Second language acquisition and Binding Principle B: child/adult differences

1998 ◽  
Vol 14 (4) ◽  
pp. 425-439 ◽  
Author(s):  
Lydia White
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Adult Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Control Group ◽  
Processing Capacity ◽  
Knowledge Processing ◽  
Pragmatic Knowledge ◽  
Value Judgement

L1 acquirers experience considerable delays in mastering properties related to Binding Principle B, performing inaccurately with respect to possible antecedents for pronouns well after the age of 6. Most accounts attribute this delay to performance phenomena (lack of pragmatic knowledge, processing capacity, etc.). In this article, I show that adult learners do not exhibit the same kinds of problems with Principle B. Intermediate-level adult learners of English as a second language (French and Japanese speakers), as well as a native-speaker control group, were tested using a truth value judgement task to determine their interpretations of pronouns. The L2 learners performed like native speakers in disallowing local antecedents for pronouns, suggesting that Principle B is not problematic in adult acquisition, in contrast to child acquisition.

Requests in English by second-language users

1998 ◽  
Vol 119-120 ◽  
pp. 123-153 ◽  
Author(s):  
L.A. Kasanga
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Additional Data ◽  
Native Speakers ◽  
First Language ◽  
Limited Range ◽  
Point Of View ◽  
Interlanguage Pragmatics ◽  
Native Speakers Of English ◽  
Pragmatic Knowledge

Abstract The study of learners' pragmatic and discourse knowledge, also known as "interlanguage pragmatics", is now an important preoccupation of second-language acquisition (SLA) research. Spurred by this growing interest in interlanguage pragmatics and with a view to contributing to this field of research I conducted a study of requests in English produced by English as a second language (ESL) university students in their daily interaction mainly with lecturers. I collected the data for this study by means of observation and by recording "golden episodes of requesting behaviour in students' spontaneous speech. For comparative purposes, I elicited additional data by means of a discourse-completion task (DCT). One finding is that the students' knowledge of contextual use of requesting strategies in English is inadequate because their requests are of (very) limited range and inappropriate in context. The in-appropriacy of the requests was confirmed by native speakers' judgments. One explanation of the inadequacy of the students' pragmatic knowledge is the lack of exposure to the whole gamut of requesting devices. Another may have a strategic dimension. Also important is the explanation of transfer from the first language/s (Ll/s) : learners may be simply carrying over into English structures translated from their L1. From a pedagogical point of view, it is suggested that discourse and pragmatic knowledge be systematically taught to avoid miscommunication and negative reactions from native and competent non-native speakers of English. The suggestion of teaching pragmatic knowledge seems to be supported by the finding about one subject who, after exposure to a variety of requesting expressions, seemed to modify the pattern of her requests.

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.

scholarly journals Maturational Constraints on the Recruitment of Early Processes for Syntactic Processing

2011 ◽  
Vol 23 (10) ◽  
pp. 2752-2765 ◽  
Author(s):  
Eric Pakulak ◽  
Helen J. Neville
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Language Processing ◽  
Native Speakers ◽  
Native Speaker ◽  
Syntactic Processing ◽  
Neural Organization ◽  
Anterior Negativity

An enduring question in the study of second-language acquisition concerns the relative contributions of age of acquisition (AOA) and ultimate linguistic proficiency to neural organization for second-language processing. Several ERP and neuroimaging studies of second-language learners have found that neural organization for syntactic processing is sensitive to delays in second-language acquisition. However, such delays in second-language acquisition are typically associated with lower language proficiency, rendering it difficult to assess whether differences in AOA or proficiency lead to these effects. Here we examined the effects of delayed second-language acquisition while controlling for proficiency differences by examining participants who differ in AOA but who were matched for proficiency in the same language. We compared the ERP response to auditory English phrase structure violations in a group of late learners of English matched for grammatical proficiency with a group of English native speakers. In the native speaker group, violations elicited a bilateral and prolonged anterior negativity, with onset at 100 msec, followed by a posterior positivity (P600). In contrast, in the nonnative speaker group, violations did not elicit the early anterior negativity, but did elicit a P600 which was more widespread spatially and temporally than that of the native speaker group. These results suggest that neural organization for syntactic processing is sensitive to delays in language acquisition independently of proficiency level. More specifically, they suggest that both early and later syntactic processes are sensitive to maturational constraints. These results also suggest that late learners who reach a high level of second-language proficiency rely on different neural mechanisms than native speakers of that language.

