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L’enseignante assistante: Inas Jasim Ali. "Les difficultés linguistiques de l’écrit chez les étudiants de 3ème année à l’Université de Bagdad." مداد الآداب 13, no. 33 (December 7, 2023): 1699–720. http://dx.doi.org/10.58564/ma.v13i33.1213.
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Les institutions universitaires ont connu des difficultés linguistiques à l’écrit ainsi que à l’oral. Notre article a pour objet d’identifier l’ensemble de ces difficultés linguistiques qui peuvent se rencontrer dans la production écrite des apprenants de 3ème année, au département de français, à l’Université de Bagdad en vue de vérifier d’où viennent ces difficultés. L'étude se focalisera, précisément, sur des obstacles concernant ( le lexique, la morphosyntaxe, l’orthographe,...etc) auxquels font face les étudiants en cherchant à comprendre les raisons et les origines de ces difficultés. À fin de rédiger correctement un texte plus compréhensible et cohérent; l’écriture en français a ses règles précises auxquelles l’apprenant doit les respecter. Ainsi, l’étude s’intéressera à des stratégies efficaces à l’écrit parmi lesquelles ( la remédiation d’erreurs) qui offre à l’apprenant une excellente opportunité d’apprendre et une acquisition performante des connaissances.
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Mansouri, Fethi. "From emergence to acquisition." Australian Review of Applied Linguistics 20, no. 1 (January 1, 1997): 83–104. http://dx.doi.org/10.1075/aral.20.1.05man.
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Abstract This paper concerns the emergence and development of agreement marking in Arabic interlanguage. It investigates the effect of competing structures (pragmatics, semantics and morphosyntax) on the development of Arabic subject-verb agreement morphology. It is hypothesised that Arabic Interlanguage morphology is constrained by the availability of processing strategies (Clahsen, 1986) and competing information structures (Bates and McWhinney, 1981; 1987) especially when dealing with complex agreement patterns. The results show that linguistic complexity (a) influences the types of processing strategies employed and (b) determines the order of acquisition of different agreement patterns. It is also revealed that when the three information structures compete for interpretation of speech, morphosyntax emerges as the least influential eventhough it seems that S-V agreement in Arabic, at least on the surface, is essentially a transfer of morphosyntactic features (person, number and gender) from the subject onto the verb.
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Smith, Daniel. "Spanish and English contact and morpheme acquisition." Normas 7, no. 2 (December 20, 2017): 297. http://dx.doi.org/10.7203/normas.v7i2.11166.
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Regarding the order of morpheme acquisition in both first language (L1) and second language (L2) acquisiton there appears to be a so-called 'natural order' of acquisition. In addition, there are peculiarities which are part of the morphosyntax of any language influencing the order of morpheme acquisition in L2, whether it be from the L1, or as in the case of simultaneous bilinguals, another L1. We use Myers-Scotton's (2002) 4-M model to help us analyze and discuss the data. The analysis shows a tendency for speakers to acquire language morphology in a natural order, regardless of the L1, but with special reference to Spanish and English we show that the two languages can influence each other and make changes in the order of acquisition.
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Paradis, Johanne, Mathieu Le Corre, and Fred Genesee. "The emergence of tense and agreement in child L2 French." Second Language Research 14, no. 3 (July 1998): 227–56. http://dx.doi.org/10.1191/026765898675500501.
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The present study examined the acquisition of tense and agreement by L2 learners of French. We looked at whether the features and and the categories AGRP and TP emerged simultaneously or in sequence in the learners' grammars.We conducted interviews with English-speaking children acquiring French as a second language and with grade-matched native-speaker controls once a year for three years. The data were analysed for the productive use of morphosyntax encoding tense and agreement. Results revealed that items encoding agreement emerged before items encoding tense, suggesting that the abstract grammatical structures associated with these morphosyntax items emerge in sequence. The findings are interpreted with respect to three prevailing views on the acquisition of functional phrase structure in L2 acquisition: the Lexical Transfer/Minimal Trees hypothesis (Vainikka and Young-Scholten, 1994; 1996a; 1996b), the Weak Transfer/Valueless Features hypothesis (Eubank, 1993/94; 1994; 1996) and the Full Transfer/Full Access hypothesis (Schwartz and Sprouse, 1994;1996). Possible reasons for the existence of this acquisition sequence in French are also discussed.
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GRÜTER, THERES. "Vocabulary does not equal language, but neither does morphosyntax." Bilingualism: Language and Cognition 20, no. 1 (April 4, 2016): 17–18. http://dx.doi.org/10.1017/s1366728916000286.
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The study of bilingual development has been, and must be, an interdisciplinary endeavor; Carroll (Carroll) presents us with a perspective from within one particular discipline, that of generative linguistics. From this vantage point, she provides us perhaps most importantly with the reminder that language is not a unitary construct, and cautions against extrapolating from findings on the learning of one particular aspect of language, such as vocabulary, to language acquisition more broadly. I wholeheartedly agree (for a similar point, see Paradis & Grüter, 2014). I do not agree, however, with Carroll's implication that such unwarranted extrapolation is characteristic of current research on input and bilingual development. A number of recent studies have looked specifically at the differential relation between input (in a wide sense) and bilingual children's acquisition of different linguistic phenomena. Unsworth (2014), for example, reported different effects of input variation on Dutch–English bilingual children's acquisition of grammatical gender versus indefinite object scrambling.
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PARADIS, JOHANNE, and ELMA BLOM. "Do early successive bilinguals show the English L2 pattern of precocious BE acquisition?" Bilingualism: Language and Cognition 19, no. 3 (June 10, 2015): 630–35. http://dx.doi.org/10.1017/s1366728915000267.
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This study investigated the role of age-of-acquisition in determining whether young bilingual children show a pattern of L2/nonnative English, precocious BE acquisition, or whether they show the L1/native English pattern of synchronous acquisition of BE and inflectional morphology. Two groups of children with age-of-acquisition before or after 4;0 and equivalent exposure to L2 English were given production and grammaticality-judgement tasks. The children in both age-of-acquisition groups showed the precocious BE pattern, regardless of L1 background and on both tasks. We conclude that, for this aspect of morphosyntax, bilingual children who begin to learn English after age 3;0 are best characterized as child L2 rather than bilingual L1 learners.
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CAPRIN, CLAUDIA, and MARIA TERESA GUASTI. "The acquisition of morphosyntax in Italian: A cross-sectional study." Applied Psycholinguistics 30, no. 1 (January 2009): 23–52. http://dx.doi.org/10.1017/s0142716408090024.
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ABSTRACTThis study provides new evidence concerning the pattern of acquisition of free and bound morphemes in Italian, based on the speech of 59 children recorded through a cross-sectional method. We found that inflectional morphology is mastered before free-standing morphology. Despite the great variety of verb inflections, the analyses showed that children partially master present indicative from early productions. Although free-standing morphemes are used correctly, they are optionally omitted. Here we have explored the use and omission of articles, clitics, the copula, and auxiliaries and have shown that omission is subject to certain constraints. Articles are mainly omitted from the root of the clause, much as null subjects, because from this position the requirement of clausal identification is voided. A higher omission of accusative clitics than dative clitics was observed that has also been explained in terms of the uniqueness checking constraint: accusative, but not dative clitics need to check the D feature twice, because the former, but not the latter, trigger past particle agreement. The uniqueness checking constraint has been adopted to explain the higher omission of auxiliaries with respect to the copula: the former, but not the latter, have to check the T feature twice. Together, these findings suggest that children omit, but in principled ways.
