(s):  
Roumyana Slabakova
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Semantic Theory ◽  
Learning Situation ◽  
L2 Acquisition ◽  
Complex Sentences ◽  
Complex Syntax ◽  
Semantics And Pragmatics ◽  
Different Types ◽  
Universal Pragmatics

The article identifies four different types of meaning situated in different modules of language. Such a modular view of language architecture suggests that there may be differential difficulties of acquisition for the different modules. It is argued that second language (L2) acquisition of meaning involves acquiring interpretive mismatches at the first and second language (L1-L2) syntax-semantics interfaces. In acquiring meaning, learners face two types of learning situations. One situation where the sentence syntax presents less difficulty but different pieces of functional morphology subsume different primitives of meaning is dubbed simple syntax–complex semantics. Another type of learning situation is exemplified in less frequent, dispreferred, or syntactically complex sentences where the sentential semantics offers no mismatch; these are labeled complex syntax–simple semantics. Studies representative of these learning situations are reviewed. The issues of importance of explicit instruction with respect to interpretive properties and the effect of the native language are addressed. Studies looking at acquisition of language-specific discourse properties and universal pragmatics are also reviewed. These representative studies and numerous other studies on the L2 acquisition of meaning point to no visible barrier to ultimate success in the acquisition of semantics and pragmatics.

Complex sentence production by adolescents with Down syndrome

2002 ◽  
Vol 23 (2) ◽  
pp. 163-183 ◽  
Author(s):  
ELIN T. THORDARDOTTIR ◽  
ROBIN S. CHAPMAN ◽  
LAURA WAGNER
Keyword(s):  
Down Syndrome ◽  
Sentence Production ◽  
Period Effect ◽  
Older Children ◽  
Complex Sentence ◽  
Developmental Patterns ◽  
Complex Sentences ◽  
Complex Syntax ◽  
Syntactic Development ◽  
Mean Length Of Utterance

The use of complex syntax was investigated in narrative language samples of older children and adolescents with Down syndrome (n = 24) and a group of typically developing children matched on mean length of utterance. Both groups used conjoined and subordinate sentence forms and did not differ significantly in either the proportion of utterances containing complex sentences or in the variety of complex sentence types used. The analysis of developmental patterns suggested a similar order of acquisition across groups. The findings indicate that syntactic development in individuals with Down syndrome continues into late adolescence and is not limited to simple syntax. This study does not support earlier findings of a critical period effect in syntactic development in Down syndrome based on age or syntactic complexity.

scholarly journals SYSTEMIC PROCESSING OF COMPLEX SENTENCES IN MIDDLE SCHOOL (EXPERIMENTAL METHODOLOGY)

2021 ◽  
pp. 238-244
Author(s):  
S. SHCHUPKO
Keyword(s):  
Systematic Study ◽  
General Information ◽  
Experimental Methodology ◽  
Main Task ◽  
Complex Sentence ◽  
Complex Sentences ◽  
Simple Change ◽  
Working Out ◽  
Selection Of

The article is devoted to the experimental method of studying various types of complex sentences. An integrative role of the syntax of complex sentences is noted.  The article clarifies that the tasks faced by the teacher and the students during the systematic elaboration of complex sentences are complex and therefore there are considerable difficulties in their study. For example, when working out general information on complex sentences, we use various types of work on the development of coherent speech: the selection of conjunctions or connecting words, the replacement of certain means of communication by other, synonymous, the formation of a complex sentence of two simple, the division of complex sentences into simple, change the location of parts, etc. However, all these types of exercises are conducted, in the majority of cases, orally, entirely subject to systematic study of theoretical material, since the main task of the first lessons is the formation of concepts that students will operate by analyzing individual types of complex sentences with one or more subcontractors.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Prospective Memory Development Across the Lifespan

2020 ◽  
Vol 25 (3) ◽  
pp. 162-173 ◽  
Author(s):  
Sascha Zuber ◽  
Matthias Kliegel
Keyword(s):  
Prospective Memory ◽  
Healthy Aging ◽  
Present Model ◽  
Current Knowledge ◽  
Well Being ◽  
The Elderly ◽  
Cognitive Factors ◽  
Everyday Functioning ◽  
Integrative Framework

Abstract. Prospective Memory (PM; i.e., the ability to remember to perform planned tasks) represents a key proxy of healthy aging, as it relates to older adults’ everyday functioning, autonomy, and personal well-being. The current review illustrates how PM performance develops across the lifespan and how multiple cognitive and non-cognitive factors influence this trajectory. Further, a new, integrative framework is presented, detailing how those processes interplay in retrieving and executing delayed intentions. Specifically, while most previous models have focused on memory processes, the present model focuses on the role of executive functioning in PM and its development across the lifespan. Finally, a practical outlook is presented, suggesting how the current knowledge can be applied in geriatrics and geropsychology to promote healthy aging by maintaining prospective abilities in the elderly.

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