scholarly journals Second language acquisition and first language loss in adult early bilinguals: exploring some differences and similarities

2005 ◽  
Vol 21 (3) ◽  
pp. 199-249 ◽  
Author(s):  
Silvina Montrul
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
First Language ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Heritage Speakers ◽  
L2 Learners ◽  
The Usa ◽  
English Dominant

This study compares the linguistic knowledge of adult second language (L2) learners, who learned the L2 after puberty, with the potentially ‘eroded’ first language (L1) grammars of adult early bilinguals who were exposed to the target language since birth and learned the other language simultaneously, or early in childhood (before age 5). I make two main claims: (1) that the L1 grammar of bilinguals at a given stabilized state (probably endstate) resembles the incomplete (either developing or stabilized) grammars typical of intermediate and advanced stages in L2 acquisition; and (2) that despite similar patterns of performance, when language proficiency is factored in, early bilinguals are better than the L2 learners, probably due to exposure to primary linguistic input early in childhood. I offer empirical evidence from an experimental study testing knowledge of the syntax and semantics of unaccusativity in Spanish, conducted with English-speaking L2 learners and English-dominant Spanish heritage speakers living in the USA. I consider recent treatments of unaccusativity and language attrition within the generative framework (Sorace, 1999; 2000a; 2000b), that offer a unifying account of the formal parallels observed between these two populations I discuss how input, use and age may explain differences and similarities in the linguistic attainment of the two groups.

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

2011 ◽  
Vol 34 (2) ◽  
pp. 361-394 ◽  
Author(s):  
HOLGER HOPP ◽  
MONIKA S. SCHMID
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Age Of Onset ◽  
First Language ◽  
Target Language ◽  
Foreign Accent ◽  
L2 Acquisition ◽  
L2 Learners ◽  
The One ◽  
The Impact

ABSTRACTThis study investigates constraints on ultimate attainment in second language (L2) pronunciation in a direct comparison of perceived foreign accent of 40 late L2 learners and 40 late first language (L1) attriters of German. Both groups were compared with 20 predominantly monolingual controls. Contrasting participants who acquired the target language from birth (monolinguals, L1 attriters) with late L2 learners, on the one hand, and bilinguals (L1 attriters, L2ers) with monolinguals, on the other hand, allowed us to disentangle the impacts of age of onset and bilingualism in speech production. At the group level, the attriters performed indistinguishably from controls, and both differed from the L2 group. However, 80% of all L2ers scored within the native (attriter) range. Correlational analyses with background factors further found some effects of use and language aptitude. These results show that acquiring a language from birth is not sufficient to guarantee nativelike pronunciation, and late acquisition does not necessarily prevent it. The results are discussed in the light of models on the role of age and cross-linguistic influence in L2 acquisition.

Relativization strategies in SLA

2012 ◽  
Vol 28 (4) ◽  
pp. 443-476
Author(s):  
Eleonora Luzi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Relative Clauses ◽  
First Language ◽  
Target Language ◽  
Functional Difference ◽  
Proficiency Levels ◽  
Linguistic Research ◽  
L1 Influence ◽  
Restrictive Relative Clauses

This article examines the process of acquisition of relative clauses in second language (L2) Italian. Despite the fact that linguistic research clearly evidences a distinction between restrictive relative clauses and non-restrictive relative clauses, second language acquisition studies have so far investigated the acquisition of relative clauses disregarding this fundamental and functional difference. Based on the analysis of oral data of 96 L2 Italian students of two different Common European Framework of Reference proficiency levels (B1 and C2), this study examines occurrences of target language relative clauses and of other strategies of relativization (i.e. coordinated sentences), analysing proficiency and first language (L1) influence on distribution. The significant differences in the distribution of alternative relativization strategies between the two groups and the non-restrictive function of coordinated sentences lead to the hypothesis that there are two distinct patterns of acquisition: one for restrictive and another for non-restrictive relative clauses.

scholarly journals Chunk use and development in advanced Chinese L2 learners of English

2016 ◽  
Vol 22 (2) ◽  
pp. 148-168 ◽  
Author(s):  
Junping Hou ◽  
Hanneke Loerts ◽  
Marjolijn H. Verspoor
Keyword(s):  
Second Language ◽  
First Language ◽  
Target Language ◽  
Future Research ◽  
Complexity Measures ◽  
Advanced Learners ◽  
English Classes ◽  
L2 Learners ◽  
Proficiency Scores ◽  
Over Time