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Herschensohn, Julia, Jeff Stevenson, and Jeremy Waltmunson. "Children’s acquisition of L2 Spanish morphosyntax in an immersion setting." IRAL - International Review of Applied Linguistics in Language Teaching 43, no. 3 (September 2005): 193–217. http://dx.doi.org/10.1515/iral.2005.43.3.193.
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Gudmestad, Aarnes. "Advances in Research on Morphosyntax and Multicompetent Speakers of French and Spanish: Introduction to the Special Issue." Languages 6, no. 4 (December 20, 2021): 212. http://dx.doi.org/10.3390/languages6040212.
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Rothman, Jason, and Becky Halloran. "Formal Linguistic Approaches to L3/Ln Acquisition: A Focus on Morphosyntactic Transfer in Adult Multilingualism." Annual Review of Applied Linguistics 33 (March 2013): 51–67. http://dx.doi.org/10.1017/s0267190513000032.
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The goal of this article is to introduce the reader to contemporary adult multilingual acquisition research within generative linguistics. In much the same way as monolingual and bilingual acquisition studies are approached within this paradigm, generative multilingual research focuses primarily on the psycholinguistic and cognitive aspects of the acquisition process. Herein, we critically present a panoramic view of the research questions and empirical work that have dominated this nascent field, taking the reader through several interrelated epistemological discussions that are at the vanguard of contemporary multilingual morphosyntax work. We finish this article with some thoughts looking towards the near future of adult multilingual acquisition studies.
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Wagley, Neelima, Tyler K. Perrachione, Irina Ostrovskaya, Satrajit S. Ghosh, Patricia K. Saxler, John Lymberis, Kenneth Wexler, John D. E. Gabrieli, and Ioulia Kovelman. "Persistent Neurobehavioral Markers of Developmental Morphosyntax Errors in Adults." Journal of Speech, Language, and Hearing Research 62, no. 12 (December 18, 2019): 4497–508. http://dx.doi.org/10.1044/2019_jslhr-19-00154.
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Purpose Child language acquisition is marked by an optional infinitive period (ages 2–4 years) during which children use nonfinite (infinitival) verb forms and finite verb forms interchangeably in grammatical contexts that require finite forms. In English, children's errors include omissions of past tense /– ed / and 3rd-person singular /– s /. This language acquisition period typically ends by the age of 4 years, but it persists in children with language impairments. It is unknown if adults still process optional infinitives differently than other kinds of morphosyntax errors. Method We compared behavior and functional brain activation during grammaticality judgments across sentences with developmental optional infinitive tense/agreement errors (“Yesterday I play the song”), nondevelopmental agreement errors (“He am tall”) that do not occur in typical child language acquisition, and grammatically correct sentences. Results Adults ( N = 25) were significantly slower and less accurate in judging sentences with developmental errors relative to other sentences. Sentences with developmental errors yielded greater activation in bilateral inferior frontal gyri relative to nondevelopmental error sentences in both auditory and visual modalities. Conclusions These findings suggest that the heightened computational demands for finiteness extend well beyond early childhood and continue to exert their influence on grammatical mental and brain function in adulthood.
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Emawati. "Pemerolehan Morfosintaksis Bahasa Melayu Palembang : Studi Kasus pada Anak Usia 2 Tahun 8 Bulan." Sintaks: Jurnal Bahasa & Sastra Indonesia 2, no. 2 (July 31, 2022): 162–67. http://dx.doi.org/10.57251/sin.v2i2.515.
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The purpose of this study was to describe in depth the acquisition of the Palembang Malay language, especiallythe morphosyntactic acquisition of children aged two years and eight months. Data analysis technique used in this study was the agih and matching method. The agih method was used to describe the morphosyntactic elements produced by the research participants. Furthermore, the equivalent method is used to analyze things that are out of the language focus. Therefore, the most suitable technique to use was the referential sorting technique. Thistechnique was used to see the relationship between the acquisition of Palembang Malay morphosyntax with the use of language at home, community, and school environment. The results showed that the acquisition of Palembang Malay morphosyntax in children aged two years and eight months developed very rapidly. Children are able to master and understand the meaning of the words and sentences they produce, even if those words were only in the form of simple sentences. Monomorphemic and polymorphemic forms have been used and mastered bychildren at the age of two years and eight months. Furthermore, children have acquired the syntax, interrogative, imperative and negative forms of language and have controlled them, although only simple sentences are producedby children.
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ZWANZIGER, ELIZABETH E., SHANLEY E. M. ALLEN, and FRED GENESEE. "Crosslinguistic influence in bilingual acquisition: subject omission in learners of Inuktitut and English." Journal of Child Language 32, no. 4 (November 2005): 893–909. http://dx.doi.org/10.1017/s0305000905007129.
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This study investigates subject omission in six English-Inuktitut simultaneous bilingual children, aged 1;8–3;9, to examine whether there are cross-language influences in their language development. Previous research with other language pairs has shown that the morphosyntax of one language can influence the development of morphosyntax in the other language. Most of this research has focused on Romance-Germanic language combinations using case studies. In this study, we examined a language pair (English-Inuktitut) with radically different morphosyntactic structures. Analysis of the English-only and Inuktitut-only utterances of the children revealed monolingual-like acquisition patterns and subject omission rates. The data indicate that these bilingual children possessed knowledge of the target languages that was language-specific and that previously identified triggers for crosslinguistic influence do not operate universally.
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Spinner, Patti. "Review article: Second language acquisition of Bantu languages: A (mostly) untapped research opportunity." Second Language Research 27, no. 3 (May 31, 2011): 418–30. http://dx.doi.org/10.1177/0267658310376217.
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This review article presents a summary of research on the second language acquisition of Bantu languages, including Swahili, Zulu, Xhosa and Lingala. Although second language (L2) research on these languages is currently very limited, work in morphosyntax and phonology suggests promising directions for future study, particularly on noun class, tense and aspect.
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Jaensch, Carol. "L3 acquisition of German adjectival inflection: A generative account." Second Language Research 27, no. 1 (December 22, 2010): 83–105. http://dx.doi.org/10.1177/0267658310386646.
