Selective vulnerability in very advanced L2 grammars: Evidence from VPE constraints

2018 ◽  
Vol 35 (2) ◽  
pp. 225-252
Author(s):  
Kholoud A Al-Thubaiti
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Selective Vulnerability ◽  
Judgment Task ◽  
Verb Phrase Ellipsis ◽  
Saudi Arabic ◽  
Syntactic Properties ◽  
English Verb ◽  
Acceptability Judgment

This study examines whether the second language acquisition (L2A) of syntactic properties at the interfaces is problematic for L2 learners. English verb phrase ellipsis (VPE) was tested as an interface property which involves feature interpretability. Two subtle contrasts of VPE at different grammar-internal interfaces were examined: (a) copula be and lexical verb ellipsis at the syntax–lexicon interface (*John is here, and Mary will too vs. John slept, and Mary will too), and (b) progressive be and perfective have stranding at the syntax–semantics interface (*John slept, and Mary was too vs. Peter saw your parents last week, but he hasn’t since). Unlike (a), the contrast in (b) requires identifying (un)interpretable features on -ing and -en to recover the semantics of the elided material. Since Saudi Arabic does not license VPE, (very-)advanced English L2 speakers whose first language (L1) is Saudi Arabic were tested. The results from a bimodal timed acceptability judgment task showed they were more target-like on the contrast at the syntax–lexicon interface than they were on the syntax–semantics interface. They particularly deviated from target-like judgments on have stranding which requires recognizing the perfective uninterpretable feature on - en. These results suggest selective vulnerability at grammar-internal interfaces whenever uninterpretable features are involved.

Dummy auxiliaries in the second language acquisition of Moroccan learners of Dutch: Form and function

2010 ◽  
Vol 26 (4) ◽  
pp. 473-500 ◽  
Author(s):  
Ineke van de Craats ◽  
Roeland van Hout
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Semantic Content ◽  
Form And Function ◽  
Syntactic Function ◽  
Syntactic Properties ◽  
And Function ◽  
Germanic Languages

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.

Pre-emption of L1 properties in the L2 acquisition of English wh-interrogatives: Effects of L2 proficiency and age of onset

2020 ◽  
Vol 58 (4) ◽  
pp. 443-473
Author(s):  
Kholoud A. Al-Thubaiti
Keyword(s):  
Critical Period ◽  
Age Of Onset ◽  
First Language ◽  
Native English Speakers ◽  
Judgment Task ◽  
English Speakers ◽  
L2 Acquisition ◽  
L2 Proficiency ◽  
Saudi Arabic ◽  
Acceptability Judgment

AbstractThis study investigates whether second language (L2) speakers can pre-empt a first language (L1) property which involves uninterpretable features, such as resumption. The Interpretability Hypothesis predicts persistent L1 effects in L2 grammars because uninterpretable features resist resetting beyond some critical period (Tsimpli and Dimitrakopoulou 2007). Unlike English, Saudi Arabic allows grammatical resumption in complex wh-interrogatives, which is highly preferred with (D)iscourse-linked wh-forms (e. g. ʔayy-NP ‘which-NP’) but disallowed with non-D-linked ones (e. g. ʔeeʃ ‘what’). The study was conducted with fifteen native English speakers and 34 (very)-advanced Saudi Arabic L2 speakers of English with age of onset (AO 1–13 years). In a bimodal, timed acceptability judgment task, their accuracy judgments of 32 (un)grammatical wh-interrogatives were tested. As predicted, results show that L2 speakers of very advanced levels inaccurately accepted resumption especially with D-linked wh-interrogatives. The results also show non-significant differences between AO 1–6 and 7–13 years in their rejection accuracy of resumption.

Funktionale Kategorien in der PP und deren Zweitspracherwerb

2011 ◽  
Vol 30 (2) ◽  
Author(s):  
Daniel Gutzmann ◽  
Katharina Turgay
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Primary School Children ◽  
Functional Categories ◽  
L2 Acquisition ◽  
Acquisition Order ◽  
Hierarchical Ordering ◽  
Syntactic Properties ◽  
L1 Acquisition

AbstractThe prepositional phrase (PP) in German has complex morpho-syntactic properties and therefore constitutes a challenge for children both in first and in second language acquisition. The prototypical German PP is headed by a preposition selecting for a determiner phrase (DP). Beside using a determiner and correctly marking the morpho-syntactic features inside the DP, the children have to learn that there is a prepositional element that is the head of the PP. Since the structure of the PP can be divided further into functional projections for local and directional PPs, there are at least three functional elements for the children to be learned. We conducted an empirical study with 40 Turkish speaking primary school children in L2 acquisition together with two control groups of children in L1 acquisition to examine how the functional categories inside the PP are acquired and whether their acquisition concurs to the hierarchical ordering and acquisition pattern attested for the first language acquisition of German, or whether a transfer from their L1 can be observed. Our data shows similarities to the attested acquisition order, at least to its later stages, but does not concur to the hierarchical ordering since local PPs seem to be acquired later than directional ones even if the latter are ordered higher in the phrasal hierarchy. Furthermore, we observe no transfer from the subjects' L1 regarding the linearization of the preposition, even though Turkish PPs are head final.

Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism—ERRATUM

2013 ◽  
Vol 34 (2) ◽  
pp. 417-417 ◽  
Author(s):  
HOLGER HOPP ◽  
MONIKA S. SCHMID
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Open Access ◽  
First Language ◽  
Age Of Acquisition ◽  
Foreign Accent ◽  
Language Attrition ◽  
First Language Attrition ◽  
The Impact

The open access copyright line contained within this page was not included in the original FirstView article or the print article contained within this issue. We sincerely regret these errors and any problems they may have caused.

Long-distance wh-movement and long-distance wh-movement avoidance in L2 English: Evidence from French and Bulgarian speakers

2014 ◽  
Vol 31 (2) ◽  
pp. 179-210 ◽  
Author(s):  
Nikolay Slavkov
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Processing Load ◽  
Long Distance ◽  
Canadian French ◽  
Equivalent Length ◽  
Show Evidence ◽  
L1 Acquisition

This article investigates spoken productions of complex questions with long-distance wh-movement in the L2 English of speakers whose first language is (Canadian) French or Bulgarian. Long-distance wh-movement is of interest as it can be argued that it poses difficulty in acquisition due to its syntactic complexity and related high processing load. Adopting the derivational complexity hypothesis, which has so far been applied to long-distance (LD) wh-movement in L1 acquisition and child second language acquisition, I argue that adult L2 learners also show evidence that questions with LD wh-movement are often replaced by alternative utterances with lower derivational complexity. I propose that such utterances, which are sometimes of equivalent length and with similar meaning to the targeted LD wh-structures, are avoidance strategies used by the learners as an intermediate acquisition resource. That is, such strategies are used as an escape-hatch from the derivational complexity of LD wh-movement. Overall, the results of this research indicate that the link between the number and complexity of derivational steps in a given structure is a fruitful area with strong potential in the second language acquisition field.

Raadsels van tweedetaalverwerving

2012 ◽  
Vol 1 (1) ◽  
pp. 150-159
Author(s):  
Jan H. Hulstijn
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Scientific Inquiry ◽  
Multidisciplinary Approach ◽  
First Language ◽  
Fast Acquisition ◽  
Developmental Sequences

This paper predicts that the study of second language acquisition, as a young discipline of scientific inquiry in its own right, faces a bright future, but only if its scholarly community critically re-examines some notions and assumptions that have too long been taken for granted. First, it is time to reconsider familiar dichotomies, such as second versus foreign language and natural versus instructed language learning. Furthermore, it is worth checking whether and to what extent the puzzling phenomena to be explained by language acquisition theories do really exist (such as uniformity and success and fast acquisition rates in first language acquisition and universal developmental sequences in second language acquisition). The paper furthermore pleas for a multidisciplinary approach to the explanation of the fundamental puzzles of first and second language acquisition and bilingualism, including bridging the divide between psycholinguistic and socio-cultural theories.

Natural Phonology and Second Language Acquisition

1996 ◽  
Vol 55 ◽  
pp. 9-21
Author(s):  
Niclas Abrahamsson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
First Language Acquisition ◽  
Original Theory ◽  
Preliminary Model ◽  
Language Research ◽  
Promising Application ◽  
Phonetic Value

This paper looks at whether Natural Phonology can be directly applied to second language acquisition. First, the original theory, as presented by Stampe and Donegan in the 1970s, is outlined. Secondly, its application to first language acquisition is presented, as this is highly crucial for the following discussion on the naturalness of second language phonology. Thirdly, an attempt is made to establish a preliminary model of the application to second language speech. Findings indicate that Natural Phonology is able to, if not resolve, then at least shed some light on a controversial issue in second language research, namely the distinction between interference and development. With the dichotomy of processes vs. rules offered by Natural Phonology, and hence the interpretation of deviations in second language research as the result of failure of suppression and limitation of processes (instead of as the result of interference from LI phonological rules), the interference/ development distinction collapses. In addition, a principle of closest phonetic value' is postulated in order to explain substitutional variation across learners with differing LI backgrounds. Although highly promising, application of Natural Phonology to second language issues also raises inherent problems in the original theory that need to be resolved. Instead of the notions of innateness and latency of processes proposed by Stampean Natural Phonology, in this paper, suggestions are made concerning the brain's early programming of processes in the form of a model which covers both first and second language acquisition.

