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Fenton-Smith, Ben, and Ian Walkinshaw. "Research in the School of Languages and Linguistics at Griffith University." Language Teaching 47, no. 3 (June 3, 2014): 404–8. http://dx.doi.org/10.1017/s026144481400010x.
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Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research recently published or currently underway within LAL.
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MALMASI, SHERVIN, and MARK DRAS. "Multilingual native language identification." Natural Language Engineering 23, no. 2 (December 2, 2015): 163–215. http://dx.doi.org/10.1017/s1351324915000406.
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AbstractWe present the first comprehensive study of Native Language Identification (NLI) applied to text written in languages other than English, using data from six languages. NLI is the task of predicting an author’s first language using only their writings in a second language, with applications in Second Language Acquisition and forensic linguistics. Most research to date has focused on English but there is a need to apply NLI to other languages, not only to gauge its applicability but also to aid in teaching research for other emerging languages. With this goal, we identify six typologically very different sources of non-English second language data and conduct six experiments using a set of commonly used features. Our first two experiments evaluate our features and corpora, showing that the features perform well and at similar rates across languages. The third experiment compares non-native and native control data, showing that they can be discerned with 95 per cent accuracy. Our fourth experiment provides a cross-linguistic assessment of how the degree of syntactic data encoded in part-of-speech tags affects their efficiency as classification features, finding that most differences between first language groups lie in the ordering of the most basic word categories. We also tackle two questions that have not previously been addressed for NLI. Other work in NLI has shown that ensembles of classifiers over feature types work well and in our final experiment we use such an oracle classifier to derive an upper limit for classification accuracy with our feature set. We also present an analysis examining feature diversity, aiming to estimate the degree of overlap and complementarity between our chosen features employing an association measure for binary data. Finally, we conclude with a general discussion and outline directions for future work.
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Heil, Jeanne, and Luis López. "Acquisition without evidence: English infinitives and poverty of stimulus in adult second language acquisition." Second Language Research 36, no. 4 (June 12, 2019): 415–43. http://dx.doi.org/10.1177/0267658319850611.
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This article provides a Poverty of Stimulus argument for the participation of a dedicated linguistic module in second language acquisition. We study the second language (L2) acquisition of a subset of English infinitive complements that exhibit the following properties: (a) they present an intricate web of grammatical constraints while (b) they are highly infrequent in corpora, (c) they lack visible features that would make them salient, and (d) they are communicatively superfluous. We report on an experiment testing the knowledge of some infinitival constructions by near-native adult first language (L1) Spanish / L2 English speakers. Learners demonstrated a linguistic system that includes contrasts based on subtle restrictions in the L2, including aspect restrictions in Raising to Object. These results provide evidence that frequency and other cognitive or environmental factors are insufficient to account for the acquisition of the full spectrum of English infinitivals. This leads us to the conclusion that a domain-specific linguistic faculty is required.
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Lee, Kang, Catherine Ann Cameron, Murrary J. Linton, and Anne K. Hunt. "Referential place-holding in Chinese children's acquisition of English articles." Applied Psycholinguistics 15, no. 1 (January 1994): 29–43. http://dx.doi.org/10.1017/s0142716400006962.
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ABSTRACTThis longitudinal study examines the acquisition of English articles by three 6-year-old, second language learning children whose native tongue is Chinese, a language without articles. Brown's coding scheme and an extended coding scheme were used in scoring the corpora of children's responses to a Syntax Elicitation Task. Results revealed that the Chinese children's acquisition of the definite article differed from- what had been previously found using Brown's coding scheme with English as first language learners and second language learning children of other native language origins. Chinese children's use of the definite article developed through an unmarked phase, a referential place-holding phase, a marked phase, and a referential substitution phase before the definite article was fully acquired. The acquisition of the indefinite article, on the other hand, was similar to the acquisition pattern already reported for children learning English as a first language or as a second language. It is suggested that referential place-holding, as well as referential substitution, might not be a Chinese-specific second language learning phenomenon; rather, they might be derived from a universal referential strategy for learning articles.
