Markedness and the acquisition of the English dative alternation by L2 speakers

1987 ◽  
Vol 3 (1) ◽  
pp. 20-55 ◽  
Author(s):  
Roger Hawkins
Keyword(s):  
Universal Grammar ◽  
Judgment Task ◽  
Developmental Sequence ◽  
L2 Acquisition ◽  
Grammaticality Judgment ◽  
Dative Alternation ◽  
Diffi Cult ◽  
Base Form ◽  
Sentence Construction ◽  
Definition Of

A recent series of articles by Mazurkewich (1984a; 1984b; 1985) has suggested that the English dative alternation is acquired by L2 speakers in the sequence: [_ NP PP] → [_ NP NP]. This order of difficulty, it is argued in those papers, reflects an aspect of Universal grammar (UG): [_ NP PP] construc tions are part of core grammar and are therefore unmarked in UG, while [_ NP NP] constructions are peripheral and are therefore marked in UG. According to Mazurkewich, 'markedness' as defined by UG directly explains order of difficulty: constructions that are deemed marked in UG are more diffi cult for L2 speakers to acquire than unmarked constructions. The present study reexamines the acquisition of the English dative alternation across a wider range of dative verbs than was considered by Mazurkewich. A group of French L 1 subjects were given two different tasks: a grammaticality judgment task and a sentence construction task. It was found that although the results confirm an order of difficulty: [_ NP PP] → [_ NP NP], this developmental sequence conceals a more complex set of stages in the acquisition of the dative alternation involving features like the syntactic distributional subclass of the verb in ques tion, whether the dative object involved is a lexical NP or a pronoun, and the syllabic structure of the base form of the verb. These features, it turns out, interact to produce a multistaged developmental sequence. This finding calls into question the usefulness of a UG definition of markedness in explaining the L2 acquisition of the English dative alternation. An alternative account is pro posed in terms of the familiar psycholinguistic notion of 'learning complexity' which seems to offer a better account of the acquisition process.

THE INTERACTION OF INSTRUCTION AND LEARNER-INTERNAL FACTORS IN THE ACQUISITION OF L2 MORPHOSYNTAX

2000 ◽  
Vol 22 (2) ◽  
pp. 169-208 ◽  
Author(s):  
Paul D. Toth
Keyword(s):  
Native Speaker ◽  
Universal Grammar ◽  
First Language ◽  
Judgment Task ◽  
L2 Acquisition ◽  
Internal Factors ◽  
L1 Transfer ◽  
Verb Classes ◽  
Grammaticality Judgment ◽  
English Speaking

This study considers the role of instruction, second language (L2) input, first language (L1) transfer, and Universal Grammar (UG) in the development of L2 morphosyntactic knowledge. Specifically, it investigates the acquisition of the Spanish morpheme se by English-speaking adult learners. Participants included 91 university students and 30 Spanish native-speaker controls. Learners received form-focused, communicative instruction on se for one week and were tested before, immediately following, and 24 days after the treatment period. Assessment consisted of a grammaticality judgment task and two production tasks using se in a variety of verb classes. The results showed that se had been added to many learners' grammars, but also that L1-derived forms and overgeneralization errors had not been completely preempted. These findings are taken as evidence that the development of L2 grammars is affected by a number of independent, yet cooperating, knowledge sources, which thus supports a modular account of L2 acquisition.

scholarly journals MORPHOLOGICAL AND SYNTACTIC TRANSFER IN CHILD L2 ACQUISITION OF THE ENGLISH DATIVE ALTERNATION

2002 ◽  
Vol 24 (4) ◽  
pp. 579-616 ◽  
Author(s):  
Melinda Whong-Barr ◽  
Bonnie D. Schwartz
Keyword(s):  
Judgment Task ◽  
L2 Acquisition ◽  
Double Object ◽  
Korean Children ◽  
Grammaticality Judgment ◽  
Dative Alternation ◽  
L1 Influence ◽  
Accusative Constructions ◽  
L1 Acquisition ◽  
L1 English

