Maîtrise des clitiques datifs dans les structures bitransitives en français L2 par des apprenants anglophones : influence de la structure argumentale de la L1

The objective of this study is to measure the influence of L1 verb argument structure, as well as verb meaning, on the mastery of dative clitics in French as a second language for a group of Anglophone learners. More specifically, we focus on ditransitive structures. While French and English share the V NP PP structure, English also has a double-object structure, V NP NP, for a subset of verbs. The results of our study show that L1 argument structure influences the mastery of dative clitics in French, especially for verbs that only accept the double-object structure in English. Further, the behaviour of our participants with verbs that accept the dative alternation led us to conduct a follow-up study. The findings show that verb meaning also influences performance with dative clitics, but this effect cannot be explained by L1 influence.

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The effects of the pronoun me on dative comprehension

Journal of Child Language ◽

10.1017/s0305000919000424 ◽

2019 ◽

Vol 46 (6) ◽

pp. 1127-1141

Author(s):

Erin CONWELL

Keyword(s):

Argument Structure ◽

Double Object ◽

Syntactic Structures ◽

Dative Alternation ◽

Pronoun Use ◽

Object Form

AbstractThe English dative alternation has received much attention in the literature on argument structure acquisition in children. However, the data on the acquisition of this alternation have consistently revealed a counter-intuitive pattern: children look more proficient with the lower frequency prepositional form of the dative than with the higher frequency double object form (Conwell & Demuth, 2007; Rowland & Noble, 2010). This may be because the DO dative typically occurs with pronominal argument types in first post-verbal position, which may result in an over-reliance on stereotyped forms (e.g., give + me) for early comprehension and production (Conwell, O'Donnell, & Snedeker, 2011). This paper presents three studies of the effects of the pronoun me on dative comprehension by three-year-olds. Children's comprehension of the DO dative improved significantly when the first post-verbal argument was pronominal; no other effects of pronoun use were significant. Children's experience affects their ability to use lexically general representations of syntactic structures.

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Processing verb argument structure across languages: Evidence for shared representations in the bilingual lexicon

Applied Psycholinguistics ◽

10.1017/s0142716407070348 ◽

2007 ◽

Vol 28 (4) ◽

pp. 627-660 ◽

Cited By ~ 53

Author(s):

ANGELIKI SALAMOURA ◽

JOHN N. WILLIAMS

Keyword(s):

Argument Structure ◽

Syntactic Structure ◽

Double Object ◽

Thematic Role ◽

Advanced Learners ◽

Shared Representations ◽

Bilingual Lexicon ◽

Verb Argument Structure ◽

Bilingual Literature ◽

Prepositional Object

Although the organization of first language (L1) and second language (L2) lexicosemantic information has been extensively studied in the bilingual literature, little evidence exists concerning how syntactic information associated with words is represented across languages. The present study examines the shared or independent nature of the representation of verb argument structure in the bilingual mental lexicon and the contribution of constituent order and thematic role information in these representations. In three production tasks, Greek (L1) advanced learners of English (L2) generated an L1 prime structure (Experiment 1: prepositional object [PO] and double object [DO] structures; Experiment 2: PO, DO, and intransitive structures; Experiment 3: PO, DO, locative, and “provide (someone) with (something)” structures) before completing an L2 target structure (PO or DO only). Experiment 1 showed L1-to-L2 syntactic priming; participants tended to reuse L1 structure when producing L2 utterances. Experiments 2 and 3 showed that this tendency was contingent on the combination of both syntactic structure and thematic roles up to the first postverbal argument. Based on these findings, we outline a model of shared representations of syntactic and thematic information for L1 and L2 verbs in the bilingual lexicon.

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The connection between verbs and argument structures: Native speaker production of the double object dative

Applied Psycholinguistics ◽

10.1017/s0142716400010055 ◽

1998 ◽

Vol 19 (2) ◽

pp. 225-257 ◽

Cited By ~ 2

Author(s):

Kate Wolfe-Quintero

Keyword(s):

Argument Structure ◽

Native Speaker ◽

A Priori ◽

Lexical Representation ◽

Class Membership ◽

Double Object ◽

Written Production ◽

Semantic Classes ◽

Verb Argument Structure ◽

Structure Complexity

AbstractThis study is an investigation of the patterns and strength of the connections between English dative verbs and the double object dative (DOD) argument structure in native speaker production. The subjects completed three written production tasks using dative and other verbs from different semantic classes of verbs. The results show that alternating dative verbs varied in their patterns of connection to argument structures, but were consistent in the strength of their connection to the DOD argument structure across subjects and tasks. There was no support for production differences due to verb class membership, but the results do support a model of lexical representation that represents variable strengths of association between individual verbs and argument structures. With respect to the design of production and processing studies, the results do not support the treatment of alternating dative verbs as a unitary group, nor a priori assumptions about relative argument structure complexity between alternating and nonalternating verbs, but do support the use of production tasks to determine individual verb argument structure preferences.