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Riekhakaynen, Elena. "Lithuanian spoken corpora and studies of first language acquisition: a view from outside." Lietuvių kalba, no. 13 (December 20, 2019): 1–11. http://dx.doi.org/10.15388/lk.2019.22492.
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The paper provides an overview of Lithuanian spontaneous speech corpora and certain studies of the acquisition of Lithuanian as a first language. The author focuses mainly on those resources and papers that are published in English and thus can be used by non-Lithuanian speaking researchers as methodological and/or theoretical inspiration for further studies on different languages. Among the spoken corpora discussed in the paper are: the speech corpus Liepa, Sakytinės kalbos įrašų bazė, the Corpus of Spoken Lithuanian. The author pays special attention to the latter as it is closely connected to the development of the Lithuanian corpus of child and child-directed speech. The studies of the acquisition of Lithuanian as a first language are overviewed in the second part of the paper. The majority of studies on corpus data (including those conducted within international cross-linguistic projects) describe the acquisition of grammar by native speakers of Lithuanian. In the most recent research, there is a shift towards new aspects of first language acquisition (including phonology and morphophonology) and new methods (experiments becoming more and more popular).
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Yao, Jiayi, Hui Chen, and Yuan Liu. "Research on Constructing “Parallel Contrast Corpus of Grammatical Errors”." Journal of Language Teaching and Research 11, no. 5 (September 1, 2020): 756. http://dx.doi.org/10.17507/jltr.1105.10.
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Error analysis and interlanguage are two cores in second language acquisition research. Researchers have conducted studies and established corpora from various perspectives based on Big Data. However, most of the existing interlanguage corpora provide no feedback for students, which resulted in the barrier of improving self-study efficiency. Additionally, interlanguage systems are influenced by nationalities, while there is a vacancy on the construction of divisional interlanguage corpora. Based on previous studies and error analysis of BNU-Cardiff Chinese College students, this study proposes an idea and model of “Parallel Contrast Corpus of Grammatical Errors” for native English speakers in Chinese learning.
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Nakagawa, Hiroshi. "Disambiguation of single noun translations extracted from bilingual comparable corpora." Terminology 7, no. 1 (December 7, 2001): 63–83. http://dx.doi.org/10.1075/term.7.1.06nak.
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Bilingual machine readable dictionaries are important and indispensable resources of information for cross-language information retrieval, and machine translation. Recently, these cross-language informational activities have begun to focus on specific academic or technological domains. In this paper, we describe a bilingual dictionary acquisition system which extracts translations from non-parallel but comparable corpora of a specific academic domain and disambiguates the extracted translations. The proposed method is two-fold. At the first stage, candidate terms are extracted from a Japanese and English corpus, respectively, and ranked according to their importance as terms. At the second stage, ambiguous translations are resolved by selecting the target language translation which is the nearest in rank to the source language term. Finally, we evaluate the proposed method in an experiment.
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Silva-Corvalán, Carmen. "Simultaneous bilingualism: Early developments, incomplete later outcomes?" International Journal of Bilingualism 22, no. 5 (June 23, 2016): 497–512. http://dx.doi.org/10.1177/1367006916652061.