This experimental study compares the acquisition of the English to- and for-dative alternation by L1 English, L1 Japanese, and L1 Korean children. It is well known that there are restrictions on the verbs that can enter into the dative alternation—for example, you can show the results to someone and show someone the results; and you can demonstrate the results to someone but you cannot *demonstrate someone the results. L1 children sometimes overextend the double-object variant to verbs that disallow it. One question we investigate is whether L2 children, like L1 children, overextend the double-object variant. A second question we probe is whether L2 children, like L2 adults, transfer properties of the L1 grammar. Japanese disallows all double-accusative constructions. Korean disallows them with analogues of to-dative verbs; but with analogues of for-dative verbs, Korean productively allows them—more broadly, in fact, than English—if the benefactive verbal morpheme cwu- is added. Results from an oral grammaticality judgment task show (a) that all groups allow illicit to-dative double-object forms and (b) that the Japanese—but not the Koreans—allow illicit for-dative double-object forms. This bifurcation, we argue, stems from the fact that Korean (but not Japanese) has an overt morphological licensor for double objects. We thus find evidence of both (a) overgeneralization, like in L1 acquisition, and (b) L1 influence, like in adult L2 acquisition, in this case from the (syntactic) argument-changing properties of overt morphology.

L2 Grammar and L2 Processing in the Acquisition of Spanish Prepositional Relative Clauses

2014 ◽  
Vol 18 (4) ◽  
pp. 577-596 ◽  
Author(s):  
SILVIA PERPIÑÁN
Keyword(s):  
Real Time ◽  
Relative Clauses ◽  
Native Speakers ◽  
Universal Grammar ◽  
Judgment Task ◽  
Linguistic Knowledge ◽  
Time Data ◽  
Arabic Speakers ◽  
Grammaticality Judgment ◽  
The One

This paper investigates the acquisition of prepositional relative clauses in L2 Spanish by English and Arabic speakers to understand the role of previous linguistic knowledge and Universal Grammar on the one hand, and the relationship between grammatical knowledge and its use in real-time, on the other. An oral production task and an on-line self-paced grammaticality judgment task were analyzed. Results indicated that the acquisition of oblique relative clauses is a problematic area for L2 learners. Divergent results compared to native speakers in production and grammatical intuitions were found; however, L2 reading time data showed the same real-time effects that native speakers had, suggesting that the problems with this construction are not necessarily linked to processing deficits. These results are interpreted as evidence for the ability to apply universal processing principles in a second language, and the relative independence of the processing domain and the production system.

Verb movement in the L2 acquisition of English by adult native speakers of French

2005 ◽  
Vol 5 ◽  
pp. 35-76 ◽  
Author(s):  
Dalila Ayoun
Keyword(s):  
Native Speakers ◽  
Judgment Task ◽  
Production Task ◽  
L2 Acquisition ◽  
Verb Movement ◽  
School Students ◽  
Grammaticality Judgment ◽  
Performance Effects ◽  
Adverb Placement ◽  
Syntactic Properties

This study investigates the acquisition of English verb movement phenomena by two groups of adult French native speakers: a group of secondary school students and a group of university students. A group of English native speakers served as controls. Participants were administered a written questionnaire composed of a controlled production task, a grammaticality judgment task, and a preference/grammaticality judgment task, to test acquisition of the syntactic properties associated with the verb movement parameter (Pollock 1989, 1997). Instead of substantiating the anecdotal evidence that suggests that adverb placement errors persist into very advanced stages of English L2 acquisition, the present data support the successful acquisition of English adverb placement by French native speakers. It is argued that the advanced group has acquired the appropriate L2 parametric value as measured by the controlled production task; while results on the other two tasks are explained by performance effects.