Lexical and discourse factors in the second language acquisition of Spanish word order

2003 ◽  
Vol 19 (4) ◽  
pp. 273-304 ◽  
Author(s):  
Tammy Jandrey Hertel
Keyword(s):  
Second Language Acquisition ◽  
Word Order ◽  
Native Speakers ◽  
Native Speaker ◽  
Control Group ◽  
Order Effects ◽  
Advanced Learners ◽  
Spanish Word ◽  
Native Speakers Of English ◽  
Beginning Learners

This study investigates the acquisition of Spanish word order by native speakers of English. Specifically, it considers the development of sensitivity to the distinct interpretations of subject-verb (SV) vs. verb-subject (VS) order, as determined by lexical verb class (unaccusative and unergative verbs) and discourse structure.Participants included a native speaker control group and learners at four proficiency levels. Results from a contextualized production task indicate that beginning learners transferred the SV order of English for all structures. Intermediate learners showed a gradual increase in the production of lexically and discourse-determined inversion, although their data was also characterized by indeterminacy and variability. The advanced learners demonstrated a sensitivity to the word order effects of unaccusativity and discourse factors, but also tended to overgeneralize inversion to unergative verbs in a neutral discourse context.

scholarly journals A influência da idade na inteligibilidade e no grau de sotaque estrangeiro de alunos brasileiros de inglês de nível avançado

2015 ◽  
Vol 13 (2) ◽  
Author(s):  
Ronaldo Mangueira Lima Jr
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Foreign Accent ◽  
Control Group ◽  
Phonological Acquisition ◽  
Advanced Learners ◽  
Native Speakers Of English ◽  
Exceptional Learners

Resumo Este estudo investigou a influência que a idade com a qual brasileiros começam a estudar inglês no Brasil pode ter na sua pronúncia ao final do curso avançado de inglês, mais especificamente na inteligibilidade e no grau de sotaque estrangeiro. Alunos que estavam cursando o último semestre de seus cursos e haviam começado o curso em diferentes idades foram gravados lendo um parágrafo e falando espontaneamente. Um grupo controle de falantes nativos de inglês também foi gravado desempenhando as mesmas tarefas. Os níveis de inteligibilidade e de grau de sotaque estrangeiro dos participantes foram avaliados por um painel de nove juízes, e os resultados mostram uma tendência de declínio na pronúncia com o aumento da idade de início do curso, com um grande declínio mesmo entre o grupo controle e os aprendizes mais novos. Alguns aprendizes excepcionais, com níveis de inteligibilidade e de grau de sotaque estrangeiro próximos aos dos falantes nativos, foram encontrados. Os resultados estão alinhados ao conceito de aquisição de segunda língua como sistema dinâmico, sob a qual os dados foram analisados. Palavras-chave: Aquisição de segunda língua. Aquisição fonológica. Pronúncia. Inglês-L2. Inteligibilidade.   The influence of age on intelligibility and rate of foreign accent of Brazilian advanced learners of English  Abstract This study has investigated the influence that the age in which Brazilian learners begin to study English in Brazil may have on their pronunciation at the end of their advanced English courses, especially on their intelligibility and rate of foreign accent. Learners who were in the last semester of their courses and who had begun studying at different ages were recorded reading a paragraph and speaking spontaneously. A control group of native speakers of English was also recorded performing the same tasks. Participants’ levels of intelligibility and of rate of foreign accent were assessed by a panel of nine judges and the results show a tendency of decline in their pronunciation as the age in which they began studying increases; with a sharp decline even between the control group and the earliest starters. A few exceptional learners, with intelligibility and rate of foreign accent levels close to those of the native speakers, were found. The results are aligned with the concept of second language acquisition as a dynamic system, under which the data were analyzed. Keywords: Second language acquisition. Phonological acquisition. Pronunciation. English as a foreign language. Intelligibility.

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.

scholarly journals Linguistic and Conversational Adjustments to Non-Native Speakers

1983 ◽  
Vol 5 (2) ◽  
pp. 177-193 ◽  
Author(s):  
Michael H. Long
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Native Speaker ◽  
Age Groups ◽  
Social Classes ◽  
Qualitative And Quantitative

At least 40 studies have been conducted of the linguistic and conversational adjustments made by native speakers of a language using it for communication with non-native speakers. The modifications sometimes result in ungrammatical speech. Generally, however, they serve to provide input that is well-formed, a sort of linguistic and conversational cocoon for the neophyte second language acquirer. Most of the findings hold across age groups, social classes and settings, although some differences, both qualitative and quantitative, have been noted in these areas, too.In making the adjustments described, native speakers appear to be reacting not to one, but to a combination of factors. These include the linguistic characteristics and comprehen-sibility of the non-native's interlanguage, but particularly his or her apparent comprehension of what the native speaker is saying. The adjustments appear to be necessary for second language acquisition, in that beginners seem unable to acquire from unmodified native speaker input. There is some doubt as to their sufficiency in this regard.