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Studies testing the knowledge of syntactic properties have resulted in two potentially contrasting proposals in relation to third language acquisition (TLA); the Cumulative Enhancement Model (Flynn et al., 2004), which proposes that previously learned languages will positively affect the acquisition of a third language (L3); and the ‘second language (L2) status factor’ hypothesis (Bardel and Falk, 2007), which proposes that the primacy of the L2 can block the potential positive effects that may be transferable from the first language (L1). This article attempts to extend these hypotheses to the domain of morphosyntax, in relation to the TLA of the properties of grammatical number and gender concord marking on German attributive adjectives; these properties not present in the L1 of Japanese, or the L2 of English. Two further factors are of interest in the current study; first, the performance of the learners according to their L3 and their L2 proficiency levels, a variable not discussed in the above-mentioned studies; and, second, the role that the type of task has on the performance of these learners. Three groups of Japanese native speakers (matched for proficiency within each German group), but with differing English proficiencies, completed a carefully balanced gap-filling task, together with two oral elicitation tasks in the form of games; both of these elicited tokens of adjectival inflection. Initial results offer partial support for weaker versions of the two hypotheses mentioned above. However, neither of the L3 models tested can fully account for the results obtained, which are more consistent with a feature-based account of the organization of grammar in the domain of morphosyntax, such as that of Distributed Morphology (DM) (Halle and Marantz, 1993). DM is a model for language acquisition which — coupled with a view that the Subset Principle proposed by this account is not observed by non-primary language learners — has recently been proposed to explain the optionality observed in L2 learners’ production (Hawkins et al., 2006). The data presented here suggest that it could be extended to L3 learners’ production.
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Albedaiwi, Bayan, and Yasser Albaty. "Children’s Acquisition of Passive Constructions in Najdi Arabic." PSYCHOLINGUISTICS 35, no. 1 (April 16, 2024): 58–80. http://dx.doi.org/10.31470/2309-1797-2024-35-1-58-80.
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Purpose. The current study investigates the comprehension of passive sentences in Najdi Arabic-speaking children. We examine and address previously observed factors affecting children’s passive acquisition with unambiguous passive morphology, thus providing a more reliable picture of the unresolved issue of children’s passive acquisition.
Methods. Using a truth value sentence judgment task, we assessed children’s accuracy across all the experimental conditions, including age (3–5 years), verb types (actional verbs and non-actional verbs), and passive types (verbal passive and adjectival passive).
Results. For all age groups, our results reveal a high level of accuracy with no significant effect of verbal/adjectival passive type or actional/nonactional verb type. These findings provide compelling evidence that Arabic children have early knowledge of passive morphosyntax, emerging around the age of 3.
Conclusions. We concluded that unique passive morphology contributes to the early acquisition of passives in Arabic; the absence of morphological ambiguity of passives with other constructions provides a perfect setting for early passive mastery.
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BARRIÈRE, ISABELLE, LOUISE GOYET, SARAH KRESH, GÉRALDINE LEGENDRE, and THIERRY NAZZI. "Uncovering productive morphosyntax in French-learning toddlers: a multidimensional methodology perspective." Journal of Child Language 43, no. 5 (October 21, 2015): 1131–57. http://dx.doi.org/10.1017/s0305000915000495.
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AbstractThe present study applies a multidimensional methodological approach to the study of the acquisition of morphosyntax. It focuses on evaluating the degree of productivity of an infrequent subject–verb agreement pattern in the early acquisition of French and considers the explanatory role played by factors such as input frequency, semantic transparency of the agreement markers, and perceptual factors in accounting for comprehension of agreement in number (singular vs. plural) in an experimental setting. Results on a pointing task involving pseudo-verbs demonstrate significant comprehension of both singular and plural agreement in children aged 2;6. The experimental results are shown not to reflect input frequency, input marker reliability on its own, or lexically driven knowledge. We conclude that toddlers have knowledge of subject–verb agreement at age 2;6 which is abstract and productive despite its paucity in the input.
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Kupferberg, Irit. "DIFFERENTIAL EFFECTS OF EXPLICIT INSTRUCTION ON SECOND LANGUAGE ACQUISITION.Rick de Graaff. Leiden: Holland Institute of Generative Linguistics, 1997. Pp. 234. NLG 40 paper." Studies in Second Language Acquisition 22, no. 1 (March 2000): 117–18. http://dx.doi.org/10.1017/s0272263100241053.
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Is there an interface between explicit and implicit knowledge in L2 acquisition? Rick de Graaff's doctoral dissertation tests this question in an experimental study from a weak interface position. This position indicates that explicit knowledge has a facilitative role in the acquisition of implicit knowledge when it engages the attention of learners and makes them notice input features (Schmidt, 1990). De Graaff studies the effect of explicit computer-aided self-instruction on the acquisition of morphosyntax in Experanto (an artificial language, based on Zamenhoff's Esperanto) and Spanish (as a foreign language) by adult native speakers of Dutch. Acquisition is tested in interaction with five intervening factors that constitute a controlled linguistic, psychological, and pedagogic context (i.e., complexity of structures, rule-based learning in syntax and exemplar-based learning in morphology, familiarity with the structures, availability of explicit knowledge, and learners' aptitude). Experanto is chosen to control for the influence of previous knowledge and contact outside class, and Spanish is chosen to make the results more generalizable.
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Kasper, Gabriele, and Kenneth R. Rose. "PRAGMATICS AND SLA." Annual Review of Applied Linguistics 19 (January 1999): 81–104. http://dx.doi.org/10.1017/s0267190599190056.
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Pragmatics has two roles in SLA: It acts as a constraint on linguistic forms and their acquisition, and it represents a type of communicative knowledge and object of L2 learning in its own right. The first role of pragmatics is evident in functionalist (Tomlin 1990) and interactionist (Long 1996) views of SLA. The second role puts pragmatics on a par with morphosyntax, lexis, and phonology in that inquiry focuses on learners' knowledge, use, and acquisition of L2 pragmatics. It is the latter sense of “pragmatics and SLA” that is the focus of this paper. In analogy with other areas of specialization within SLA—interlanguage syntax, interlanguage lexis, and so forth—the study of nonnative speakers' use and acquisition of L2 pragmatic knowledge is referred to as interlanguage pragmatics.
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Nic Fhlannchadha, Siobhán, and Tina M. Hickey. "Where Are the Goalposts? Generational Change in the Use of Grammatical Gender in Irish." Languages 6, no. 1 (February 22, 2021): 33. http://dx.doi.org/10.3390/languages6010033.
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The Irish language is an indigenous minority language undergoing accelerated convergence with English against a backdrop of declining intergenerational transmission, universal bilingualism, and exposure to large numbers of L2 speakers. Recent studies indicate that the interaction of complex morphosyntax and variable levels of consistent input result in some aspects of Irish grammar having a long trajectory of acquisition or not being fully acquired. Indeed, for the small group of children who are L1 speakers of Irish, identifying which “end point” of this trajectory is appropriate against which to assess these children’s acquisition of Irish is difficult. In this study, data were collected from 135 proficient adult speakers and 306 children (aged 6–13 years) living in Irish-speaking (Gaeltacht) communities, using specially designed measures of grammatical gender. The results show that both quality and quantity of input appear to impact on acquisition of this aspect of Irish morphosyntax: even the children acquiring Irish in homes where Irish is the dominant language showed poor performance on tests of grammatical gender marking, and the adult performance on these tests indicate that children in Irish-speaking communities are likely to be exposed to input showing significant grammatical variability in Irish gender marking. The implications of these results will be discussed in terms of language convergence, and the need for intensive support for mother-tongue speakers of Irish.
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Buyl, Aafke, and Alex Housen. "Developmental stages in receptive grammar acquisition: A Processability Theory account." Second Language Research 31, no. 4 (May 13, 2015): 523–50. http://dx.doi.org/10.1177/0267658315585905.
