'Novel unaccusatives'

2002 ◽  
Vol 135-136 ◽  
pp. 97-124 ◽  
Author(s):  
ZhaoHong Han

Abstract Interlanguage 'novel unaccusative' (term borrowed from BALCOM 1997) has been a subject of investigation since the late 1970s, though it has usually been discussed under the terms of an interlanguage syntactic structure called the 'pseudo-passive' (e.g., SCHACHTER & RUTHERFORD 1979; RUTHERFORD 1983; YIP 1995; HAN 2000). While most of the research to date is in favor of the view that the interlanguage structure is primarily induced by L1 discourse/syntactic influence, BALCOM (1997) provides an alternative explanatory account. Assuming a lexical perspective, she sees the interlanguage structure as the creation of a 'novel unaccusative' through a lexical process of detransitivization. In this paper, I shall discuss Balcom's view, in particular, her contention that interlanguage novel unaccusatives and native-like unaccusatives with transitive counterparts share the same underlying lexical process of detransitivization. Drawing on both natural longitudinal data and elicited data (HAN 1998), I will show that Balcom's view would be over-generalizing if applied across language acquisition contexts. What renders the application problematic is the fact that while some novel unaccusatives from L2 acquisition may derive from the lexical process of detransitivization as in L1 acquisition, some do not. It seems imperative to me that in the context of SLA, we discriminate, at least in loose terms, between developmental and L1-induced novel unaccusatives. Such a distinction is important not only because it helps to refine our understanding of what underlies novel unaccusatives in L2 acquisition, but also because it would lend more accurate guidance to L2 teachers in dealing with novel unaccusatives in the classroom.

1997 ◽  
Vol 13 (1) ◽  
pp. 10-33
Author(s):  
Malcolm A. Finney

This article appraises the effects of gap position and discourse information in the acquisition of purpose clause constructions (PCs) by adult Francophones learning English as L2. L1 acquisition studies reveal children having little difficulty interpreting a PC with a subject gap only (SPC) while a PC with an object gap (OPC) has been problematic to interpret. This may be the result of the number of syntactic operations–including operator movement–involved in its derivation plus lexically specified restrictions on the matrix verb. There are grounds for hypothesizing a late emergence of OPCs in English for French speakers. They are not allowed in French and, in addition to lexical restrictions associated with the choice of matrix verb, are marked semantically and typologically; an OPC with a prepositional object gap is additionally syntactically marked. This may thus result in the late acquisition of OPCs relative to SPCs. An additional hypothesis addresses whether L2 learners are adept at using discourse clues to interpret syntactic structure. Results indicate initial difficulty interpreting only PCs with prepositional object gaps, providing support for the hypothesis that syntactically (structurally) marked constructions may create initial learning difficulty in L2 acquisition.


Gesture ◽  
2014 ◽  
Vol 14 (2) ◽  
pp. 171-202 ◽  
Author(s):  
Sandra Benazzo ◽  
Aliyah Morgenstern

The study of the expression of negation in longitudinal adult-child data is a privileged locus for a multimodal approach to language acquisition. In the case of bilingual language acquisition, the necessity to enter two languages at once might have an influence on the management of the visual-gestural and the auditory modalities. In order to tackle these issues, we analyze the longitudinal data of Antoine, a bilingual French/Italian child recorded separately once a month for an hour with his Italian mother and with his French father between the ages of 1;5 and 3;5. Our analyses of all his multimodal utterances with negations show that Antoine has created efficient transitional systems during his developmental path both by combining modalities and by mixing his two native languages. The visual-gestural modality is a stable resource to rely on in all the types of linguistic environments Antoine experiences. His bilingual environment could be connected to the creation of his mixed verbal productions also addressed to both French speaking and Italian speaking interlocutors. Those two transitory creative systems are efficient elements of his communicative repertoire during an important period of his language development. Gesture might therefore have a compensatory function for that little boy. It is a wonderful resource to communicate efficiently in his specific environment during his multimodal, multilingual entry into language.


1996 ◽  
Vol 19 (4) ◽  
pp. 730-731
Author(s):  
Mark Hale

AbstractThe implications of Epstein et al.'s critical evaluation of much of the existing literature on L2-acquisition extends far beyond the domain they discuss. I argue that similar methodological clarification is urgently needed in analyses of the role of UG in L1-acquisition, as well as in discussions in such seemingly “distant” areas as the study of language change.


2001 ◽  
Vol 21 ◽  
pp. 221-232 ◽  
Author(s):  
Susan M. Gass

Acceptance of the claims made by researchers in any field depends in large part on the appropriateness of the methods used to gather data. In this chapter I focus on two approaches to research in second language acquisition: (a) various types of acceptability judgments or probes aimed at assessing acquisition of syntactic structure; and (b) various types of stimulated recall designed to gather learners' accounts of their own thought processes. Both methods attempt to overcome a principal problem in psycholinguistics: the desire to describe a learner's knowledge about a language based on the incomplete evidence stemming from learner production. Refinements in acceptability judgments have come from some newer multiple-choice or truth-value story tasks that allow researchers to determine the level of learner knowledge about particular syntactic structures (in the examples here, reflexives). Stimulated recall offers some additional perspectives, but its usefulness can be greatly affected by the temporal proximity of the recall to the original task; the amount of support provided to prompt the recall; and the nature and amount of training given to both interviewer and interviewee. While these newer research methods can improve the accuracy and variety of data available to SLA investigators, research methods drawn from L1 acquisition or L1 research cannot necessarily be assumed to be equally valid when used to examine L2 acquisition.