Second language acquisition of pragmatic inferences: Evidence from the Frenchc'est-cleft

2016 ◽  
Vol 38 (3) ◽  
pp. 703-732 ◽  
Author(s):  
EMILIE DESTRUEL ◽  
BRYAN DONALDSON
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speaker ◽  
Choice Task ◽  
Empirical Adequacy ◽  
Control Group ◽  
L2 Acquisition ◽  
Proficiency Levels ◽  
Forced Choice Task

ABSTRACTThis paper examines the extent to which second language (L2) speakers of French acquire the semantic and pragmatic (or interpretive) properties associated with thec'est-cleft, specifically the exhaustive inference. This phenomenon is relevant to theories of language acquisition because it is situated at the interface of syntax and pragmatics. The results from a forced-choice task challenge the empirical adequacy of the interface hypothesis (Sorace, 2011, 2012; Sorace & Filiaci, 2006), which claims that external interfaces between a linguistic module and a cognitive module remain problematic even at the highest levels of L2 acquisition. The results from 40 L2 learners at three proficiency levels reveal development from nontargetlike to nativelike behavior. In particular, the high-proficiency group interprets thec'est-cleft, as well as canonical subject–verb–object sentences and sentences with exclusives (i.e.,seul(ement)“only”), in a statistically identical way to the French native speaker control group.

ON THE (UN)-AMBIGUITY OF ADJECTIVAL MODIFICATION IN SPANISH DETERMINER PHRASES

2010 ◽  
Vol 32 (1) ◽  
pp. 47-77 ◽  
Author(s):  
Jason Rothman ◽  
Tiffany Judy ◽  
Pedro Guijarro-Fuentes ◽  
Acrisio Pires
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Native Speaker ◽  
Control Group ◽  
Determiner Phrase ◽  
Advanced Learners ◽  
Functional Features ◽  
English Speaking ◽  
Adjectival Modification ◽  
Syntactic Properties

This study contributes to a central debate within contemporary generative second language (L2) theorizing: the extent to which adult learners are (un)able to acquire new functional features that result in a L2 grammar that is mentally structured like the native target (see White, 2003). The adult acquisition of L2 nominal phi-features is explored, with focus on the syntactic and semantic reflexes in the related domain of adjective placement in two experimental groups: English-speaking intermediate (n= 21) and advanced (n= 24) learners of Spanish, as compared to a native-speaker control group (n= 15). Results show that, on some of the tasks, the intermediate L2 learners appear to have acquired the syntactic properties of the Spanish determiner phrase but, on other tasks, to show some delay with the semantic reflexes of prenominal and postnominal adjectives. Crucially, however, our data demonstrate full convergence by all advanced learners and thus provide evidence in contra the predictions of representational deficit accounts (e.g., Hawkins & Chan, 1997; Hawkins & Franceschina, 2004; Hawkins & Hattori, 2006).

What transfers (or doesn’t) in the second language acquisition of English articles by learners from article-less native languages?

2020 ◽  
Author(s):  
Tania Ionin ◽  
Sea Hee Choi ◽  
Qiufen Liu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Adult Learners ◽  
English Learners ◽  
Native Speakers ◽  
Native Languages ◽  
Different Types ◽  
First Languages ◽  
English Articles ◽  
Omission Errors

Abstract This paper examines whether adult learners of English whose native languages (Korean and Mandarin Chinese) lack articles are influenced by transfer from demonstratives and numerals in their acquisition of English articles. To this end, the results of two studies are reported. The first study examines native Korean and Mandarin speakers’ preferences for bare vs. non-bare (demonstrative or numeral) forms in different types of definite and indefinite environments. The results of this study give rise to specific predictions for L1-Korean and L1-Mandarin L2-English learners’ sensitivity to article omission errors in different types of definite and indefinite contexts in English. These predictions are tested in the second study, which uses both an offline task (grammaticality judgments) and an online task (self-paced reading) to investigate learners’ sensitivity to errors of article omission. L1-Korean and L1-Mandarin L2-English learners are found to behave very similarly when tested in English, despite different preferences exhibited by native speakers of Korean and Mandarin.  It is concluded that learners of these article-less first languages do not transfer the semantics of demonstratives and numerals onto articles in their second language.

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