PRAGMATICS: CRITICAL CONCEPTS. VOL. 1: DAWN AND DELINEATION. VOL. 2: SPEECH ACT THEORY AND PARTICULAR SPEECH ACTS. VOL. 3: INDEXICALS AND REFERENCE. VOL. 4: PRESUPPOSITION, IMPLICATURE, AND INDIRECT SPEECH ACTS. VOL. 5: COMMUNICATION, INTERACTION, AND DISCOURSE. VOL. 6: PRAGMATICS: GRAMMAR, PSYCHOLOGY, AND SOCIOLOGY.Asa Kasher (Ed.). London: Routledge, 1998. Vol. 1: Pp. xi + 154. Vol. 2: Pp. vi + 511. Vol. 3: Pp. 217. Vol. 4: Pp. vi + 722. Vol. 5: Pp. vi + 490. Vol. 6: Pp. vi + 559. $905.00 cloth.

2000 ◽  
Vol 22 (1) ◽  
pp. 120-122
Author(s):  
Susan Foster-Cohen
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Speech Acts ◽  
First Language ◽  
Free Standing ◽  
Philosophical Approach ◽  
Indirect Speech Acts ◽  
Dan Sperber ◽  
Paul Grice ◽  
François Recanati

This six-volume, beautifully bound, boxed set contains 112 reprinted papers covering the history and development of modern theoretical pragmatics from its beginnings back in the 1940s and '50s with Charles Morris, Rudolf Camap, Yehoshua Bar-Hillel, via the major works in the 1970s of those such as Stalnaker, Bach and Hamish, J. L. Austin, John Searle, and Paul Grice, to the more recent contributions of, among many others, Dan Sperber and Deirdre Wilson, François Recanati, and Anna Wierzbicka. The bulk of the contributions, either free-standing papers or sections from books, come out of what one might term a philosophical approach to pragmatics, but toward the end of the collection there is an attempt to cover more ethnographically rooted approaches and even to get into applied pragmatic issues related to aphasia, first language acquisition, second language acquisition (one paper), and politics.

scholarly journals Second Language Acquisition as a Discipline: A Historical Perspective

2019 ◽  
Vol 2 ◽  
pp. 55-64
Author(s):  
Nabaraj Neupane
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
First Language ◽  
Developmental Phase ◽  
History Of ◽  
Diachronic Study ◽  
Background Phase ◽  
Separate Discipline

Second language acquisition (SLA) generates and tests the theories concerning the acquisition of languages other than first language (L1) in different contexts. Even if SLA is a nascent discipline, its history is remarkable and helpful to seek the answers to the questions that researchers are raising in the field of second language or foreign language. Based on this context, this article aims to recount the history of the burgeoning discipline that heavily draws from numerous disciplines like linguistics, psychology, sociolinguistics, psycholinguistics, and so on. To achieve the objective, document analysis method has been used. The analysis and interpretation of the available documents exhibit that the traces of SLA were observed in the studies that address the issue of language transfer. Specifically, the diachronic study proves that the development of the discipline has undergone three evolving phases like background, formative, and developmental. The background phase caters for behaviourism, contrastive analysis hypothesis, and the attacks on the fundamental premises of behaviourism. The formative phase deals with Chomsky’s revolutionary steps, error analysis, interlanguane theory, morpheme order studies, and the Krashen’s monitor model that opened up the avenues for further studies of SLA. The developmental phase recounts various studies that have consolidated SLA as a separate discipline.

Genericity in third language English: Acquisition pattern and transfer in ultimate attainment

2019 ◽  
Vol 24 (2) ◽  
pp. 266-288 ◽  
Author(s):  
Abdelkader Hermas
Keyword(s):  
Noun Phrase ◽  
First Language ◽  
Judgment Task ◽  
L1 Transfer ◽  
Third Language ◽  
Bare Plurals ◽  
Existential Interpretation ◽  
Sentence Level ◽  
Ultimate Attainment ◽  
Acceptability Judgment

This study investigates the acquisition of genericity in advanced third language (L3) English. The learners are first language (L1) Moroccan Arabic–second language (L2) French adults. They completed an acceptability judgment task testing the interpretation of five count nominal types in noun phrase (NP)-level and sentence-level genericity: definite, indefinite and bare singulars, definite and bare plurals. The study defines the generic or non-generic status of every NP form in the learners’ L3 interlanguage. The results show that the L3 learners are target-like on the generic interpretation of bare plurals, although these are strictly existential in their native language and illicit in L2 French. Definite and bare singulars do not pose any difficulty either. In contrast, non-facilitative L1 transfer induces the generic interpretation of definite plurals and restricts indefinite singulars to the existential interpretation. The results show that the L3 learners do not distinguish NP-level from sentence-level genericity, reflecting L1 Arabic grammar where the two merge. They use the same pattern of NP types for the two types. Thus, knowledge of genericity in L3 English is a patchwork of target-like and non-target-like exponents.

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