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Purpose: Research on the language of heritage speakers has shown that in situations of societal bilingualism the functionally restricted language evidences the simplification of some grammatical domains. A frequent question is whether this stage of grammatical simplification is due to incomplete or interrupted acquisition in the early years of a bilingual’s life, or a result of processes of attrition of acquired knowledge of the underused language. This article considers the issue of incompleteness through an examination of the relationship between bilingual children’s developing grammars and the more or less changed bilingual systems of adult second and third generation immigrants (“heritage speakers”) in the USA. Methodology: The issue of incompleteness is examined in two corpora: (1) Recordings of 50 Spanish-English adult Mexican-American bilinguals; and (2) Longitudinal data obtained during the first six years of life of two Spanish-English bilingual siblings. Data analysis: Qualitative and quantitative analyses of the grammar of subjects, verbal clitics, and verb tenses of the Spanish of the bilinguals under study. Findings: The outcome of reduced exposure and production of a minority language in simultaneous bilingual acquisition reflects the incomplete acquisition by age 6;0 of some aspects of the input language. The bilingual siblings’ unequal control of the minority language is shown to parallel the range of proficiencies identified across the adult heritage speakers. Significance: Some linguists argue that heritage speakers’ grammars are less restrictive or “different” in some respects but not incomplete. In contrast, this article demonstrates that at least some of the reduced grammars of heritage speakers result from a halted process of acquisition in the early years of life. Furthermore, while difference is not an explanatory construct, incomplete acquisition due to interrupted development caused by restricted exposure and production offers an explanation for the range of proficiencies attested among adult heritage speakers.
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Nelson, Robert. "Vigilance, expectancy, and noise: Attention in second language lexical learning and memory." Second Language Research 27, no. 2 (March 2, 2011): 153–71. http://dx.doi.org/10.1177/0267658310385757.
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Talamas et al. (1999), Ferré et al. (2006) and Sunderman and Kroll (2006) exposed participants to first-language/second-language (L1/L2) pairs of words and asked them to decide whether the second word was the correct translation of the first. In the critical condition, the L2 word was either the translation of the L1 word ( man → hombre) or a form-relative of the translation ( man → hambre). Less fluent speakers showed higher recognition latencies in the form-relative condition than did more fluent speakers. This report explores whether an appropriately trained Adaptive Resonance Theory (ART) neural network (Carpenter and Grossberg, 1987a) will suffer from form-relative interference, and the role of vigilance (a parameter of low-level attention sensitive to environmental complexity) in this effect. I argue that the learning environment of early bilinguals is more complex than that of adult L2 learners, and therefore adult learners may be less vigilant to word form. ART2 networks were trained with English and Spanish corpora under conditions emulating early and late second language acquisition at different vigilance levels and then serially exposed to the same types of word pairs used in the three studies mentioned above. Form-relative interference was observed, indicating that low-level attentional mechanisms may play a role in second language lexical learning and access.
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Cancellaro, Kevin. "Investigating the Gap between L2 Grammar Textbooks and Authentic Speech: Corpus-Based Comparisons of Reported Speech." Journal of Language and Education 1, no. 1 (March 1, 2015): 6–11. http://dx.doi.org/10.17323/2411-7390-2015-1-1-6-11.
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Corpus Linguistics (CL) has made significant inroads into the field of second language acquisition (SLA) and pedagogy. As more corpora have become available, researchers and teachers alike have begun to realize the importance of empirically testing ideas that have long been taken for granted and accepted as fact. This is especially true for grammar textbooks written for second language (L2) learners. Do the textbooks that are being used reflect real world grammatical usage? The current study is the first of two in which three corpora were used to examine real world usage of reported speech (RS) as compared to typical presentations of RS in popular L2 grammar U.S. textbooks as they existed in and up to the year 2007. Results show that indirect reported speech (IRS), direct reported speech (DRS) and alternative forms of RS constructions in combination are not only frequent in spoken English but also dependent on register and context. Further, simplifying RS explanations in terms of backshifing with the use of a past tense main reporting verb may be providing inaccurate information to L2 learners of American English. Results generally support, with some exceptions, the findings in previous studies which employed corpus-based analysis to study the relevance of EFL/ESL textbooks (Al-Wossabi, 2014; Barbieri & Eckhardt, 2007; Khojasteh &Shakrpour, 2014; Šegedin, 2008). A forthcoming study will examine new corpora and revised textbooks to measure the degree of change that has occurred since 2007, thereby seeking to replicate the results of a more general review on the same topic done by Khojasteh and Shakrpour (2014).
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BEKEŠ, Andrej. "Foreword." Acta Linguistica Asiatica 1, no. 3 (January 23, 2012): 5–6. http://dx.doi.org/10.4312/ala.1.3.5-6.