2013 ◽  
Vol 3 (1) ◽  
pp. 26-47 ◽  
Author(s):  
Belma Haznedar

This chapter reviews current work on child second language acquisition from a generative perspective. The primary goal is to identify characteristics of child L2 acquisition in relation to child first language (L1) acquisition and adult second language (L2) acquisition and to discuss its contribution to these sister fields both in typical and atypical domains. The chapter is organized into three sections, covering L1 influence in child L2 acquisition, the acquisition of functional architecture in child L2 acquisition, and the issue of morphological variability. Also included in the last section are the relatively new and fast developing areas of research in atypical child L2 acquisition research.


1988 ◽  
Vol 30 ◽  
pp. 48-57
Author(s):  
Paul van Buren ◽  
Michael Sharwood Smith

The subset principle, recently formulated by Wexler and Manzini as a theorem in L1 acquisition, can be roughly described as a learning function linking a set of input data to a grammar G which generates the "smallest language" compatible with such a set. This property of G guarantees that the acquisition process can only take place on the basis of positive evidence; negative evidence thus does not have to play a role. This article discusses the question whether the subset principle also plays a role in the process of second language acquisition. Contrary to what is suggested in the literature it has to be concluded that as an L2 acquisition strategy the subset principle is either redundant or incoherent. The reasoning on which this conclusion is based involves certain implications for the research concerning the problem of overgeneralisation in L2 acquisition.


2002 ◽  
Vol 23 (1) ◽  
pp. 155-159
Author(s):  
Naomi Bolotin

This volume contains all 14 papers and three commentaries from the Recent Advances in the Generative Study of Second Language Acquisition Conference that was held in 1993 at MIT. Eleven of the papers address the acquisition of syntax. Of these, four focus on functional categories in second language (L2) acquisition. Vainikka and Young-Scholten propose that, although lexical categories or content phrases (NP, VP, AP, PP) transfer from the first language to the second, along with the headedness of those categories, functional categories or grammatical phrases (DP, IP, CP) do not. Using longitudinal data from Korean, Turkish, Italian, and Spanish learners of German, they suggest that learners begin by adopting a VP structure for the sentences in the L2 and then subsequently expand this into an underspecified finite phrase (FP), then an agreement phrase (AgrP), and finally a complementizer phrase (CP).


2013 ◽  
Vol 3 (2) ◽  
pp. 117-149 ◽  
Author(s):  
Kook-Hee Gil ◽  
Marsden Heather

Lardiere’s (2005, 2008, 2009) Feature Reassembly Hypothesis proposes that L2 acquisition involves reconfiguring the sets of lexical features that occur in the native language into feature bundles appropriate to the L2. This paper applies the Feature Reassembly Hypothesis to findings from recent research into the L2 acquisition of existential quantifiers. It firstly provides a feature-based, crosslinguistic account of polarity item any in English, and its equivalents — wh-existentials — in Chinese, Korean and Japanese. We then test predictions built on the Feature Reassembly Hypothesis, about how learners map target existential quantifiers in the L2 input onto feature sets from their L1, and how they then reassemble these feature sets to better match the target. The findings, which are largely compatible with the predictions, show that research that focuses on the specific processes of first mapping and then feature reassembly promises to lead to a more explanatory account of development in L2 acquisition.


2010 ◽  
Vol 41 (2) ◽  
pp. 213-254 ◽  
Author(s):  
Heejeong Ko ◽  
Tania Ionin ◽  
Ken Wexler

This article investigates the role of presuppositionality (defined as the presupposition of existence) in the second language (L2) acquisition of English articles. Building upon the proposal in Wexler 2003 that young English-acquiring children overuse the with presuppositional indefinites, this article proposes that presuppositionality also influences article (mis)use in adult L2 acquisition. This proposal is supported by experimental results from the L2 English of adult speakers of Korean, a language with no articles. The experimental findings indicate that presuppositional indefinite contexts trigger overuse of the with indefinites in adult L2 acquisition, as in child L1 acquisition (cf. Wexler 2003). The effects of presuppositionality are teased apart from the effects of other semantic factors previously examined in acquisition, such as scope (Schaeffer and Matthewson 2005) and specificity (Ionin, Ko, and Wexler 2004). The results provide evidence that overuse of the in L2 acquisition is a semantic rather than pragmatic phenomenon. Implications of these findings for overuse of the in L1 acquisition are discussed. This article also has implications for the study of access to Universal Grammar in L2 acquisition, as well as for the number and type of semantic universals underlying article choice crosslinguistically.


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