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This study takes a new look at the topic of developmental stages in the second language (L2) acquisition of morphosyntax by analysing receptive learner data, a language mode that has hitherto received very little attention within this strand of research (for a recent and rare study, see Spinner, 2013). Looking at both the receptive and productive side of grammar acquisition, however, is necessary for a better understanding of developmental systematicity and of the relationship between receptive and productive grammar acquisition more widely, as well as for the construction of a comprehensive theory of second language acquisition (SLA). In the present exploratory study, the receptive acquisition of L2 English grammar knowledge is studied cross-sectionally within a Processability Theory (PT) framework (Pienemann, 1998, 2005b), a theory of L2 grammar acquisition which makes explicit predictions about the order in which L2 learners learn to productively process different morphosyntactic phenomena. Participants are 72 francophone beginning child L2 learners (age 6–9) acquiring English in an immersion program. The learners’ ability to process six morphosyntactic phenomena situated at extreme ends of the developmental hierarchy proposed by PT was tested by means of the ELIAS Grammar Test, a picture selection task. Overall, the developmental orders obtained through implicational scaling for the six target phenomena agreed with PT’s predictions, suggesting that similar mechanisms underlie the acquisition of receptive and productive L2 grammar processing skills.
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Deen, Kamil. "The acquisition of inflectional prefixes in Nairobi Swahili." Annual Review of Language Acquisition 3 (December 31, 2003): 139–79. http://dx.doi.org/10.1075/arla.3.06dee.
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This study investigates the acquisition of inflectional prefixes in Swahili, an eastern Bantu language. The order of morphemes in adult Swahili is: Subject Agreement – Tense – (Object Agreement) –Verb Root – (derivational suffixes) –Mood Vowel. I present data from an original corpus of 4 Swahili-speaking children (ages 1;8-3;0) who were recorded in Nairobi, Kenya. An analysis of the children’s verbal utterances reveals that four clause types occur in the speech of all four children: a. Agr–T–Verb StemFull Clause b. Ø–T–Verb Stem[-SA] Clause c. Agr–Ø–Verb Stem[-T] Clause d. ؖؖVerb StemBare Verb Stem Of these four, only full clauses and [-SA] clauses are permitted by adults in this non-standard dialect of Swahili. A review of five influential theories on the acquisition of morphosyntax (the Metrical Omission Model, Gerken, 1991; the Truncation Hypothesis, Rizzi, 1994; the Underspecification of T, Wexler, 1994; the underspecification of Agr, Clahsen et al. , 1996; and the underspecification of Agr and T, Schütze & Wexler, 1996) shows that the data support the Agr-Tense Omission Model (Schütze & Wexler, 1996) in showing that agreement and tense may be optionally and independently underspecified.
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UNSWORTH, SHARON. "Early child L2 acquisition: Age or input effects? Neither, or both?" Journal of Child Language 43, no. 3 (February 26, 2016): 608–34. http://dx.doi.org/10.1017/s030500091500080x.
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AbstractThis paper explores whether there is evidence for age and/or input effects in child L2 acquisition across three different linguistic domains, namely morphosyntax, vocabulary, and syntax–semantics. More specifically, it compares data from English-speaking children whose age of onset to L2 Dutch was between one and three years with data from children whose age of onset was between four and seven years in their acquisition of verb morphology, verb placement, vocabulary, and direct object scrambling. The main findings were that there were no significant differences between the two groups in any of these areas and, with the exception of scrambling, current amount of exposure was the only factor significantly related to children's scores. The paper discusses the theoretical significance of these findings with respect to the role of input in the language acquisition process and the claim that there is a critical period ending within (early) childhood.
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Choi, Sea Hee, Tania Ionin, and Yeqiu Zhu. "L1 Korean and L1 Mandarin L2 English learners’ acquisition of the count/mass distinction in English." Second Language Research 34, no. 2 (July 28, 2017): 147–77. http://dx.doi.org/10.1177/0267658317717581.
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This study investigates the second language (L2) acquisition of the English count/mass distinction by speakers of Korean and Mandarin Chinese, with a focus on the semantics of atomicity. It is hypothesized that L1-Korean and L1-Mandarin L2-English learners are influenced by atomicity in the use of the count/mass morphosyntax in English. This hypothesis is tested in two experiments, one comparing Korean and Mandarin speakers in their L2 (English) and the other investigating count/mass morphosyntax in native Korean and Mandarin Chinese. In both experiments, participants are tested on their suppliance of plural marking with count and mass NPs. The findings are fully consistent with the view of atomicity as a semantic universal: learners overuse plural marking with mass atomic nouns such as furniture more than with mass non-atomic nouns such as water. Even though plural marking is associated with atomicity in Korean but not in Mandarin, the same patterns are observed in L1-Korean and L1-Mandarin L2-English learners. We conclude that learners’ performance is not due to L1-transfer, but rather to the role of the semantic universal of atomicity in L2-acquisition.
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Helal, Abdel-Rahman Hani Abu, and Authoul Walid Salim Abdul Hay. "On the Source of U-Shape Learning in Interlanguage Processing: A Pilot Study on the L2 Acquisition of Number Agreement in French by Jordanian Arabic Learners." Theory and Practice in Language Studies 13, no. 5 (May 1, 2023): 1328–36. http://dx.doi.org/10.17507/tpls.1305.29.
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This paper investigates the L2 acquisition of the morphosyntax of number agreement of French by L1 learners. The study is based on a pilot study that investigates learners’ knowledge of number agreement of two paradigms of subject-verb number agreement in French: the so-called matching paradigm in which agreement in number is expressed audibly via an alternation of the verb stem between a singular and plural forms and the mismatching paradigm in which the number agreement is not audible realized via singular vs. plural alternation. We discussed our sample’s proficiency in (de-)normalizing number agreement and the implications it has for the theory of corrective feedback and linguistic input in L2 processing in Language acquisition.
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Toth, Paul D. "THE INTERACTION OF INSTRUCTION AND LEARNER-INTERNAL FACTORS IN THE ACQUISITION OF L2 MORPHOSYNTAX." Studies in Second Language Acquisition 22, no. 2 (June 2000): 169–208. http://dx.doi.org/10.1017/s0272263100002023.
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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.
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Montrul, Silvina, and Silvia Perpiñán. "Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology." Heritage Language Journal 8, no. 1 (March 30, 2011): 90–133. http://dx.doi.org/10.46538/hlj.8.1.5.
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The acquisition of the aspectual difference between the preterit and imperfect in the past tense and the acquisition of the contrast between subjunctive and indicative mood are classic problem areas in second language (L2) acquisition of Spanish by English-speaking learners (Collentine, 1995, 1998, 2003; Salaberry, 1999; Slabakova & Montrul, 2002; Terrell, Baycroft & Perrone, 1987). Similarly, Spanish heritage speakers in the U.S exhibit simplification of the preterit/imperfect contrast and incomplete acquisition/attrition of subjunctive morphology (Merino, 1983; Montrul, 2002, 2007; Potowski, Jegerski & Morgan-Short, 2009; Silva-Corvalán, 1994). This raises the question of whether the linguistic knowledge of a developing L2 learner is similar to incomplete L1 acquisition in heritage language (HL) learners. Because heritage speakers are exposed to the heritage language from infancy whereas L2 learners begin exposure much later, Au et al. (2002, 2008) have claimed that heritage speakers are linguistically superior to L2 learners only in phonology but not in morphosyntax. The present study reexamines this claim by focusing on the interpretation of tense, aspect and mood (TAM) morphology in 60 instructed HL learners and 60 L2 learners ranging from low to advanced proficiency in Spanish. Results of four written tasks showed differences between the groups both in tense and aspect and in mood morphology, depending on proficiency levels. Implications of these findings for heritage language instruction are discussed.
