The Interpretability Hypothesis: evidence from wh-interrogatives in second language acquisition

2007 ◽  
Vol 23 (2) ◽  
pp. 215-242 ◽  
Author(s):  
Ianthi Maria Tsimpli ◽  
Maria Dimitrakopoulou
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speaker ◽  
Universal Grammar ◽  
Logical Form ◽  
Target Language ◽  
Resumptive Pronouns ◽  
The Status ◽  
Syntactic Properties

The second language acquisition (SLA) literature reports numerous studies of proficient second language (L2) speakers who diverge significantly from native speakers despite the evidence offered by the L2 input. Recent SLA theories have attempted to account for native speaker/non-native speaker (NS/NNS) divergence by arguing for the dissociation between syntactic knowledge and morpho(pho)nology. In particular, Lardiere (1998), Prévost and White (2000), and Goad and White (2004) claim that highly proficient learners have knowledge of the abstract syntactic properties of the language but occasionally fail to associate them with the correct morphological or phonological forms. On the other hand, theories that support partial availability of Universal Grammar (UG) (Tsimpli and Roussou 1991; Hawkins and Chan, 1997) argue for a problem in the syntax: while UG principles and operations are available in SLA, the formal features of the target language that are not instantiated in the L1 or have a different setting, cause learnability problems. This article discusses acquisitional data in the light of the Interpretability Hypothesis (Tsimpli and Mastropavlou, 2007), which is a reformulation of the SLA theory suggested by Tsimpli and Roussou (1991) in minimalist terms. It is argued that a minimalist approach to SLA can be implemented to specify the status of the features that are least accessible to re-setting in the SLA process, given (1) constraints on their learnability and (2), their setting in the L1 grammar. The phenomenon discussed concerns the use of the resumptive strategy in wh- subject and object extraction by intermediate and advanced Greek learners of English. It is proposed that the acceptability rate of pronouns in the extraction site is conditioned by the Logical Form (LF) interpretability of the features involved in the derivation. Hence, the interpretable features of animacy and discourse-linking are hypothesized to be involved in the analysis of English pronouns by Greek L2 learners, while the first language (L1) specification of resumptive pronouns as clusters of uninterpretable Case and Agreement features resists resetting.

The partial availability of Universal Grammar in second language acquisition: the ‘failed functional features hypothesis’

1997 ◽  
Vol 13 (3) ◽  
pp. 187-226 ◽  
Author(s):  
Roger Hawkins ◽  
Cecilia Yuet-hung Chan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Second Language Learners ◽  
Native Speaker ◽  
Universal Grammar ◽  
Research Literature ◽  
Functional Features ◽  
Operator Movement

A number of studies in the research literature have proposed that Universal Grammar (UG) is partially available to adult second language learners. Attempts to provide a syntactic characterization of that partial availability have only recently begun to appear, however. In this article we will argue that speakers of Chinese (a language without wh-operator movement in overt syntax) learning second language English (a language with wh-operator movement in overt syntax) establish mental representations for English which involve pronominal binding rather than operator movement. It will be suggested that this divergence from native-speaker representations is an effect of the inaccessibility of features of functional categories in second language acquisition, what we will refer to as the ‘failed functional features hypothesis’. Implications are drawn from the findings for the syntactic characterization of accessibility to UG more generally in second language acquisition.

Second Language Acquisition and Syntactic Theory in the 21st Century

2010 ◽  
Vol 30 ◽  
pp. 248-269 ◽  
Author(s):  
Juana M. Liceras
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Contact ◽  
Second Language Learners ◽  
Universal Grammar ◽  
Minimalist Program ◽  
Science Field ◽  
Syntactic Theory ◽  
Syntactic Properties

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.

Interactie In Interetnische Communicatie

1991 ◽  
Vol 39 ◽  
pp. 46-62
Author(s):  
Jeanine Deen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speaker ◽  
Basic Structure ◽  
Target Language ◽  
Final Report ◽  
Negotiation Of Meaning ◽  
Specific Feedback ◽  
Adult Immigrants