Verb movement in French L2 acquisition

1999 ◽  
Vol 2 (2) ◽  
pp. 103-125 ◽  
Author(s):  
Dalila Ayoun
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Judgment Task ◽  
Production Task ◽  
L2 Acquisition ◽  
Verb Movement ◽  
Grammaticality Judgment ◽  
L2 Learners ◽  
Theoretical Predictions ◽  
Parameter Resetting

This study investigates the acquisition of verb movement phenomena in the interlanguage of English native speakers learning French as a second language. Participants (n=83), who were enrolled in three different classes, were given a grammaticality judgment task and a production task. The French native speakers' results (n=85) go against certain theoretical predictions for negation and adverb placement in nonfinite contexts, as well as for quantification at a distance. The production task results, but not the grammaticality judgment results, support the hypothesis that the effects of parameter resetting successfully appear in the interlanguage of adult L2 learners.

MOTION VERBS WITH GOAL PPs IN THE L2 ACQUISITION OF ENGLISH AND JAPANESE

2001 ◽  
Vol 23 (2) ◽  
pp. 153-170 ◽  
Author(s):  
Shunji Inagaki
Keyword(s):  
English Learners ◽  
Argument Structure ◽  
Judgment Task ◽  
Motion Verbs ◽  
L2 Acquisition ◽  
Directed Motion ◽  
Japanese Learners Of English ◽  
Grammaticality Judgment ◽  
L1 Influence ◽  
Japanese Learners

In English, manner-of-motion verbs (walk, run) and directed motion verbs (go) can appear with a prepositional phrase that expresses a goal (goal PP) as in John walked (ran, went) to school. In contrast, Japanese allows only directed motion verbs to occur with a goal PP. Thus, English allows a wider range of motion verbs to occur with goal PPs than Japanese does. Learnability considerations, then, lead me to hypothesize that Japanese learners will learn manner-of-motion verbs with goal PPs in English from positive evidence, whereas English learners will have difficulty learning that manner-of-motion verbs with goal PPs are impossible in Japanese because nothing in the input will tell them so. Forty-two intermediate Japanese learners of English and 21 advanced English learners of Japanese were tested using a grammaticality judgment task with pictures. Results support this prediction and provide a new piece of evidence for the previous findings indicating that L1 influence persists when an argument structure in the L2 constitutes a subset of its counterpart in the L1.

scholarly journals From a simple to a complex aspectual system: Feature reassembly in L2 acquisition of Chinese imperfective markers by English speakers

2020 ◽  
pp. 026765832091143
Author(s):  
Yanyu Guo
Keyword(s):  
Judgment Task ◽  
Matching Task ◽  
Semantic Features ◽  
L2 Acquisition ◽  
Advanced Learners ◽  
Imperfective Aspect ◽  
Grammaticality Judgment ◽  
Feature Reassembly ◽  
L1 Influence ◽  
English Speaking

This article reports on an empirical study on the acquisition of Chinese imperfective markers ( zai, - zheP and - zheR) by English-speaking learners at three proficiency levels. Compared to English, Chinese has a richer imperfective aspect in terms of markers (forms) and features (meanings). Results are presented from a grammaticality judgment task, a sentence–picture matching task and a sentence completeness judgment task. We find that advanced learners are successful in reassembling additional semantic features (e.g. the [+durative] feature of zai and the [+atelic] feature of -zheP) when the first language (L1) and second language (L2) functional categories to which the to-be-added features belong are the same. However, advanced learners have problems in differentiating between the interpretations of the progressive zai and the resultant-stative - zheR, and are not sensitive to the incompleteness effect of - zheP, which indicates that discarding L1-transferred features is arduous for learners. Our findings, in general, support the predictions of the Feature Reassembly Hypothesis (Lardiere, 2009). In addition, there is some evidence obtained for L1 influence, which persists at an advanced stage.

scholarly journals HOW EXPLICIT KNOWLEDGE AFFECTS ONLINE L2 PROCESSING

2015 ◽  
Vol 37 (2) ◽  
pp. 237-268 ◽  
Author(s):  
Sible Andringa ◽  
Maja Curcic
Keyword(s):  
Eye Tracking ◽  
Explicit Knowledge ◽  
Judgment Task ◽  
L2 Acquisition ◽  
Production Studies ◽  
Online Processing ◽  
Grammaticality Judgment ◽  
L2 Processing ◽  
Object Marking ◽  
Types Of Instruction