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Hicks, Glyn, and Laura Domínguez. "A model for L1 grammatical attrition." Second Language Research 36, no. 2 (July 30, 2019): 143–65. http://dx.doi.org/10.1177/0267658319862011.
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This article proposes a formal model of the human language faculty that accommodates the possibility of ‘attrition’ (modification or loss) of morphosyntactic properties in a first language. Modeling L1 grammatical attrition entails a quite fundamental paradox: if the structure of the language faculty in principle allows for attrition of morphosyntax, why is it apparently so heavily constrained and rarely attested? We demonstrate that the attrition paradox can be resolved with a model that integrates a formally explicit generative grammar (eschewing classical parameters in favor of functional feature assemblies; see Chomsky, 2000, 2001) into a generalized model of language acquisition that decouples linguistic input from acquisitional intake (following Lidz and Gagliardi, 2015). This implementation makes specific predictions about the input and intake conditions that favor and disfavor L1 attrition. We explore these predictions for one of the most widely studied areas of attrition, namely the realization of pronominals.
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Özçelik, Öner, and Rex A. Sprouse. "Emergent knowledge of a universal phonological principle in the L2 acquisition of vowel harmony in Turkish: A ‘four’-fold poverty of the stimulus in L2 acquisition." Second Language Research 33, no. 2 (December 21, 2016): 179–206. http://dx.doi.org/10.1177/0267658316679226.
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A significant body of theoretically motivated research has addressed the role of Universal Grammar (UG) in the nonnative acquisition of morphosyntax and properties of the syntax–semantics interface, but very little research has addressed the role of phonological principles of UG in nonnative language acquisition. Turkish has a regular and pervasive system of vowel harmony for which classroom second language (L2) learners receive explicit instruction and abundant input; however, there are also cases of non-canonical vowel harmony in Turkish, for which classroom learners receive no instruction and rather little input. In this study, we show that English–Turkish L2ers come to exhibit sensitivity to the ‘No Crossing Constraint’ of UG (Goldsmith, 1976; Hammond, 1988) when calculating non-canonical vowel harmony in the context of underlyingly pre-specified non-velarized laterals (i.e. ‘light’ [l]), despite the poverty of the stimulus and potentially misleading effects of classroom instruction and standard Turkish orthography. We argue that this supports the view that nonnative phonological development is guided by (at least one principle of) UG.
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Hopp, Holger. "Grammatical gender in adult L2 acquisition: Relations between lexical and syntactic variability." Second Language Research 29, no. 1 (January 2013): 33–56. http://dx.doi.org/10.1177/0267658312461803.
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In order to identify the causes of inflectional variability in adult second-language (L2) acquisition, this study investigates lexical and syntactic aspects of gender processing in real-time L2 production and comprehension. Twenty advanced to near-native adult first language (L1) English speakers of L2 German and 20 native controls were tested in a study comprising two experiments. In elicited production, we probe accuracy in lexical gender assignment. In a visual-world eye tracking task, we test the predictive processing of syntactic gender agreement between determiners and nouns. The findings show clear contingencies (1) between overall accuracy in lexical gender assignment in production and target predictive processing of syntactic gender agreement in comprehension and (2) between the speed of lexical access and predictive syntactic gender agreement. These findings support lexical and computational accounts of L2 inflectional variability and argue against models positing representational deficits in morphosyntax in late L2 acquisition and processing.
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de Graaff, Rick. "Hoe Beïnvloedt Kennis Over Taal de Verwerving Van Een Vreemde Taal? Evidentie Vanuit Een Computeronder-Steunde Cursus Spaans." Toegepaste taalwetenschap in discussie 58 (January 1, 1998): 119–26. http://dx.doi.org/10.1075/ttwia.58.16gra.
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The article reports on an empirical study of the faciltative effect of explicit instruction about language structure on the acquisition of second language (L2) morphosyntax, by means of an experiment in which students learning Spanish were given varying amounts of explanation about the grammatical structure. Students took a computer-assisted self-study course under explanation or non-explanation conditions, and were tested on the acquisition of a simple and a complex morphological structure and a simple and a complex syntactic structure. It is argued that explicit knowledge about language does not convert into implicit knowledge of language. The study is based on an attention focusing position, according to which implicit knowledge is acquired as a result of noticing specific forms and their meanings in the target language; noticing can be facilitated by explicit knowledge built up as a result of explicit instruction.
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Werfel, Krystal L., Gabriella Reynolds, and Lisa Fitton. "Oral Language Acquisition in Preschool Children Who are Deaf and Hard-of-Hearing." Journal of Deaf Studies and Deaf Education 27, no. 2 (January 24, 2022): 166–78. http://dx.doi.org/10.1093/deafed/enab043.
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Abstract The purpose of this study was to compare developmental trajectories of oral language acquisition of children who are deaf and hard of hearing (DHH) and children with typical hearing across the preschool years. Thirty children who are DHH who use amplification and spoken language and 31 children with typical hearing completed an early language and literacy assessment battery every six months from age 4 to age 6. The developmental trajectories of each group’s language skills were examined via growth curve analysis. Oral language skills were lower for children who are DHH than for children with typical hearing at study entry. For vocabulary, children who are DHH demonstrated growth over the two years but did not close the gap in performance over time. For morphosyntax, specifically verb tense marking, children who are DHH demonstrated growth over preschool, becoming more adult-like in their productions.
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Woo, I.-hao. "Pedagogical issues related to the adverb dou [都] in Mandarin Chinese." Chinese as a Second Language Research 11, no. 1 (May 1, 2022): 61–90. http://dx.doi.org/10.1515/caslar-2022-0003.
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Abstract The semantic and syntactic properties of the adverb dou ‘both/all’ in Mandarin Chinese have been extensively discussed. However, due to the increasing number of Chinese as a Second (CSL) learners, many researchers have recently begun conducting studies that address language learners’ acquisition of this adverb. In this study, I more widely investigate the usages of dou. More specifically, I examine how dou is presented in a CSL textbook and conduct a corpus study on the use of dou in various types of discourses. The main goal is to investigate whether or not there is a gap between the textbook and the corpus data. The overall results suggest that the focus of the textbook is dissimilar to the results of the data. To fill the gap, I provide several class materials and classroom activities involving the morphosyntax, semantics, and pragmatics of dou that can facilitate CSL learners’ acquisition.
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Pérez-Leroux, Ana Teresa, Yadira Álvarez López, Miguel Barreto, Alejandro Cuza, Irina Marinescu, Jierui Yang, and Laura Colantoni. "The Phonetic and Morphosyntactic Dimensions of Grammatical Gender in Spanish Heritage Language Acquisition." Heritage Language Journal 20, no. 1 (June 21, 2023): 1–37. http://dx.doi.org/10.1163/15507076-bja10017.