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In line with the journal policy, the present issue of ALA, the last this year, also includes also a paper in Slovene. While striving for an active, open and engaged dialogue with the scientific trends in the research of Asian languages around the world, ALA, as the sole scientific journal devoted to Asian linguistics in Slovenia, also has set before itself the goal to cultivate critical scientific thought and terminology in this field among Slovenian speakers by providing in one of the issues every year also research and technical articles in Slovenian, for the Slovenian reading public, above all for undergraduate students and the interested public at large. This has been a tradition and, I would say, also a duty, respected and eagerly put in practice by those of us who do science, including linguistics, in the context of a relatively small language community, that of Slovenian speakers.The present issue begins with two papers concerned with the perception of phonological and phonetic differences between languages.The first paper, by Ashima AGGARWAL, deals with the acquisition of Hindi voicing and aspiration contrasts by monolingual English speakers in the framework of Optimality theory. The main result, that English learners do perceive aspiration distinction but not voicing contrast, also bears on adult learning of second languages in general.In the second paper, Nina GOLOB examines differences in Japanese and Slovene prosody i.e., accent and intonation, from a phonological point of view. The study shows that there are phonological differences behind some superficial phonetic similarities in the examined phenomena, which represent a difficulty in the acquisition of L2 prosody.In the next paper, Abolfazl MOSAFFA JAHROMI examines the syntactic behaviour of in, an expletive-like morpheme in Persian, and argues in favour of the existence of expletives in Persian, a language which has hitherto generally been considered to have no expletives.The fourth and fifth paper deal with categorisations. The fourth paper deals with typological categorisation based on event framing strategies in Old Chinese and Old Japanese. On the basis of an analysis of available data, Wenchao LI concludes that while Old Chinese employed verb framing, satellite framing and equipollent framing, verb framing was its main pattern, while in Old Japanese all three patterns were employed comparably.The fifth paper, by Sumi YOON, deals with discourse categorisation of Japanese and Korean, both generally considered as “listener-responsible” languages. By analysing apologies in conversations by Japanese and Korean students, both those in their home country and those studying in the US, the author argues for a recategorization of Korean as a “speaker-responsible language”.In the technical article, in Slovene, at the end of this issue, Andrej BEKEŠ investigates the classification of genres in Japanese corpora, based on recent research he has also been involved in. He argues that various modal expressions, such as suppositional adverbs, may provide an interesting base for such classification.
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Lotze, Nathaniel. "Second Language Acquisition Applied To English Language Teaching." TESOL Journal 10, no. 1 (March 2019): e00414. http://dx.doi.org/10.1002/tesj.414.
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Kostadinova, Viktorija, Nuria Yáñez-Bouza, Gea Dreschler, Sune Gregersen, Beáta Gyuris, Kathryn Allan, Maggie Scott, et al. "I English Language." Year's Work in English Studies 98, no. 1 (2019): 1–166. http://dx.doi.org/10.1093/ywes/maz004.
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Abstract This chapter has fourteen sections: 1. General; 2. History of English Linguistics; 3. Phonetics and Phonology (not covered this year); 4. Morphology; 5. Syntax; 6. Semantics; 7. Lexicography, Lexicology, and Lexical Semantics; 8. Onomastics; 9. Dialectology and Sociolinguistics; 10. New Englishes and Creolistics; 11. Second Language Acquisition. 12. English as a Lingua Franca; 13. Pragmatics and Discourse. 14. Stylistics. Section 1 is by Viktorija Kostadinova; section 2 is by Nuria Yáñez-Bouza; sections 4 and 5 are by Gea Dreschler and Sune Gregersen; section 6 is by Beáta Gyuris; section 7 is by Kathryn Allan; section 8 is by Maggie Scott; section 9 is by Lieselotte Anderwald; section 10 is by Sven Leuckert; section 11 is by Tihana Kraš; section 12 is by Tian Gan, Ida Parise, Sum Pok Ting, Juliana Souza da Silva and Alessia Cogo; section 13 is by Beke Hansen; section 14 is by Jessica Norledge.
