Interpretation of English reflexives by adolescent speakers of Serbo-Croatian

1994 ◽  
Vol 10 (2) ◽  
pp. 125-156 ◽  
Author(s):  
Susan Bennett
Keyword(s):  
Second Language Acquisition ◽  
Sentence Comprehension ◽  
Native Speakers ◽  
Native Speaker ◽  
Universal Grammar ◽  
Task Type ◽  
L2 Acquisition ◽  
Long Distance ◽  
L1 Transfer ◽  
Multiple Choice Questionnaire

This article addresses the question of L1 transfer in L2 acquisition of reflexive binding. It incorporates recent research on Binding Theory which focuses on the relationship between morphological complexity of anaphors and the occurrence of long-distance binding of reflexives (cf. Yang, 1983; Pica, 1987; Hellan, 1988; Battistella, 1989; Huang and Tang, 1989; Cole et al., 1990; Progovac, 1992). Reflexives typically fall into two categories: simple (X0) reflexives that may take long-distance antecedents and complex (XP) refle xives that may not. Acquisition of the English binding pattern by native speakers of Serbo-Croatian requires recognition of the morphological com plexity of English reflexives. Prior to reanalysis, learners are predicted to transfer the L1 X0anaphor type and incorrectly assign long-distance antece dents to English XP reflexives.The interpretation of English reflexives by native speakers of Serbo- Croatian was investigated using two types of written sentence comprehension tasks. A picture identification task and a multiple-choice questionnaire were administered to intermediate ( n = 20) and advanced (n = 20) L2 learners and a group of English native speaker controls (n = 20). Results consistent across task type support the transfer hypothesis and suggest learners have access to Universal Grammar in second language acquisition.

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.

How native is near-native? The issue of ultimate attainment in adult second language acquisition

1996 ◽  
Vol 12 (3) ◽  
pp. 233-265 ◽  
Author(s):  
Lydia White ◽  
Fred Genesee
Keyword(s):  
Second Language Acquisition ◽  
Critical Period ◽  
Native Speakers ◽  
Universal Grammar ◽  
Critical Periods ◽  
L2 Acquisition ◽  
Period Effects ◽  
Native Speakers Of English ◽  
And Performance ◽  
Native Group

A number of studies have reported that there is a negative correlation between age of L2 acquisition and performance on a variety of measures of L2 ability, and that individuals who begin learning an L2 after approximately 15 years of age fail to attain native-like levels of competence. These results have been interpreted as support both for the hypothesis that there is a critical period for L2 acquisition and for the hypothesis that there is a maturational decline in access to Universal Grammar (UG). We argue that extant results are not an adequate test of the critical periods hypothesis because they are based on the performance of learners who have not necessarily achieved native-like proficiency in the L2. In this study, we develop criteria to establish whether an L2 speaker has achieved native-like proficiency. We compare the performance of three groups (near-native speakers of English, non-native speakers and controls) on two tasks designed to tap aspects of UG which have been claimed to be subject to critical period effects. We found no significant differences between our near-native group and native speakers on either of the tasks. We conclude that native-like competence in an L2 is achievable, even by older L2 learners.

Long and Short Verb Movement in Second Language Acquisition

1992 ◽  
Vol 37 (2) ◽  
pp. 273-286 ◽  
Author(s):  
Lydia White
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Universal Grammar ◽  
Linguistic Competence ◽  
Functional Categories ◽  
L2 Acquisition ◽  
Verb Movement ◽  
Linguistic Behaviour ◽  
Suitable Explanation

Current linguistic theory offers a highly detailed account of what linguistic competence consists of, as well as an indication of how that competence is acquired by L1 learners, via an innate Universal Grammar (UG). In second language (L2) acquisition, a major issue is the nature of the L2 learner’s competence and the degree to which it is similar to or different from the competence attained by native speakers. A theory of linguistic competence is essential to our understanding of what L2 competence might consist of, and should inform L2 acquisition research (Gregg 1989). In this paper, I will adopt certain recent proposals concerning verb movement and the functional categories Agreement and Tense (Chomsky 1989; Pollock 1989), and investigate whether these proposals can provide a suitable explanation of the linguistic behaviour of French learners of English.

