scholarly journals Different speakers, different grammars

2012 ◽  
Vol 2 (3) ◽  
pp. 219-253 ◽  
Author(s):  
Ewa Dąbrowska
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Native Speakers ◽  
Linguistic Knowledge ◽  
Inflectional Morphology ◽  
Subordinate Clauses ◽  
General Rules ◽  
Widespread Belief ◽  
Ultimate Attainment

This article reviews several recent studies suggesting that — contrary to a widespread belief — adult monolingual native speakers of the same language do not share the same mental grammar. The studies examined various aspects of linguistic knowledge, including inflectional morphology, passives, quantifiers, and more complex constructions with subordinate clauses. The findings suggest that, in some cases, language learners attend to different cues in the input and end up with different grammars; in others, some speakers extract only fairly specific, ‘local’ generalizations which apply to particular subclasses of items while others acquire more abstract rules which apply ‘across the board’. At least some of these differences are education-related: more educated speakers appear to acquire more general rules, possibly as a result of more varied linguistic experience. These findings have interesting consequences for research on bilingualism, particularly for research on ultimate attainment in second language acquisition, as well as important methodological implications for all language sciences.

scholarly journals Morphological complexity in written L2 texts

2016 ◽  
Vol 35 (1) ◽  
pp. 99-119 ◽  
Author(s):  
Vaclav Brezina ◽  
Gabriele Pallotti
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Learners ◽  
Native Speakers ◽  
Threshold Level ◽  
Sentence Length ◽  
Inflectional Morphology ◽  
Complexity Measures ◽  
Morphological Complexity

Morphological complexity (MC) is a relatively new construct in second language acquisition (SLA). After critically discussing existing approaches to calculating MC in first- and second-language acquisition research, this article presents a new operationalization of the construct, the Morphological Complexity Index (MCI). The MCI is applied in two case studies based on argumentative written texts produced by native and non-native speakers of Italian and English. Study 1 shows that morphological complexity varies between native and non-native speakers of Italian, and that it is significantly lower in learners with lower proficiency levels. The MCI is strongly correlated to proficiency, measured with a C-test, and also shows significant correlations with other measures of linguistic complexity, such as lexical diversity and sentence length. Quite a different picture emerges from Study 2, on advanced English learners. Here, morphological complexity remains constant across natives and non-natives, and is not significantly correlated to other text complexity measures. These results point to the fact that morphological complexity in texts is a function of speakers’ proficiency and the specific language under investigation; for some linguistic systems with a relatively simple inflectional morphology, such as English, learners will soon reach a threshold level after which inflectional diversity remains constant.

scholarly journals Extrametricality and second language acquisition

2021 ◽  
Author(s):  
Guilherme Duarte Garcia
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Pilot Study ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Native Speakers Of English ◽  
Phonetic Cues ◽  
Stress Patterns

This pilot study investigates the second language acquisition (SLA) of stress in Portuguese (L2) by native speakers of English (L1). In particular, it examines the interaction between extrametricality and default stress through two judgement tasks. Stress is suprasegmental, relative and involves a variety of phonetic correlates: Cross-linguistically, stressed syllables tend to be realized with higher pitch, longer duration and greater intensity—but languages differ as to which of these correlates is more or less significant. Phonologically, stress presents some unique characteristics, such as the absence of a categorical feature [±stress]. Languages may also differ as to whether syllable shape affects stress (weight-sensitive) or not (weight-insensitive). Second language learners (L2ers) have to deal with such variability and, more importantly, have to acquire new stress patterns—some of which are often vastly different (even contradictory) when compared to the patterns (and phonetic cues) in their L1.

Missing verbal inflections as a representational problem

2012 ◽  
Vol 2 (2) ◽  
pp. 109-140 ◽  
Author(s):  
Bill VanPatten ◽  
Gregory D. Keating ◽  
Michael J. Leeser
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Spanish Speakers ◽  
Inflectional Morphology ◽  
Native Spanish Speakers ◽  
Advanced Learners ◽  
Syntactic Structures ◽  
L2 Learners ◽  
Grammatical Structures

A continuing concern in second language acquisition (SLA) research is whether problems with inflectional morphology are representational or related somehow to performance. In this study, we examine 25 non-advanced learners of L2 Spanish and compare them with 18 native Spanish speakers on three grammatical structures: subject-verb inversion, adverb placement and person-number inflections on verbs. We use self-paced reading as a measure of underlying sensitivity to grammatical violations. Our results clearly show that the L2 learners pattern like the native speakers on the two syntactic structures; both groups demonstrate sensitivity to grammatical violations while reading sentences for meaning. For person-number on verbs, L2 learners did not show sensitivity to grammatical violations whereas the native speakers did. We argue that these results suggest a representational problem for morphology in our L2 population.

Making sense of phrasal verbs

AILA Review ◽  
2010 ◽  
Vol 23 ◽  
pp. 50-71 ◽  
Author(s):  
Rafael Alejo-González
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Processing ◽  
Cognitive Linguistics ◽  
Native Speakers ◽  
Phrasal Verbs ◽  
Making Sense ◽  
Central Interest ◽  
Native Speakers Of English