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Abstract Previous studies disagree as to whether heritage bilinguals demonstrate loss of knowledge of Spanish grammatical gender. As phonetic variability is known to affect the acquisition of certain grammatical markers, we examine whether bilinguals’ gender difficulties relate to bilingual contact-induced phonetic variability, namely, reduction in the inventory of word-final unstressed vowels. We analyzed narratives from children in the United States (n = 49, ages 4–12). All NP s (n = 1415) were analyzed for structure, noun class, and morphology. Word-final vowels were sub-selected for acoustic analyses. Morpho-syntactically, group results show high accuracy with gender (95%), but with wide individual variation (44%–100%). Speakers also show individual variability and substantive numbers of vowel misclassifications (6%–33%) with higher variability for /a/ and /o/. We found bilingual effects in both domains but no association between phonetics and gender accuracy. These findings have implications for the relationship between phonetics and grammar, and for the morphosyntax of Spanish gender.
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Qureshi, Muhammad Asif. "Age and knowledge of morphosyntax in english as an additional language: grammatical judgment and error correction." International Review of Applied Linguistics in Language Teaching 58, no. 1 (March 26, 2020): 29–50. http://dx.doi.org/10.1515/iral-2015-0062.
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AbstractResearch on age and second language acquisition (L2A) is vast, but inconclusive. Such research has mainly been motivated by the Critical Period Hypothesis (CPH), which postulates that language acquisition becomes extremely difficult after the onset of puberty. Also, there is a lack of research on age and third/additional language (L3/Ln) learning. To fill this gap, this article examines differences in morphosyntactic knowledge between early and late learners of English as a L3/Ln. In this study, ‘early’ and ‘late’ learners are those participants first exposed to English as a medium of instruction (MOI) in 1st and 11th grades, respectively. Participants’ morphosyntactic knowledge was assessed based on two tasks: (a) a Grammaticality Judgment Task (GJT) and (b) an editing task. Three hundred and thirty five undergraduate and graduate students from two universities in Pakistan voluntarily participated in the research. Results of the group comparisons showed no statistically significant differences between early and late learners on the GJT; however, on the editing task, a modest but significant difference was observed between the two groups, with late learners scoring higher. This finding contradicts the predictions of the CPH.
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Borgonovo, Claudia, Joyce Bruhn de Garavito, and Philippe Prévost. "MOOD SELECTION IN RELATIVE CLAUSES." Studies in Second Language Acquisition 37, no. 1 (August 27, 2014): 33–69. http://dx.doi.org/10.1017/s0272263114000321.
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There is presently a lively debate in second language (L2) acquisition research as to whether (adult) learners can acquire linguistic phenomena located at the interface between syntax and other modules, such as semantics, pragmatics, and lexical semantics, in contrast to phenomena that are purely syntactic in nature. For some researchers, the interface is precisely the place where fossilization occurs and the source of nonconvergence in L2 speakers. In this article we focus on the acquisition of the morphosyntax-semantics interface by examining the acquisition of mood in Spanish relative clauses by native speakers (NSs) of English. In particular, we focus on the contrast illustrated byBusco unas tijeras que corten“I am looking for scissors that cut-subj” versusBusco unas tijeras que cortan“I am looking for scissors that cut-ind.” When the indicative is used, there is a specific pair of scissors that the speaker is looking for. With the subjunctive, any pair of scissors will do, as long as it satisfies the condition expressed by the relative clause; the determiner phrase is nonspecific. In other words, we are dealing not with ungrammaticality, as both moods are possible in these contexts, but rather with differences in interpretation. General results showed that the learners could appropriately select the expected mood. We also saw that performance was not uniform across the various conditions tested. However, variability is not solely a product of L2 acquisition; we show it can be found in NSs as well.
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Yin, Bin, and Beth Ann O’Brien. "Aspectual interpretation and mass/count knowledge in Chinese-English bilinguals." Linguistic Approaches to Bilingualism 9, no. 3 (November 2, 2017): 468–503. http://dx.doi.org/10.1075/lab.16032.yin.
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Abstract Given recent interest in interface properties in bilingual acquisition, this study examined Chinese-English adolescent bilinguals' acquisition of English telicity – a property whose semantic interpretation (aspectual completion versus incompletion) is influenced by morphosyntax (mass/count distinction). Differences between Chinese and English exist in both mass/count (Chierchia, 1998) and telicity (Soh & Kuo, 2005). Despite existing L2 literature on telicity and mass/count, the relationship between these two areas in learning has not been adequately addressed. A naturalness rating task (on telicity) and a grammaticality judgment task (on mass/count) were administered on 120 bilingual participants (11 and 14 year olds). Our results overall show that mass/count knowledge was acquirable whereas telicity was only partially so. There was a small correlation between these two areas of knowledge. We discuss our results in terms of the role of linguistic input, interface variation, methodological issues, and the nature of telicity marking in Chinese.
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ROESCH, ANNE DOROTHEE, and VASILIKI CHONDROGIANNI. "“Which mouse kissed the frog?” Effects of age of onset, length of exposure, and knowledge of case marking on the comprehension of wh-questions in German-speaking simultaneous and early sequential bilingual children." Journal of Child Language 43, no. 3 (February 29, 2016): 635–61. http://dx.doi.org/10.1017/s0305000916000015.
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AbstractStudies examining age of onset (AoO) effects in childhood bilingualism have provided mixed results as to whether early sequential bilingual children (eL2) differ from simultaneous bilingual children (2L1) and L2 children on the acquisition of morphosyntax. Differences between the three groups have been attributed to other factors such as length of exposure (LoE), language abilities, and the phenomenon to be acquired. The present study investigates whether four- to five-year-old German-speaking eL2 children differ from 2L1 children on the acquisition of wh-questions, and whether these differences can be explained by AoO, LoE, and/or knowledge of case marking. The 2L1 children outperformed the eL2 children in terms of accuracy; however, both bilingual groups exhibited similar error patterns. This suggests that 2L1 and eL2 bilingual children are sensitive to the same morphosyntactic cues, when comprehending wh-questions. Finally, children's performance on the different types of wh-questions was explained by a combination of knowledge of case marking, LoE, and AoO.
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POLINSKY, MARIA. "When L1 becomes an L3: Do heritage speakers make better L3 learners?" Bilingualism: Language and Cognition 18, no. 2 (December 5, 2013): 163–78. http://dx.doi.org/10.1017/s1366728913000667.
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Heritage speakers who re-learn their childhood language in adulthood are an important group for the study of L3 acquisition. Such re-learners have selective advantages over other L2/L3 learners in phonetics/phonology, but lack a global advantage at re-learning the prestige variety of their L1. These learners show asymmetrical transfer effects in morphosyntax: transfer occurs only from the dominant language. Two tentative explanations for this asymmetry are suggested. First, re-learners may deploy the skills acquired in a classroom setting, where they have used only their dominant language. Second, re-learners may implicitly strive to increase the typological distance between their childhood language and the language of classroom instruction. These findings have implications for models of L3/Ln learning: the Cumulative Enhancement Model, the Typological Proximity Model, and the L2 Status Factor Model. The data discussed in this paper are most consistent with the latter model, but they also highlight the significance of the typological distance between languages under acquisition.