A CASE STUDY OF NL INFLUENCE IN UNIS FKIP ENGLISH DEPARTMENT STUDENTS' INTERLANGUAGE

2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Universal Grammar ◽  
Similar System ◽  
The One ◽  
L1 Acquisition

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).

Transfer and unlearning of topic prominence by Chinese learners of English

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Hui Chang ◽  
Lilong Xu
Keyword(s):  
Second Language ◽  
Universal Grammar ◽  
L2 Acquisition ◽  
L1 Transfer ◽  
Chinese Speakers ◽  
English Only ◽  
Cognitive States ◽  
Chinese Learners ◽  
Topic Constructions ◽  
Chinese Learners Of English

Abstract Chinese allows both gapped and gapless topic constructions without their usage being restricted to specific contexts, while English only allows gapped topic constructions which are used in certain contexts. In other words, Chinese uses ‘topic prominence’, whereas English does not. The contrast between English and Chinese topic constructions poses a learnability problem for Chinese learners of English. This paper uses an empirical study investigating first language (L1) transfer in the case of Chinese learners of English and the extent to which they are able to unlearn topic prominence as they progress in second language (L2) English. Results of an acceptability judgment test indicate that Chinese learners of English initially transfer Chinese topic prominence into their English, then gradually unlearn Chinese topic prominence as their English proficiency improves, and finally unlearn Chinese topic prominence successfully. The results support the Full Transfer Theory (Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the Full Transfer/Full Access model. Second Language Research 12. 40–72) and the Variational Learning Model (Yang, Charles. 2004. Universal Grammar, statistics or both? Trends in Cognitive Sciences 8. 451–456), but contradict the proposal that the topic prominence can never be transferred but may be unlearned from the beginning in Chinese speakers’ acquisition of English (Zheng, Chao. 2001. Nominal Constructions Beyond IP and Their Initial Restructuring in L2 Acquisition. Guangzhou: Guangdong University of Foreign Studies Ph.D. dissertation). In addition, the type of topic constructions that is used and whether or not a comma is added after the topic have an effect on learners’ transfer and unlearning of topic prominence. It is proposed that the specification of Agr(eement) and T(ense) as well as the presence of expletive subjects in English input can trigger the unlearning of topic prominence for Chinese learners of English.

Second language acquisition: Theoretical and experimental issues in contemporary research

1996 ◽  
Vol 19 (4) ◽  
pp. 677-714 ◽  
Author(s):  
Samuel David Epstein ◽  
Suzanne Flynn ◽  
Gita Martohardjono
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Universal Grammar ◽  
Functional Categories ◽  
L2 Acquisition ◽  
Psycholinguistic Research ◽  
Explanatory Theory ◽  
Parameter Values ◽  
Theoretical Issues

AbstractTo what extent, if any, does Universal Grammar (UG) constrain second language (L2) acquisition? This is not only an empirical question, but one which is currently investigable. In this context, L2 acquisition is emerging as an important new domain of psycholinguistic research. Three logical possibilities have been articulated regarding the role of UG in L2 acquisition: The first is the “no access” hypothesis that claims that no aspect of UG is available to the L2 learner. The second is the “partial access” hypothesis that claims that only LI instantiated principles and LI instantiated parameter-values of UG are available to the learner. The third, called the “full access” hypothesis, asserts that UG in its entirety constrains L2 acquisition.In this paper we argue that there is no compelling evidence to support either of the first two hypotheses. Moreover, we provide evidence concerning functional categories in L2 acquisition consistent with the claim that UG is fully available to the L2 learner (see also Flynn 1987; Li 1993; Martohardjono 1992; Schwartz & Sprouse 1991; Thomas 1991; White 1989). In addition, we will attempt to clarify some of currently unclear theoretical issues that arise with respect to positing UG as an explanatory theory of L2 acquisition. We will also investigate in some detail certain crucial methodological questions involved in experimentally testing the role of UG in L2 acquisition and finally, we will present a set of experimental results of our own supporting the “Full Access” hypothesis.

scholarly journals Effects of L1 Transfer Are Profound, Yet Native-Like Processing Strategy Is Attainable: Evidence From Advanced Learners’ Production of Complex L2 Chinese Structures

2021 ◽  
Vol 12 ◽  
Author(s):  
Fuyun Wu ◽  
Jun Lyu ◽  
Yanan Sheng
Keyword(s):  
Native Speakers ◽  
L2 Acquisition ◽  
Advanced Learners ◽  
L1 Transfer ◽  
Processing Strategies ◽  
Asymmetric Pattern ◽  
Chinese Learners ◽  
L2 Chinese ◽  
Ultimate Attainment ◽  
English Group