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Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, no. 2 (June 1989): 151–65. http://dx.doi.org/10.1017/s0272263100000589.
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The study of language attrition, whether it is concerned with first or second languages, focuses on the effects resulting from an individual's reduced use of the attrited language. Such reduction in use can be due to a change in the linguistic environment or to the termination of an instructional program. In either case, some other language (or languages) is or becomes the dominant one.The present article reports on a series of studies, all focusing on individual attrition of English as a second language (ESL) in an environment where Hebrew is the dominant language. The predictor variables discussed are age, sociolinguistic features, input variables, and linguistic variables. The attrition process affecting English as a second language in a Hebrew dominant context seems to exhibit two major trends of change in language use: (a) a greater variability in the application of peripheral and highly marked structural rules, and (b) lower accessibility of specific lexical items. In each of these trends one can identify a limited reversal of the acquisition process, particularly with young children (5–8-year-olds) as well as a typological transfer process from the dominant language.
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Leroux, William, and Tyler Kendall. "English article acquisition by Chinese learners of English: An analysis of two corpora." System 76 (August 2018): 13–24. http://dx.doi.org/10.1016/j.system.2018.04.011.
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White, Lydia, Alyona Belikova, Paul Hagstrom, Tanja Kupisch, and Öner Özçelik. "Restrictions on definiteness in second language acquisition." Linguistic Approaches to Bilingualism 2, no. 1 (February 10, 2012): 54–89. http://dx.doi.org/10.1075/lab.2.1.03whi.
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In this paper we investigate whether learners of L2 English show knowledge of the Definiteness Effect (Milsark, 1977), which restricts definite expressions from appearing in the existential there-insertion construction. There are crosslinguistic differences in how restrictions on definiteness play out. In English, definite expressions may not occur in either affirmative or negative existentials (e.g. There is a/*the mouse in my soup; There isn’t a/*the mouse in my soup). In Turkish and Russian, affirmative existentials observe a restriction similar to English, whereas negative existentials do not. We report on a series of experiments conducted with learners of English whose L1s are Turkish and Russian, of intermediate and advanced proficiency. Native speakers also took the test in English, Turkish, and Russian. The task involved acceptability judgments. Subjects were presented with short contexts, each followed by a sentence to be judged as natural/unnatural. Test items included affirmative and negative existentials, as well as items testing apparent exceptions to definiteness restrictions. Results show that both intermediate and advanced L2ers respond like English native speakers, crucially rejecting definites in negative existentials. A comparison with the groups taking the test in Russian and Turkish confirms that judgments in the L2 are quite different from the L1, suggesting that transfer cannot provide the explanation for learner success.
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Paradis, Johanne. "Individual differences in child English second language acquisition." Internal and External Factors in Child Second Language Acquisition 1, no. 3 (July 29, 2011): 213–37. http://dx.doi.org/10.1075/lab.1.3.01par.
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This study investigated how various child-internal and child-external factors predict English L2 children’s acquisition outcomes for vocabulary size and accuracy with verb morphology. The children who participated (N=169) were between 4;10 and 7;0 years old (mean = 5;10), had between 3 to 62 months of exposure to English (mean = 20 months), and were from newcomer families to Canada. Results showed that factors such as language aptitude (phonological short term memory and analytic reasoning), age, L1 typology, length of exposure to English, and richness of the child’s English environment were significant predictors of variation in children’s L2 outcomes. However, on balance, child-internal factors explained more of the variance in outcomes than child-external factors. Relevance of these findings for Usage-Based theory of language acquisition is discussed.
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White, Lydia. "Argument structure in second language acquisition." Journal of French Language Studies 1, no. 2 (September 1991): 189–207. http://dx.doi.org/10.1017/s0959269500000983.