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Young-Scholten, Martha. "Low-educated immigrants and the social relevance of second language acquisition research." Second Language Research 29, no. 4 (October 2013): 441–54. http://dx.doi.org/10.1177/0267658313491266.
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Since the 1980s’ decoupling of the formal study of second language acquisition from pedagogical concerns, the social relevance of such research has been of little concern. Early studies, in the 1970s, of uninstructed adult learners’ acquisition of morphosyntax pointed to social implications: these working class immigrants had varying levels of schooling, and it turned out that those with the least education made the slowest progress. With a shift in interest to consideration of poverty of the stimulus effects, researchers no longer needed to rely on adults who were uninstructed in the second language (L2) while immersed in the target language. Reliance on easy-to-recruit middle-class secondary school and university participants has had the – unintended – consequence of diminishing the attention paid to socially excluded adult L2 learners. This has left a range of language-external factors unaddressed in second language acquisition (SLA) at the international level; however, at the local level, interest in the language acquisition and literacy development of adult immigrants has risen along with increased immigration by adults with little or no native language schooling. These adults face considerable challenges in acquiring the linguistic competence and literacy skills that support participation in the economic and social life of their new communities. Those who teach such adults have very little SLA research to refer to in dealing with increasingly politicized policies and worsening provision. A return to the type of studies conducted in West Germany and the rest of Europe in the 1970s and 1980s would serve this population of learners well.
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Steinhauer, Karsten, Erin J. White, and John E. Drury. "Temporal dynamics of late second language acquisition: evidence from event-related brain potentials." Second Language Research 25, no. 1 (January 2009): 13–41. http://dx.doi.org/10.1177/0267658308098995.
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The ways in which age of acquisition (AoA) may affect (morpho)syntax in second language acquisition (SLA) are discussed. We suggest that event-related brain potentials (ERPs) provide an appropriate online measure to test some such effects. ERP findings of the past decade are reviewed with a focus on recent and ongoing research. It is concluded that, in contrast to previous suggestions, there is little evidence for a strict critical period in the domain of late acquired second language (L2) morphosyntax. As illustrated by data from our lab and others, proficiency rather than AoA seems to predict brain activity patterns in L2 processing, including native-like activity at very high levels of proficiency. Further, a strict distinction between linguistic structures that late L2 learners can vs. cannot learn to process in a native-like manner (Clahsen and Felser, 2006a; 2006b) may not be warranted. Instead, morphosyntactic real-time processing in general seems to undergo dramatic, but systematic, changes with increasing proficiency levels. We describe the general dynamics of these changes (and the corresponding ERP components) and discuss how ERP research can advance our current understanding of SLA in general.
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Mocciaro, Egle. "ACQUISIZIONE DELLA LINGUA SECONDA E ALFABETIZZAZIONE: UN CASO DI STUDIO A PALERMO." Italiano LinguaDue 14, no. 1 (July 21, 2022): 28–39. http://dx.doi.org/10.54103/2037-3597/18151.
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Il ruolo dell’alfabetismo nell’acquisizione delle lingue seconde ha finora ricevuto un’attenzione solo periferica nella ricerca acquisizionale. Una lacuna, questa, piuttosto sorprendente se si considera che alfabetizzazione e scolarizzazione limitate sono fattori significativi nell’ambito delle nuove migrazioni verso l’Europa. L’articolo discute alcuni dei risultati di una recente ricerca condotta alla Scuola di Lingua italiana per Stranieri (ItaStra) dell’Università di Palermo, che ha tentato di ricostruire il percorso attraverso cui si sviluppa la morfosintassi verbale nell’italiano lingua non materna di apprendenti adulti con limitate competenze alfabetiche e confrontando questo percorso con quanto emerso da decenni di ricerca sull’acquisizione delle lingue seconde. Second language acquisition and literacy: a case study in Palermo The role of literacy in second language acquisition has so far received only peripheral attention in this field of research. This is a rather surprising gap if one considers that limited literacy and schooling are quite significant factors in the context of new migrations to Europe. The article discusses some of the results of a recent research carried out at the School of Italian Language for Foreigners (ItaStra) of the University of Palermo, which attempted to reconstruct the pathway through which verbal morphosyntax develops in the non-mother tongue Italian of adult learners with limited literacy skills, comparing this pathway with what has emerged from decades of research on second language acquisition.
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Rice, Mabel L. "Causal Pathways for Specific Language Impairment: Lessons From Studies of Twins." Journal of Speech, Language, and Hearing Research 63, no. 10 (October 16, 2020): 3224–35. http://dx.doi.org/10.1044/2020_jslhr-20-00169.
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Purpose This review article summarizes a program of longitudinal investigation of twins' language acquisition with a focus on causal pathways for specific language impairment (SLI) and nonspecific language impairment in children at 4 and 6 years with known history at 2 years. Method The context of the overview is established by legacy scientific papers in genetics, language, and SLI. Five recent studies of twins are summarized, from 2 to 16 years of age, with a longitudinal perspective of heritability over multiple speech, language, and cognitive phenotypes. Results Replicated moderate-to-high heritability is reported across ages, phenotypes, full population estimates, and estimates for clinical groups. Key outcomes are documentation of a twinning effect of risk for late language acquisition in twins that persists through 6 years of age, greater for monozygotic than dizygotic twins (although zygosity effects disappear at 6 years); heritability is greater for grammar and morphosyntax than other linguistic dimensions, from age 2 years through age 16 years, replicated within twin samples at subsequent age levels and across twin samples at age 16 years. Conclusion There is consistent support for legacy models of genetic influences on language acquisition, updated with a more precise growth signaling disruption model supported by twin data, as well as singleton data of children with SLI and nonspecific language impairment. Presentation Video https://doi.org/10.23641/asha.13063727
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Thomas, Anita. "Input Issues in the Development of L2 French Morphosyntax." Languages 6, no. 1 (February 23, 2021): 34. http://dx.doi.org/10.3390/languages6010034.
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The aim of this article is to discuss the role of input characteristics in the development of French verb morphology. From a usage-based perspective, several cognitive and linguistic factors contribute to the ease or difficulty of processing input in L2 acquisition. This article concentrates on frequency, salience, and form–function association, factors that might influence what aspects of input are available to the learners’ attention. A presentation of French verb morphology from this perspective shows how these factors can contribute to the use of the regular -er verb paradigm as a default. A review of empirical studies confirms the influence of input characteristics. The results suggest that the dominant pattern of regular verbs and the scarcity of salient clues from irregular verbs contribute to the specificity of L2 French development. The conclusion addresses the question of enriching L2 classroom input with irregular verbs. Such an input could facilitate the perception of form–function association, and thus, contribute to a more efficient development of French verb morphology. The article concludes by suggesting other ways of studying the influence of input as well as avenues for future research.
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Alonso, Jorge González, Jason Rothman, Denny Berndt, Tammer Castro, and Marit Westergaard. "Broad scope and narrow focus: On the contemporary linguistic and psycholinguistic study of third language acquisition." International Journal of Bilingualism 21, no. 6 (June 25, 2016): 639–50. http://dx.doi.org/10.1177/1367006916653685.