In communication between native (NS) and non-native (NNS) speakers problems of understanding may easily arise because the NNS do not have a complete knowledge of the rules and means of communication of the particular target language community. When a NNS indicates non-understanding the NS usually will adjust his or her language, and the interaction will be modified. Hatch (1978) and Long (1983) hypothesized that these adjustments will lead to an increase of comprehensible input for the NNS and thus to language acquisition. The case study discussed in this article investigates how input is made comprehensible through negotiation of meaning in so-called clarification sequences. Two 'housing office' conversations that were videotaped and transcribed for the data collection of the European Science Foundation Project "Second Language Acquisition by Adult Immigrants in Europe" (Perdue, 1984) were analyzed. The study is a follow-up on the 'Ways of Achieving Understanding' study (Bremer et al, 1988) executed as part of the ESF project. Questions that were investigated were how Mohamed, a Moroccan speaker of Dutch, indicates understanding problems, how the native speaker tries to solve these problems and what the structure is of the clarification sequences. Furthermore, some attempt was made to analyze the kind of understanding problems Mohamed indicates and the degree of success the speakers have in negotiating understanding. The results showed a basic structure for clarification sequences, starting with a trouble source, followed by a trouble indicator, trouble clarification, and ending with a main-line response connected to the trouble source. The trouble sources Mohamed indicated were mostly lexical problems. The way he indicated understanding problems was quite implicit. He either did not verbally react to a move of the NS or reacted with minimal unspecified requests, such as "hm?" or "what?". Therefore, the NSs did not receive specific feedback as to what the problem was. In spite of this, they used several strategies to clarify problems, such as reformulations, expansions and hypothesis forming. In addition, it was found that the negotiation of meaning process was quite successful: most understanding problems seemed to be solved that way. ReferencesBremer K., Broeder P., Roberts C, Simonot M., Vasseur M.-T. (1988). Ways of Achieving Understanding: Communicating to Learn in a Second Language. Final Report Vol. I, ESF project, Strassbourg. Perdue, C. (Ed.) (1984). Second Language Acquisition by Adult Immigrants. Newbury House, Rowley, Mass.

Interlanguage A-bar dependencies: binding construals, null prepositions and Universal Grammar

1998 ◽  
Vol 14 (4) ◽  
pp. 341-358 ◽  
Author(s):  
Laurent Dekydtspotter ◽  
Rex A. Sprouse ◽  
Bruce Anderson
Keyword(s):  
Second Language ◽  
Computational Complexity ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Universal Grammar ◽  
Target Language ◽  
General Phenomenon ◽  
Hypothesis Space ◽  
Special Case

This article argues that the ‘null prep’ phenomenon discussed by Klein (1990; 1993; 1995) and Jourdain (1996) is a special case of a more general phenomenon in second language acquisition: the reliance on the A-bar binding strategy discussed by Rizzi (1990) and Cinque (1990). This strategy is employed even where both the L1 and the target language rely (primarily) on movement analyses. We present an analysis of additional English–French interlanguage data, complementing our analysis of Klein's and Jourdain's data. We argue that apparent categorial mismatches in A-bar chains may result from Preposition Incorporation. Although both movement analyses and binding construals are squarely within the UG-constrained hypothesis space, we suggest that learners may be driven to (nonmovement) binding construals to account for A-bar dependencies for reasons associated with online computational complexity, under the assumption that a nonmovement construal derived by Merge alone is less costly than one derived by Move (Chomsky, 1995).

scholarly journals The role of hypercorrection in the acquisition of L2 phonemic contrasts

2013 ◽  
Vol 29 (3) ◽  
pp. 257-283 ◽  
Author(s):  
Fred R Eckman ◽  
Gregory K Iverson ◽  
Jae Yung Song
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Final Stage ◽  
Target Language ◽  
Phonological Structure ◽  
The Status ◽  
Prevailing View ◽  
Phonemic Contrasts

This article reports empirical findings from an ongoing investigation into the acquisition of second-language (L2) phonemic contrasts. Specifically, we consider the status and role of the phenomenon of hypercorrection in the various stages through which L2 learners develop and internalize a target language (TL) contrast. We adopt the prevailing view in both sociolinguistics and second language acquisition studies that hypercorrection results from a certain amount of linguistic insecurity on the part of the speaker. Based on 53 Korean speakers’ production of English target phonemes, we conclude that a series of hypercorrection errors may well represent the final stage in the acquisition of a contrast, and further, that in order for hypercorrection to occur, there must be a formal connection between the TL contrast being acquired and the phonological structure of the learner’s native language.