English as a verb-medial language has a short-before-long preference, whereas Korean and Japanese as verb-final languages show a long-before-short preference. In second language (L2) research, little is known regarding how L1 processing strategies affect the ultimate attainment of target structures. Existing work has shown that native speakers of Chinese strongly prefer to utter demonstrative-classifier (DCL) phrases first in subject-extracted relatives (DCL-SR-N) and DCLs second in object-extracted relatives (OR-DCL-N). But it remains unknown whether L2 learners with typologically different language backgrounds are able to acquire native-like strategies, and how they deviate from native speakers or even among themselves. Using a phrase-assembly task, we investigated advanced L2-Chinese learners whose L1s were English, Korean, and Japanese, because English lacks individual classifiers and has postnominal relative clause (RC), whereas Korean and Japanese have individual classifiers and prenominal RCs. Results showed that the English and Korean groups deviated from the native controls’ asymmetric pattern, but the Japanese group approximated native-like performance. Furthermore, compared to the English group, the Korean and Japanese groups favored the DCL-second configuration in SRs and ORs. No differences were found between the Korean and Japanese groups. Overall, our findings suggest that L1 processing strategies play an overarching role in L2 acquisition of asymmetric positioning of DCLs in Chinese RCs.

The Use of Videoconferencing and Unprescribed Conversation for Listening Comprehension in L2 Spanish

2020 ◽  
Vol 10 (3) ◽  
pp. 1-15
Author(s):  
Laurie Massery ◽  
Claudio Fuentes
Keyword(s):  
Second Language Acquisition ◽  
Listening Comprehension ◽  
Native Speakers ◽  
Native Speaker ◽  
National Standards ◽  
Target Language ◽  
Treatment Groups ◽  
System Data ◽  
L2 Listening ◽  
Guided Instruction

The following research investigates the effect that unprescribed1 conversation with native speakers of the target language had on learners' L2 listening comprehension skills at the beginning (n=21) and advanced intermediate levels of Spanish (n=27). Treatment groups completed two-thirty-minute conversations with native speakers via videoconferencing throughout the semester, while the control groups carried out unilateral oral exams using the Canvas course management system. Data was collected using the Avant Stamp Test, an online testing program that is based on the national standards outlined by the American Council on the Teaching of Foreign Language (i.e., ACTFL). The results of the study revealed that learners at the Intermediate I (InterI) level significantly improved as a result of the oral interactions, while the Intermediate II learners (InterII)—who possessed more developed grammatical and lexical skills, as well as overall experience in L2 than their Intermediate I level counterparts—did not significantly improve as a result of the treatment. Although many of the studies in this area of inquiry emphasize the need for guided instruction, explicit strategy and lexical recognition in aural development, it is argued here that unprescribed conversation with native speakers—a much less contrived and more authentic approach to aural acquisition—can also significantly improve listening ability in L2. Therefore, with the present study, the authors contribute to current literature in Second Language Acquisition that centers on aural development and the role of native speaker interaction in learners' auditory growth.

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.

Variation in Native Speaker Speech Modification to Non-Native Speakers

1985 ◽  
Vol 7 (1) ◽  
pp. 37-57 ◽  
Author(s):  
Susan M. Gass ◽  
Evangeline Marlos Varonis
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Native Speaker ◽  
Negotiation Of Meaning ◽  
Data Bases ◽  
Proficiency Levels ◽  
Telephone Interviews

This study builds upon prior research dealing with the nature of discourse involving non-native speakers. In particular, we examine variables influencing native speaker foreigner talk and the form that speech modification takes. The data bases are (1) 80 taped telephone interviews between NNSs at two distinct proficiency levels, (interviewer) and NSs (interviewee), and (2) 20 NS-NS interviews. We consider five variables: 1) negotiation of meaning, 2) quantity of speech, 3) amount of repair (following a specific NNS request for repair), 4) elaborated responses, and 5) transparent responses. We find that the speech of NSs changes as a function of an NNS's ability to understand and be understood. We further suggest a general cognitive principle—transparency—underlying aspects of both foreigner talk and second language acquisition.

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