Phrasal verbs (PVs) have recently been the object of interest by linguists given their status as phraseological units whose meaning is non-compositional and opaque. They constitute a perfect case for theories of language processing and language acquisition to be tested. Cognitive linguists have participated in this debate and shown a certain interest for PVs, although their research on this topic stems in most of the cases from their central interest on prepositions and the language of spatiality. In this paper, I aim to make a comprehensive and critical summary of the cognitive linguistics (CL) literature on PVs with particular attention to its connection with usage-based approaches, especially in Second Language Acquisition (SLA), and to the concept of (meaning) motivation, which has proven to be useful in teaching. I will also present a CL analysis of the out-PVs (i.e., those containing the particle out) used by 3 groups of non-native speakers of English whose L1 respectively belongs to a Germanic satellite-framed (S-) language (Swedish and Dutch), a non-Germanic S-language (Russian and Bulgarian) and a verb-framed (V-) language (Spanish and Italian). The results obtained from this analysis show: (1) that both Germanic and Non-Germanic S-language learners use a greater number of out-PVs than V-language learners, not only when these verbs have a motional meaning but also when they express other meanings; and (2) that S-language learners also use a greater elaboration of path (Slobin 1996) when non-motional out-PV meanings are involved. These findings suggest that ‘the thinking for speaking hypothesis’ (Slobin 1996, 1997; Cadierno 2004), which has been shown to work for the domain of manner and path of motion, may in part be extended to the acquisition of PVs by L2 learners.

The Age Factor in Second Language Learning

2016 ◽  
Vol 6 (11) ◽  
pp. 2164 ◽  
Author(s):  
Ruyun Hu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Learner ◽  
Foreign Language Acquisition ◽  
Widespread Belief ◽  
Better Than

In recent years; age has being considered as the major factor in determining language learners’ successful foreign language acquisition; which is correlated to the assumption stated by Critical Period Hypothesis and Neurological Hypothesis. Most importantly; these assumptions might be concluded that that language learner can acquire foreign language better than adults do at their early age. Additionally; there is still a widespread belief held by many scholars; stating that young children are better at second language acquisition (SLA) than the later starters; such as the adolescents or adults. Therefore; whether young learners learn second language better than the older will be discussed in this article.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

Tying up loose ends

Diachronica ◽  
2011 ◽  
Vol 28 (1) ◽  
pp. 82-117 ◽  
Author(s):  
John McWhorter
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Inflectional Morphology

Since the introduction of the Creole Prototype hypothesis in 1998, much of the controversy it has occasioned has centered on a question as to whether it is scientifically appropriate to reconstruct creoles as born as pidgins, rather than as results of only moderately transformational second-language acquisition or as simply mixtures of ‘features’ from assorted languages coming together. This paper first outlines traits in creoles that reveal their origin in pidgins. Then, the paper refines the characterization of the Creole Prototype’s three features, regarding inflectional morphology, tone, and compositionality of derivation-root combinations. The inflectional component is refined to incorporate Booij’s (1993) distinction between contextual and inherent inflection and Kihm’s (2003) proposal that inflectional morphology can be either bound or free. The tonal stipulation is refined in view of traits of Mon-Khmer phonology that distinguish these languages from creoles despite their analyticity, and the grammatical uses of tone in some creoles such as Papiamentu and Principense. Finally, for the derivational component, an account is proposed for the noncompositionality of reduplicated forms that have been observed in many creoles. The conclusion is that there remains a synchronic characterization possible only in languages recently born from pidgins, and impossible of older (i.e. most) languages.

scholarly journals Subjacency Violations in Second Language Acquisition: Some Evidence from Chinese Mandarin Speakers of L2 English

2017 ◽  
Vol 7 (3) ◽  
pp. 1
Author(s):  
Xia Dai
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Literature Review ◽  
Native Speakers ◽  
Chinese Speakers ◽  
Follow Up Study ◽  
L2 Learners ◽  
Mandarin Speakers

The literature review shows that many previous studies have used Subjacency to test the availability of UniversalGrammar (UG) in second language acquisition. Schachter (1989) claimed that L2 learners do not have access to UGprinciples, while Hawkins and Chan (1997) suggested that L2 learners had partial availability of UG, for they foundthere was a strong difference between the elementary L2 learners and the advanced L2 learners in judging theungrammaticality of Subjacency violations; that is, the elementary L2 learners owned the highest accuracy. Underthe hypothesis of partially availability of UG in second language acquisition, L2 learners are only able to acquire theproperties instantiated in their L1s. Although they may accept violations of universal constraints, it is only at facevalue; rather the L2 learners develop different syntactic representations from the native speakers. This study has beenundertaken as a follow-up study of Hawkins and Chan (1997), and tested on L1 Mandarin speakers of L2 English injudging the grammaticality of their Subjacency violations. The results of the Grammaticality Judgement Test showthat the accuracy of Chinese speakers in judgement increased with English proficiency and that they rejectedresumptives inside islands as a repair. Contrary to the previous findings, this study provides evidence that UG isavailable in adult second language acquisition.

scholarly journals Second Language Acquisition of the English Dative Alternation by Native Speakers of Arabic

2018 ◽  
Vol 6 (1) ◽  
pp. 65-88
Author(s):  
Anwar S. Aljadani
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Double Object ◽  
Dative Alternation ◽  
L2 Learners ◽  
Semantic Properties

Abstract This paper reports on an experimental study that investigates the influence of the disparity between English and Arabic on second language acquisition, namely the phenomenon of the acquisition of the English dative alternation by Arab learners. The disallowance of certain Arabic verbs to occur in the double object dative structure causes difficulty for Arab learners to acquire English as far as the acquisition of the dative alternation is concerned. The experiment is devised to examine whether Arab learners are sensitive to syntactic and semantic properties associated with the English dative alternation. The experiment involved picture tasks with two structures: the prepositional dative structure and the double object dative structure. Overall, the results of the experiment show that the L2 learners failed to acquire the double object dative structure which does not exist in their L1. Based on these results, it is argued that L1 has an important effect on the acquisition of L2.

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

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