Two Types of Functional Transfer in Language Contact

2012 ◽  
Vol 5 (2) ◽  
pp. 187-215 ◽  
Author(s):  
Jeff Siegel

The aim of this article is to examine one kind of cross linguistic influence, or transfer, in language contact situations. This is “functional transfer”, defined as applying the grammatical functions of a morpheme from one language to a morpheme in another language that does not normally have these functions. With regard to language contact, most reported instances of this kind of transfer concern the creation of a new grammatical morpheme in an expanded pidgin or creole, resulting from the use of a lexical morpheme of the lexifier (here the recipient language, RL) with semantic and syntactic properties of a grammatical morpheme of the substrate language(s) (here the source language(s), SL).Another kind of functional transfer, however, results in an already existing grammatical morpheme in the RL being used with semantic properties, but not syntactic properties, of a grammatical morpheme in the SL that speakers perceive as equivalent. Thus, the two types of functional transfer differ in that the first entails morphological augmentation while the second involves functional alteration of an existing morpheme.Other differences between the two types of transfer are that certain constraints appear to apply to the first type but not to the second. In addition, the first type of transfer, as opposed to the second, does not commonly occur in the process of second language acquisition. Explanations proposed for these distinctions concern different strategies used for morphological expansion in the development of a contact language. Different contact languages can be placed along a continuum based on the prevalence and type of functional transfer.

2010 ◽  
Vol 30 ◽  
pp. 248-269 ◽  
Author(s):  
Juana M. Liceras

Syntactic theory has played a role in second language acquisition (SLA) research since the early 1980s, when the principles and parameters model of generative grammar was implemented. However, it was the so-called functional parameterization hypothesis together with the debate on whether second language learners activated new features or switched their value that led to detailed and in-depth analyses of the syntactic properties of many different nonnative grammars. In the last 10 years, with the minimalist program as background, these analyses have diverted more and more from looking at those syntactic properties that argued for or against the various versions of the UG-access versus non-UG-access debate (UG for Universal Grammar) and have more recently delved into the status of nonnative grammars in the cognitive science field. Thus, using features (i.e., gender, case, verb, and determiner) as the basic units and paying special attention to the quality of input as well as to processing principles and constraints, nonnative grammars have been compared to the language contact paradigms that underlie subsequent bilingualism, child SLA, creole formation, and diachronic change. Taking Chomsky's I-language/E-language construct as the framework, this article provides a review of these recent developments in SLA research.


2018 ◽  
Vol 6 (1) ◽  
pp. 65-88
Author(s):  
Anwar S. Aljadani

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.


1996 ◽  
Vol 19 (2) ◽  
pp. 183-213
Author(s):  
Christopher Stroud

This article explores briefly some phenomena of potential indigenization of the Portuguese spoken in Mozambique. Data for the study has been taken from work that is currently underway in Maputo, Mozambique, that was originally initiated to investigate contact varieties of Portuguese and to probe their educational implications. Speech samples comprise formal interviews and non-formal encounters from a socio-demographically representative sample of informants. The article first provides an inventory of some non-standard European Portuguese variants that are found in this data, and subsequently focusses upon a discussion of what contribution different linguistic processes make to indigenization, specifically the role played by processes of second language acquisition in a context of massive and diffuse language contact and change. Special attention is also paid to the social contexts in which different manifestations of language contact are found, and the importance of linguistic ideology for the form that language contact takes in particular cases is explored. The article concludes with the suggestion that the salient characteristics of types of non-native speech community such as Maputo require a reconceptualization of models and methods of contact linguistics and second language acquisition, and that this in turn carries implications for the terms of reference and analysis to which indigenization need be related.


Author(s):  
Rajend Mesthrie

Although areas of potential overlap between the fields of Second Language Acquisition (SLA) and World Englishes (WE) may seem obvious, they developed historically in isolation from each other. SLA had a psycholinguistic emphasis, studying the ways in which individuals progressed towards acquisition of a target language. WE studies initially developed a sociolinguistic focus, describing varieties that arose as second languages in former British colonies. This chapter explores the way in which each field could benefit from the other. The SLA emphasis on routes of development, overgeneralization, universals of SLA, and transfer in the interlanguage has relevance to characterizing sub-varieties of WEs. Conversely, the socio-political dimension of early WE studies and the notion of macro- or group acquisition fills a gap in SLA studies which sometimes failed to acknowledge that the goal of second language learners was to become bilingual in ways that were socially meaningful within their societies.


Author(s):  
Monika S. Schmid ◽  
Barbara Köpke

This volume is the first handbook dedicated to language attrition, the study of how a speaker’s language may be affected by cross-linguistic interference and non-use. The effects of language attrition can be felt in all aspects of language knowledge, processing, and production, and can offer unique insights into the mind of bilingual language users. In this book, international experts in the field explore a comprehensive range of topics in language attrition, examining its theoretical implications, psycho- and neurolinguistic approaches, linguistic and extralinguistic factors, second language (L2) attrition, and heritage languages. The chapters summarize current research and draw on insights from related fields such as child language development, language contact, language change, pathological developments, and second language acquisition.


2010 ◽  
Vol 26 (4) ◽  
pp. 473-500 ◽  
Author(s):  
Ineke van de Craats ◽  
Roeland van Hout

This study examines an interlanguage in which Moroccan learners of Dutch use non-thematic verbs in combination with thematic verbs that can be inflected as well. These non-thematic verbs are real dummy auxiliaries because they are deprived of semantic content and primarily have a syntactic function. Whereas in earlier second language (L2) research only patterns with ‘be’ were found for learners of three Germanic languages with various first language (L1) backgrounds, an alternative dummy auxiliary pattern was observed with ‘go’ in the data of the Moroccan learners of Dutch. We argue that the auxiliary pattern with ‘go’ is bootstrapped by the unique similarities between Dutch (L2) and Arabic (L1). The emergence of dummy auxiliaries precedes movement of the thematic verb, and it turns out that adult L2 learners can be plainly focused on expressing syntactic properties.


Author(s):  
Eva Duran Eppler ◽  
Gabriel Ozón

This chapter explores the contested role of L1 and L2 acquisition in contact-induced linguistic change (CILC). We first identify three factors underlying these controversies (field of research; theoretical approach; and methodological limitations/advances), before discussing two elements language change and language acquisition have in common (i.e., isolated individuals cannot accomplish either, and both have to be studied through natural language data, with its attendant high degree of variation). We go on to define key terms and concepts for the role of L1 and L2 acquisition in contact-induced language change, including first and second language acquisition (L1A and L2A), bilingual first language acquisition, language variation and change, language contact and contact-induced language change. In the main section we discuss the role of L1A and L2A in CILC, and examine different language-acquisition scenarios, in particular their potential for leading to CILC. We use these different language-acquisition types as testing grounds for the motivations behind (i.e., causes for, and triggers of) language change, and arrive at tentative conclusions about which of these language-acquisition scenarios is more likely to play a role in CILC, and why.


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