Resetting Universal Grammar parameters: evidence from Second Language Acquisition of Subjacency and the Empty Category Principle

1993 ◽  
Vol 9 (1) ◽  
pp. 49-83 ◽  
Author(s):  
Sigal Uziel
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Universal Grammar ◽  
First Language ◽  
Target Language ◽  
L2 Acquisition ◽  
Empty Category ◽  
Parameter Values ◽  
Category Principle

This article is concerned with whether the principles of UG are available in adult Second Language Acquisition (SLA) as in child first language acquisi tion. My hypothesis is that these principles are fully available to the L2 learner, and that the process of L2 acquisition is, in fact, a process of parameter-reassignment or new assignment in which the L2 learner resets the parameter-values of the L1 to their values in the L2. In order to test this hypothesis, I built on previous work by Martohardjono (1991) and conducted a study which examined the acquisition of two principles of UG, Subjacency and the Empty Category Principle, by native speakers of Hebrew learning English as a second language. I made a series of predictions with respect to the patterns of acquisition for various constructions in the target language, based on the assumption that L2 grammars are systems of knowledge guided by the internal logic, or 'systematicity' specified by UG. These predictions were borne out by the results of my study, leading to the conclusion that UG is indeed available in SLA. My conclusion corroborates other studies in the field which have reached similar conclusions (e.g., Flynn, 1987; White, 1988 and Martohardjono, 1991).

Universal Grammar and the critical age

1998 ◽  
Vol 21 (4) ◽  
pp. 611-612
Author(s):  
Julia Herschensohn
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Universal Grammar ◽  
Differences Of Opinion ◽  
Central Argument ◽  
Critical Age

Differences of opinion between Epstein, Flynn & Martohardjono (1996) and some commentators can be traced to different interpretations of Universal Grammar (UG) form or strategy. Potential full access to the form of linguistic universals in second language acquisition may be distinguished from access to UG strategy, but Epstein et al.'s dismissal of the Critical Age Hypothesis clouds their central argument.

Parameters or cues?

2004 ◽  
Vol 7 (1) ◽  
pp. 35-36 ◽  
Author(s):  
BRIAN MACWHINNEY
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Hebbian Learning ◽  
Universal Grammar ◽  
Back Propagation ◽  
Parameter Setting ◽  
Functional Categories ◽  
The Core ◽  
Over Time

Truscott and Sharwood Smith (henceforth T&SS) attempt to show how second language acquisition can occur without any learning. In their APT model, change depends only on the tuning of innate principles through the normal course of processing of L2. There are some features of their model that I find attractive. Specifically, their acceptance of the concepts of competition and activation strength brings them in line with standard processing accounts like the Competition Model (Bates and MacWhinney, 1982; MacWhinney, 1987, in press). At the same time, their reliance on parameters as the core constructs guiding learning leaves this model squarely within the framework of Chomsky's theory of Principles and Parameters (P&P). As such, it stipulates that the specific functional categories of Universal Grammar serve as the fundamental guide to both first and second language acquisition. Like other accounts in the P&P framework, this model attempts to view second language acquisition as involving no real learning beyond the deductive process of parameter-setting based on the detection of certain triggers. The specific innovation of the APT model is that changes in activation strength during processing function as the trigger to the setting of parameters. Unlike other P&P models, APT does not set parameters in an absolute fashion, allowing their activation weight to change by the processing of new input over time. The use of the concept of activation in APT is far more restricted than its use in connectionist models that allow for Hebbian learning, self-organizing features maps, or back-propagation.

The acquisition of preposition stranding by second language learners and parametric variation

1985 ◽  
Vol 1 (1) ◽  
pp. 18-46 ◽  
Author(s):  
Paul van Buren ◽  
Michael Sharwood Smith
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Universal Grammar ◽  
Target System ◽  
Binding Theory ◽  
Pilot Studies ◽  
Preposition Stranding ◽  
Government Binding

This paper discusses the application of Government Binding Theory to second language acquisition in the context of a project which is looking into the acquisition of preposition stranding in English and Dutch. The bulk of the discussion focuses on the theoretical problems involved. Firstly, the potential value of Government Binding Theory in principle is considered both in terms of the formulation of linguistic questions per se and also in terms of more specifically acquisitional questions having to do with the speed and order of acquisition. Secondly, some results in the pilot studies conducted so far in Utrecht are examined with respect to the theoretical usefulness of the framework adopted. The potential of the framework to generate sophisticated linguistic research questions is found to be undeniable. The acquisitional aspects need to be elaborated and adapted to cope with the special features of second, as opposed to first, language acquisition. This involves an elaboration of scenarios to be investigated: one in which the learner's initial assumption is that the unmarked setting of a given parameter of Universal Grammar holds for the target system, one in which the settings of parameters shared by the target and native systems are assumed to be identical, the second being a 'cross linguistic' scenario. These possibilities are considered in the light of the nature of evidence derived from the input and in the light of a set of possible learning strategies derived from the scenarios. The scenarios, the types of evidence and the strategies are spelled out in terms of the specific problem of preposition stranding in Universal Grammar, in Dutch and in English.

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