The use of ‘chunks’ is not only a common and characteristic feature of first language use, but may also be a distinguishing factor between less and more proficient second language users. The present study aimed at investigating potential correlations between chunk use and holistically rated proficiency scores and development over time in advanced Chinese learners of English as a second language (L2) over the course of 18 months of English classes. Neither holistically rated proficiency scores nor common complexity measures had shown any progress in these learners, but a few lexically based measures did. Therefore, the development of chunks in these learners was examined as chunks are mostly lexical in nature and might show more subtle progress over time. The use of chunks was examined in the first and last two texts of the learners and, in line with previous research, it was found that more proficient writers use relatively more chunks, specifically collocations. Chunk coverage, the total number of chunk words divided by the total number of words, also correlated with some holistic proficiency scores, and increased significantly over time. Average chunk length did not show any correlation with proficiency scores nor did it increase over time. Increased proficiency in written texts is thus specifically related to the use of more chunks. This study shows that development in advanced Chinese L2 learners of English appears to be subtle, which might be due to the fact that at this advanced level mainly lexical changes take place. Future research into development over time in advanced learners may thus have to zoom in on lexical measures especially. Implications of this study point to the importance of promoting the use of target language chunks to advanced learners of English.

Second language acquisition of English questions: An elicited production study

2013 ◽  
Vol 35 (6) ◽  
pp. 1055-1086 ◽  
Author(s):  
LUCIA POZZAN ◽  
ERIN QUIRK
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Preliminary Evidence ◽  
Target Language ◽  
L2 Learners ◽  
L2 Production ◽  
Embedded Clause ◽  
Syntactic Properties ◽  
L1 Acquisition

ABSTRACTThe present study investigates the role of the syntactic properties of the first and the target language on second language (L2) learners’ production of English main and embedded clause questions. The role of the first language (L1) was investigated by comparing the production of L2 learners whose L1s (Chinese and Spanish) differ from English and each other in terms of word order in main and embedded clause questions. The role of the target language was investigated by comparing L2 learners’ production of yes/no and adjunct and argument wh-questions. The results indicate that the L1 is not a predictor of L2 learners’ production patterns for either main or embedded clause questions. The linguistic properties of the target language, on the contrary, predict learners’ accuracy and inversion profiles. In line with data from the English L1 acquisition literature, L2 learners produced higher inversion rates in main clause yes/no than in wh-questions, and particularly low inversion rates with why-questions. In line with data from nonstandard varieties of English and preliminary evidence from L1 acquisition, L2 learners produced higher nonstandard inversion rates in embedded clause wh-questions than in yes/no questions. Taken together, these results highlight that L2 production is affected and constrained by the same factors at play in L1 acquisition and dialectal variation.

scholarly journals Cognitive Theory of Markedness and Native Language Transfer

2016 ◽  
Vol 4 (1) ◽  
pp. 86
Author(s):  
Liang Deng
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Theory ◽  
Native Language ◽  
Target Language ◽  
Language Transfer ◽  
Linguistic Knowledge

<p>In the process of second language acquisition (SLA), such phenomena as some linguistic knowledge in the target language is much easier to acquire than others in SLA and some linguistic knowledge in native language is apt to be transferred are prevailing. To account for these phenomena, markedness theory is introduced and attempts to provide a plausible explanation. In particular, cognitive theory of markedness, or rather, prototypicality has proven to be effective and powerful in predicting the transferability of native language. This paper tries to offer a brief introduction of markedness theory and its recent development, prototypicality and conduct a review on related achievements gained in the studies of native language transfer in SLA. At the same time, shortcomings of current researches as well as prospect of future researches in this field will be pointed out.</p>

scholarly journals Second Language Acquisition and the Mastery of Discourse Connectives: Assessing the Factors That Hinder L2-Learners from Mastering French Connectives

Languages ◽  
2020 ◽  
Vol 5 (3) ◽  
pp. 35 ◽  
Author(s):  
Mathis Wetzel ◽  
Sandrine Zufferey ◽  
Pascal Gygax
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Cognitive Complexity ◽  
Native Speakers ◽  
Control Group ◽  
Minor Role ◽  
L2 Learners ◽  
Discourse Connectives

Even though the mastery of discourse connectives represents an important step toward reaching high language proficiency, it remains highly difficult for L2-learners to master them. We conducted an experiment in which we tested the mastery of 12 monofunctional French connectives conveying six different coherence relations by 151 German-speaking learners of French, as well as a control group of 63 native French speakers. Our results show that the cognitive complexity of the coherence relation and connectives’ frequency, both found to be important factors for native speakers’ connective mastery, play a minor role for the mastery by non-native speakers. Instead, we argue that two specific factors, namely the connectives’ register and meaning transparency, seem to be more predictive variables. In addition, we found that a higher exposure to print in L1, correlates with a better mastery of the connectives in L2. We discuss the implications of our findings in the context of second language acquisition.