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The Effects of the Pronoun 'me' on Dative Comprehension

10.31234/osf.io/uvaqc ◽

2018 ◽

Author(s):

Erin Conwell

Keyword(s):

Argument Structure ◽

Double Object ◽

Syntactic Structures ◽

Dative Alternation ◽

Pronoun Use ◽

Object Form

The English dative alternation has received much attention in the literature on argument structure acquisition in children. However, the data on the acquisition of this alternation have consistently revealed a counter-intuitive pattern: Children look more proficient with the lower frequency prepositional form of the dative than with the higher frequency double object form (Conwell & Demuth, 2007; Rowland & Noble, 2012). This may be because the DO dative typically occurs with pronominal argument types in first post-verbal position, which may result in an over-reliance on stereotyped forms (e.g., give+me) for early comprehension and production (Conwell, et al., 2011). This article presents three studies of the effects of the pronoun me on dative comprehension by three-year-olds. Children’s comprehension of the DO dative improved significantly when the first post-verbal argument was pronominal; no other effects of pronoun use were significant. Children’s experience affects their ability to use lexically-general representations of syntactic structures.

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The semantics of the transitive causative construction: Evidence from a forced-choice pointing study with adults and children

Cognitive Linguistics ◽

10.1515/cog-2014-0012 ◽

2014 ◽

Vol 25 (2) ◽

pp. 293-311 ◽

Cited By ~ 5

Author(s):

Ben Ambridge ◽

Claire H. Noble ◽

Elena V. M. Lieven

Keyword(s):

Argument Structure ◽

Age Groups ◽

Forced Choice ◽

Cognitive Linguistic ◽

Verb Argument Structure ◽

Pointing Task ◽

Adults And Children ◽

Causative Construction ◽

Verb Meaning ◽

Linguistic Approaches

AbstractAdults and children aged 3;0–3;6 were presented with ungrammatical NVN uses of intransitive-only verbs (e.g., *Bob laughed Wendy) and asked – by means of a forced-choice pointing task – to select either a causal construction-meaning interpretation (e.g., ‘Bob made Wendy laugh’) or a non-causal sentence-repair interpretation (e.g., ‘Bob laughed at Wendy’). Both age groups chose casual construction-meaning interpretations on at least 82% of trials, regardless of (a) verb frequency and (b) the construction used for grammatical control/filler trials (transitive – e.g., Bob moved Wendy – or intransitive – e.g., Wendy moved). These findings constitute support for cognitive linguistic approaches under which verb argument structure constructions have meanings in and of themselves and – further – suggest that construction meaning is sufficiently powerful as to overrule verb meaning when the two conflict.

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

Studies in Second Language Acquisition ◽

10.1017/s0272263102004035 ◽

2002 ◽

Vol 24 (4) ◽

pp. 579-616 ◽

Cited By ~ 42

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.

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Electron Microscopy of Human Gallstones

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100065523 ◽

1971 ◽

Vol 29 ◽

pp. 296-297

Author(s):

C. Wolpers ◽

R. Blaschke

Keyword(s):

Electron Microscopy ◽

Room Temperature ◽

Bile Pigment ◽

X Ray Diffraction ◽

Triclinic Crystal System ◽

X Ray ◽

Follow Up Study ◽

Infra Red ◽

Main Components

Scanning microscopy was used to study the surface of human gallstones and the surface of fractures. The specimens were obtained by operation, washed with water, dried at room temperature and shadowcasted with carbon and aluminum. Most of the specimens belong to patients from a series of X-ray follow-up study, examined during the last twenty years. So it was possible to evaluate approximately the age of these gallstones and to get information on the intensity of growing and solving.Cholesterol, a group of bile pigment substances and different salts of calcium, are the main components of human gallstones. By X-ray diffraction technique, infra-red spectroscopy and by chemical analysis it was demonstrated that all three components can be found in any gallstone. In the presence of water cholesterol crystallizes in pane-like plates of the triclinic crystal system.

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