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AbstractThis paper investigates the effects of the first language (LI) on second language (L2) argument structure, in two situations: (i) LI sentences form a superset of those permitted in the L2; (ii) L2 sentences form a superset of those permitted in the LI. An experiment was conducted on 55 anglophone children learning French in Canada. Subject completed a perference task, comparing sentences which varied the types of arguments and adjuncts, and their ordering. Result indicate that the subject differed from a native speaker control group in various ways; English argument structure had effects but learners were also sensitve to properties of French which are distinct from English.
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Zhang, Xiaorong. "A Corpus-based Study on Chinese EFL Learners' Acquisition of English Existential Construction." Journal of Language Teaching and Research 7, no. 4 (July 1, 2016): 709. http://dx.doi.org/10.17507/jltr.0704.10.
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This corpus-based study examines English existential construction used by intermediate and advanced level Chinese EFL (English as a Foreign Language) learners. The corpora adopted are the sub-corpora of SWECCL2.0—TEM 4 Oral and TEM 8 Oral and a sub-corpora of COCA. The study concludes Chinese EFL learners tend to overuse English existential construction and prefer the basic tenses, simple intransitive verbs and commonly seen expressions, avoid the perfect tenses and the difficult forms. With the level of proficiency in English getting higher, Chinese students try to use fewer English existential sentences. The study also finds errors relevant to the tenses, agreements and misuse of “there + have” pattern made in TEM 4 Oral and more difficult participle errors made in TEM 8 Oral and the main reason of errors made in English existential acquisition is due to L1 transfer/ L1 influence
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Lavalle alcudia, Fina Felisa, Ma AsMa Asuncion uncion Christine V. Dequilla, and Daisy A. Rosano. "BORROWINGS FROM ENGLISH IN A PHILIPPINE REGIONAL LANGUAGE: IMPLICATIONS FOR LANGUAGE TEACHING." LINGUA : JURNAL ILMIAH 15, no. 1 (May 29, 2019): 16–27. http://dx.doi.org/10.35962/lingua.v15i1.7.
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This sociolinguistic study was conducted in conjunction with a project on the development of a course syllabus and instructional materials for the teaching of Hiligaynon as mother tongue in Region VI Western Visayas, Philippines. A corpora of the first one thousand commonly used in Hiligaynon was developed through an adopted concordancing software. Derived from corpus linguistics, a corpora study is a descriptive method of studying language in context and is ideal for a functional-based analysis of language (Meyer, 2004). The words were culled from various genres in the local language. These were analyzed for meaning, part of speech, and level of usage in Hiligaynon discourse. The corpora, however, yielded codes borrowed from English. A semantic, syntactic, and functional analysis of the words led to the following categories: adapted words, convenient alternative words, words occurring in compound nouns, indigenized spelling, indigenized pronunciation, and clipped words. The results imply that a purist approach in teaching mother tongue will limit the learners’ acquisition of vocabulary words and skills in meaning-making. It is recommended that language teachers take an eclectic posturing that considers multi-modalities, translanguaging, authenticity, linguistic resourcing, and entextualization.
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Kalisa, Pasca. "Communication Strategies in English Second Language Acquisition." Language Circle: Journal of Language and Literature 14, no. 1 (October 1, 2019): 93–102. http://dx.doi.org/10.15294/lc.v14i1.21475.
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This research aims to describe and analyze communication strategies used by learners in the acquisition of a second language. In this case, this research analyzes the use of communication strategies in which English is the language of instruction.This study involved 21 students at the Department of English Language and Literature, in one of the state universities in Semarang, Indonesia. These students are second year students in the English Language and Literature Department. This research is a case study in the purpose of investigating the communication strategies used when the participants are engaged when the learning activities take place. The participants are given a conversation project in pairs and exposed to a variety of setting such as in the restaurant, in the professor’s room, and in a company. Data collection was carried out through video and audio recordings. The data obtained are then categorized into 13 categories of communication strategies (Dornyei, 1995) and sorted to obtain the frequency of occurrence. The findings indicate that the students mostly use time-gaining strategy (36%) to overcome the problem in their communication with the interlocutors. It is then followed by the use of meaningless words which occurs very frequently (18%) from all utterances, “repetition” strategy which occurs rather frequently about 16% of the total, literal translation (13%), and “use of non-linguistics means” (10%). In conclusion, choices of communication strategies are highly influenced by the level of the conversation tasks given (Wongsawang, 2001). The occurrence of certain types of communication strategies depends on the tasks given to the students and the level of difficulty of those tasks.