Cross-linguistic influence in the interpretation of boundary crossing events in L2 acquisition

2016 ◽  
Vol 14 (1) ◽  
pp. 161-182 ◽  
Author(s):  
Rosa Alonso Alonso
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Horizontal Axis ◽  
Boundary Crossing ◽  
Motion Events ◽  
L2 Acquisition ◽  
L2 Learners ◽  
Bounded Space

This paper analyses the interpretation of boundary-crossing events in second language acquisition (SLA) to determine whether L2 learners are able to select the target-like option for the interpretation of motion events or whether, on the contrary, their choice reflects cross-linguistic influence (CLI) of their L1. The two groups participating in the study – thirty Spanish learners of L2 English and sixteen English first language (L1) speakers – were subjected to an experiment involving an interpretation task with L2 boundary-crossing events pictures. Findings indicate that Spanish L2 learners selected three possible constructions (manner verb + path satellite, path in verb + manner in satellite and a combination of both) in clear contrast to English L1 speakers who only selected one construction (manner verb + path satellite). CLI has also been found to regulate the type of boundary-crossing event selected, primarily in cases of motion INTO a bounded space in the horizontal axis.

scholarly journals On L1 attrition and the linguistic system

2009 ◽  
Vol 9 ◽  
pp. 212-244 ◽  
Author(s):  
Monika S. Schmid
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Native Speaker ◽  
First Language ◽  
Quantitative Difference ◽  
Highly Active ◽  
L2 Learners ◽  
The Difference ◽  
Native Language Proficiency

One of the most puzzling observations for linguists is the difference between learning a language from birth and later in life: while all normally developing children can attain full native language proficiency, there is considerable variability in ultimate attainment among older speakers who attempt to acquire a second language (L2). There is an ongoing controversy in linguistic research on whether this discrepancy is due to a maturationally constrained window of linguistic development making language learning difficult or impossible after puberty, or to general cognitive factors linked to the fact that the later an L2 is established, the stronger the competition it has to overcome from the more deeply entrenched first language (L1). Studies attempting to resolve this controversy have so far focussed exclusively on the development of L2 skills. New insights may be provided by investigating the first language skills of migrants who have become dominant in the L2 (referred to as L1 attriters). Such speakers learned their L1 as monolinguals during childhood, and were therefore not impeded by maturational constraints in the acquisitional process. Having lived in an L2 environment for a long period of time, however, their seldom-used L1 shows signs of the influence of their highly active L2. A systematic comparison of L1 attriters and L2 learners may therefore be able to shed some light on the question of whether there is a qualitative or merely a quantitative difference between L1 acquisition in childhood and L2 acquisition later in life: If being a native speaker is maturationally constrained, even attrited L1 systems should remain native-like. But if the persistent problems of L2 learners are due to issues such as lack of practice and exposure, and competition between their two language systems, bilinguals who use their second language dominantly should become more similar to L2 speakers.

Contributions of the study of Japanese as a second language to our general understanding of second language acquisition and the definition of second language acquisition research

2003 ◽  
Vol 19 (1) ◽  
pp. 76-94 ◽  
Author(s):  
Shigenori Wakabayashi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
The Other ◽  
Linguistic Knowledge ◽  
L2 Acquisition ◽  
Definition Of

Japanese has figured frequently in second language acquisition (SLA) research, but more often than not it appears as the first language (L1) rather than the target. In this article, first I discuss the problems addressed and the insights obtained in these studies. I then consider two issues. One is what the field of SLA research should include. I suggest that it should include two categories, namely Core SLA Research, where second language (L2) linguistic knowledge is investigated, and Broad SLA research, where researchers study factors that influence the development of L2 knowledge. The other issue is what we can expect in Core SLA research concerning the L2 acquisition of Japanese. This article illustrates how studies of the L2 acquisition of Japanese can contribute to our understanding of SLA.

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