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Aims: in this introduction we situate the seven articles in this special issue in terms of the connections between their themes and their individual contributions to the field of third language acquisition (L3A): new theoretical models, innovative methodologies, an epistemological commentary and new perspectives related to multilingual processing and cognitive function. Approach: we discuss important and often overlooked differences between bi- and multilingualism in the context of second language versus third or further language acquisition. We also provide a brief historical overview of the relatively young field of L3A and outline the three current models of linguistic transfer in L3 morphosyntax. Finally, we approach the issues of methodology, psychological complexity and cognitive implications that are discussed in some of these papers. Conclusions: the diversity of topics in these articles endows the issue with a broad approach to the field of L3A, while individual articles offer a narrow focus on specific theoretical and methodological issues. Significance: this special issue provides an accurate portrayal of the current interest in, and rapid expansion of, multilingualism within linguistic and psycholinguistic approaches.
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DeKeyser, Robert M. "BEYOND EXPLICIT RULE LEARNING." Studies in Second Language Acquisition 19, no. 2 (June 1997): 195–221. http://dx.doi.org/10.1017/s0272263197002040.
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This study is a fine-grained analysis of extensive empirical data on the automatization of explicitly learned rules of morphosyntax in a second language. Sixty-one subjects were taught four morphosyntactic rules and 32 vocabulary items in an artificial language. After they had reached criterion on a set of metalinguistic tests of grammar and vocabulary, they engaged in systematic, computer-controlled comprehension and production practice for 8 weeks. Comprehension practice consisted of choosing between pictures displayed on the computer screen to match a sentence; production practice consisted of typing the correct sentence corresponding to a picture. All subjects were taught the same rules and then practiced them, and all subjects had the same amount of comprehension and production practice, but which rules were practiced in comprehension and which in production varied between groups. Results show that the learning of morphosyntactic rules is highly skill-specific and that these skills develop very gradually over time, following the same power function learning curve as the acquisition of other cognitive skills. These results are consistent with current skill acquisition theory.
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RONCAGLIA-DENISSEN, M. PAULA, and SONJA A. KOTZ. "What does neuroimaging tell us about morphosyntactic processing in the brain of second language learners?" Bilingualism: Language and Cognition 19, no. 4 (July 13, 2015): 665–73. http://dx.doi.org/10.1017/s1366728915000413.
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This review article provides an overview of the neural correlates of second language (L2) morphosyntactic processing of the past 20 years. Morphosyntactic processing is of great relevance for our understanding of second language acquisition as it is believed to be more sensitive to age of acquisition (AoA) and maturational constraints than other linguistic sub-processes, i.e., lexical- and semantic processing.In this review we present the more general questions raised by the first neuroimaging studies, namely, whether L1 and L2 neural representation of morphosyntax is shared or segregated. Next, we present studies that addressed the impact of AoA, proficiency level, and language transfer on L2 morphosyntactic processing and representation and their findings. We then discuss these findings in light of the procedural/declarative and unified competition models. Finally, we suggest some future directions for studies investigating L2 morphosyntactic processing using neuroimaging techniques. With this article we aim to provide the reader with an overview of what is currently known in terms of L2 morphosyntactic representation and processing and emphasize aspects that have remained understudied.
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Nemoto, Tomoko, and David Beglar. "The Case for Teaching Morphosyntax and Principles for Doing So." JALT2018—Diversity and Inclusion 2018, no. 1 (August 1, 2019): 299. http://dx.doi.org/10.37546/jaltpcp2018-40.
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Researchers in the field of second language acquisition have made the study of morphosyntax one of their top priorities over the past four decades. In this paper we first look at six lines of SLA research that converge on the same conclusion: Most postpuberty learners have difficulty acquiring L2 morphosyntax and without an explicit focus on acquiring it, little acquisition will likely take place. The six lines of research are the sensitive period, L1 interference, the complexity of morphosyntax, the lack of salience of many morphosyntactic forms, studies conducted in naturalistic contexts, and studies conducted in classroom contexts. In the second part of the paper, we discuss seven principles for teaching morphosyntax that are placed into three categories: explicit form-focused instruction, communicative input, and communicative output. Ideally, these principles should be combined in an educational curriculum so that they are mutually reinforcing. 第二言語習得研究において半世紀近く重要視されてきた分野のひとつは形態統語研究分野である。この論文では、はじめに、思春期以降の学習者の第二言語の形態統語習得は困難であり、それらに明示的に重点をおかずに習得をすることは稀なことである、という結論へと収束する6つの系列分野の研究の結果を検討していく。その分野とは、敏感期、第一言語干渉、形態統語の複雑性、多くの形態統語における卓越性の欠如、自然的環境下における第二言語学習、そしてクラスルームにおける第二言語学習である。次に、明示的言語重視の指導、コミュニケーションによるインプット、コミュニケーションによるアウトプットの3分野に分類された７つの形態統語教育原理を考察する。これらの原理は、カリキュラムの中で組み合わされ、相互に強調されることが理想的である。
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MONTRUL, SILVINA. "How similar are adult second language learners and Spanish heritage speakers? Spanish clitics and word order." Applied Psycholinguistics 31, no. 1 (December 22, 2009): 167–207. http://dx.doi.org/10.1017/s014271640999021x.
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ABSTRACTRecent studies of heritage speakers, many of whom possess incomplete knowledge of their family language, suggest that these speakers may be linguistically superior to second language (L2) learners only in phonology but not in morphosyntax. This study reexamines this claim by focusing on knowledge of clitic pronouns and word order in 24 L2 learners and 24 Spanish heritage speakers. Results of an oral production task, a written grammaticality judgment task, and a speeded comprehension task showed that, overall, heritage speakers seem to possess more nativelike knowledge of Spanish than their L2 counterparts. Implications for theories that stress the role of age and experience in L2 ultimate attainment and for the field of heritage language acquisition and teaching are discussed.
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Paradis, Johanne, and Martha Crago. "Tense and Temporality." Journal of Speech, Language, and Hearing Research 43, no. 4 (August 2000): 834–47. http://dx.doi.org/10.1044/jslhr.4304.834.
Full textAbstract:
This study compares the morphosyntax of children with SLI to the morphosyntax of children acquiring a second language (L2) to determine whether the optional infinitive phenomenon (M. Rice, K. Wexler, & P. Cleave, 1995; K. Wexler, 1994) is evident in both learner groups and to what extent cross-learner similarities exist. We analyzed spontaneous production data from French-speaking children with SLI, English-speaking L2 learners of French, and French-speaking controls, all approximately 7 years old. We examined the children's use of tense morphology, temporal adverbials, agreement morphology, and distributional contingencies associated with finiteness. Our findings indicate that the use of morphosyntax by children with SLI and by L2 children has significant similarities, although certain specific differences exist. Both the children with SLI and the L2 children demonstrate optional infinitive effects in their language use. These results have theoretical and clinical relevance. First, they suggest that the characterization of the optional infinitive phenomenon in normal development as a consequence of very early neurological change may be too restrictive. Our data appear to indicate that the mechanism underlying the optional infinitive phenomenon extends to normal (second) language learning after the primary acquisition years. Second, they indicate that tense-marking difficulty may not be an adequate clinical marker of SLI when comparing children with impairment to both monolingual and bilingual peers. A more specific clinical marker would be more effective in diagnosing disordered populations in a multilingual context.