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Aiking-Brandenburg, Marijke J. T. J., Allan R. James, and Willem J. Meijs. "Suffixation and second Language Acquisition." ITL - International Journal of Applied Linguistics 87-88 (January 1, 1990): 65–93. http://dx.doi.org/10.1075/itl.87-88.04aik.
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The aim of the present paper was to find out which learning strategies secondary school pupils of different ages employ to acquire complex words in English as their second language: either by applying rules and analogies or by learning by heart. As a working hypothesis, it was postulated that younger pupils probably preferred the latter approach and older pupils the former. In order to test this hypothesis, a 122-item complex word derivation test was devised, containing three categories of words: (1) words of which both the base-form and the derived form had been studied, (2) words of which just the base-form had been studied and (3) words of which neither form had been studied. The test was administered to pupils in three grades of secondary school and a group of 1st year university students of English. Statistical treatment of the data neither confirmed nor falsified the original hypothesis, but it showed many correlations and gave rise to a large number of additional conclusions. Amongst other things, it was concluded that the presence of the proposed tentative change-over in learning approach, from learning words as whole entities to applying word-formation rules, may or may not have been present, but if it were, it had been completely obscured. It was evident from several different indications that a dominant influence on the pupils' scores was exerted by exposure. In addition, the data collected revealed numerous correlations concerning the influence of education level, word category, regularity, frequency, etc. Finally, suggestions are given for application of the test results in second language education in secondary school in general.
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Slabakova, Roumyana. "THE COMPOUNDING PARAMETER IN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 24, no. 4 (October 28, 2002): 507–40. http://dx.doi.org/10.1017/s0272263102004011.
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This article presents an experimental study investigating the compounding parameter in the L2 Spanish interlanguage of English and French NSs in light of the Subset Principle and its predictions for the process of L2 development. The compounding parameter (Snyder, 1995, 2001) argues that languages permit complex predicate constructions like verb particles, resultatives, and double objects if and only if they can productively form N-N compounds. English exhibits the plus value of the parameter, allowing N-N compounds and the related constructions, whereas in Spanish and French these compounds and constructions are ungrammatical. Because English also allows periphrastic constructions of the same meaning, which are the only option in French and Spanish, English represents the superset parameter value to the Spanish and French subset value. At issue is whether L2 learners are able to acquire the subset value of the compounding parameter based on the naturalistic input they receive. In this case, the learning task involves realizing that some L1 constructions are unavailable in the L2. Results indicate that the learners initially transfer the L1 (superset) value and do not start with the subset value of the parameter. Findings also inform the debate on whether negative evidence can engage UG-related acquisition. Ten of the 26 advanced subjects were able to successfully reset the whole parameter based on negative data for only two of the four constructions in the cluster. This fact suggests that it is not impossible for negative evidence to be utilized in grammar reorganization.
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Slabakova, Roumyana. "The parameter of aspect in second language acquisition." Second Language Research 15, no. 3 (July 1999): 283–317. http://dx.doi.org/10.1191/026765899674229440.