Form-focused instruction studies generally report larger gains for explicit types of instruction over implicit types on measures of controlled production. Studies that used online processing measures—which do not readily allow for the application of explicit knowledge—however, suggest that this advantage occurs primarily when the target structure is similar in the first language (L1) and the second language (L2). This study investigated how explicit knowledge of a structure that does not exist in the L1 affects the initial stage of adult L2 acquisition. Fifty-one Dutch L1 speakers received a short auditory exposure (instruction) to a new language that included differential object marking (DOM), in which animate but not inanimate direct objects are preceded by a preposition. For 26 learners, the instruction was complemented by a brief rule explanation. Afterward, learners’ online processing and explicit knowledge of DOM were measured by means of eye-tracking (visual world paradigm) and oral grammaticality judgments. Results show that metalinguistic information promoted learners’ performance on the grammaticality judgment task. Although differences between the groups were also found on the eye-tracking measure, learners were not able to use DOM to predict the following object.

Eventive and stative passives in Spanish L2 acquisition: A matter of aspect

2008 ◽  
Vol 11 (3) ◽  
pp. 323-336 ◽  
Author(s):  
JOYCE BRUHN DE GARAVITO ◽  
ELENA VALENZUELA
Keyword(s):  
Empirical Study ◽  
Judgment Task ◽  
Selection Task ◽  
L2 Acquisition ◽  
Grammaticality Judgment ◽  
L2 Learners ◽  
The Subject ◽  
L2 Spanish ◽  
The Difference

This paper reports on an empirical study that examined knowledge of eventive and stative passives in the L2 Spanish grammar of L1 speakers of English. Although the two types of passive exist in English, the difference between them is not signaled in any specific way. In Spanish, in contrast, the distinction is marked by the choice of copula:seris used to form eventive passives,estarfor statives. Researchers agree that the two copulas, both of which translate as English “to be”, differ in relation to aspect:estaris perfective while ser is not marked for aspect (Schmitt, 1992). The question was whether L2 learners would be able to acquire the aspectual difference of the copulas and apply it to the formation of the passives. Two main tests were used, a Grammaticality Judgment Task and a Sentence Selection Task. The Grammaticality Judgment Task examined properties of the passives related, among other things, to aspect and agentivity. The Sentence Selection Task focused on the interpretation of the subject: only the subject of ser can be interpreted as generic. Although the learners in general distinguished between grammatical and ungrammatical sentences, they had not acquired the restriction on subject interpretation. These results are explained in terms of interfaces.

Zibun and locality in L2 Japanese

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Noriko Yoshimura ◽  
Mineharu Nakayama ◽  
Tomohiko Shirahata ◽  
Koichi Sawasaki ◽  
Yasushi Terao
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Universal Grammar ◽  
Judgment Task ◽  
Human Cognition ◽  
L2 Acquisition ◽  
Long Distance ◽  
Value Judgment ◽  
Interface Theory ◽  
Parameter Resetting

AbstractSecond language learners encounter difficulty in interpreting the anaphoric relationship between a reflexive pronoun and its antecedent because they often fail to reset their parameter appropriately. However, the recent interface theory has called this parameter conversion approach into question, in particular, whether L2 learners do indeed reset their language parameter during the course of L2 acquisition. This paper explores this issue by conducting an experiment with a truth-value judgment task on the interpretations of zibun among English and Chinese speaking adult learners of Japanese. The results support our hypothesis that the short-distance interpretation of zibun can be acquired early if “locality” is the core notion of human cognition, as assumed in Universal Grammar, whereas long distance interpretation takes time to acquire because of the syntax-pragmatics interface. We emphasize that the parameter resetting approach cannot provide a plausible account for this “short vs. long” asymmetry in the acquisition of zibun binding.

Sign in / Sign up

Export Citation Format

Share Document