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The goal of this article is to present a detailed study of the second language acquisition (SLA) of English aspect by native speakers of Slavic languages. A parameterized distinction between English and Slavic aspect accounts for the subtle differences between English and Slavic telic and atelic sentences. Based on a syntax-theoretical treatment of aspect, the article investigates the process of SLA of aspect in Slavic speakers at three levels of proficiency in English: low intermediate, high intermediate and advanced. Second language (L2) learners are found to be capable of resetting the aspectual parameter value to the English setting, thus successfully acquiring a property of language almost never taught in language classrooms. The article also studies the acquisition of a cluster of constructions, which syntactic research relates to the English value of the aspectual parameter, and which have been found to appear together in the speech of English children (Snyder and Stromswold, 1997): double objects, verb–particles and resultatives. Results indicate that each of these constructions forms part of this aspect-related cluster and that knowledge of aspect and knowledge of the cluster co-occur. The results of the experimental study bring new evidence to bear on the theoretical choice between direct access to the L2 value (Epstein et al., 1996; Flynn, 1996) or starting out the process of acquisition with the L1 value of a parameter (Schwartz & Sprouse, 1994;1996),supporting the latter view.
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Oh, Eunjeong. "Recovery from first-language transfer: The second language acquisition of English double objects by Korean speakers." Second Language Research 26, no. 3 (July 2010): 407–39. http://dx.doi.org/10.1177/0267658310365786.
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Previous studies on second language (L2) acquisition of English dative alternation by Korean speakers (Oh and Zubizarreta, 2003, 2006a, 2006b) have shown that the acquisition of English benefactive double object (DO) (e.g. John baked Mary a cake) lags behind that of its counterpart goal double object (e.g. John sent Mary the letter). This asymmetry was attributed to grammatical differences between English and Korean benefactive DOs; goal DOs in the two languages have similar grammatical properties. Given the negative first language (L1) influence attested in the acquisition of English DOs by Korean speakers, this article examines the recovery process from these negative effects of L1 transfer and the triggering factors in such a process by investigating L2 learners’ knowledge of semantic properties pertinent to English DOs, using an Acceptability Judgment task with contexts. The present study found that most advanced learners are indeed capable of acquiring semantic properties of both types of English DOs, restructuring their interlanguage grammar in such a way that both types of DOs denote prospective possession. This article suggests that acquisition of the semantics of goal DOs, possibly attributed to L1 transfer, bootstraps acquisition of the semantics of benefactive DOs, and that this generalization from goal DOs to benefactive DOs is made possible by the surface generalization hypothesis (Goldberg, 2002), which states that argument structure patterns sharing the surface forms should be analysed on their own as a class. Furthermore, this article argues that this recovery process can be interpreted as evidence of a tie between syntax and semantics: developing sensitivity to the semantics of English DOs is indispensable for acquiring the syntax of English DOs (compare Lardiere, 2000; Slabakova, 2006). On this view, learning a construction essentially means learning its associated semantics, and acquisition of the syntax of a construction is a consequence of acquisition of the semantics of the construction.
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Kpogo, Felix, and Virginia C. Mueller Gathercole. "The influence of native English-speaking environment on Akan-English bilinguals’ production of English inter-dental fricatives." International Journal of Bilingualism 24, no. 4 (April 24, 2019): 559–71. http://dx.doi.org/10.1177/1367006919844032.
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Aims and Objectives: This study examined how age of acquisition, immersion in a native English-speaking environment, and phonological environment influence Akan-English bilinguals’ production of English inter-dental fricatives. Design/Methodology: Forty-five Akan-English bilinguals who immigrated to the USA between the ages of 10 and 64 participated. English inter-dental fricatives occurring in word-initial, intervocalic, and word-final positions were elicited through a production task using sentence frames. Accuracy of production was analyzed relative to age of acquisition, relative length of immersion, and phonological environment. Findings/Conclusion: Performance was better overall on the voiceless than the voiced inter-dental, but the phonological environment mattered: performance was at ceiling for both in the medial position, but less good in the initial and final positions. Early age of acquisition conspired with length of residence in the USA to foster better production for both sounds. However, substitutions for target segments were still observed in the most fluent speakers. These results indicate that in determining speakers’ proficiency in the second language, we must consider all of these factors—phonological environment, age of acquisition, and length of stay—together to gain a comprehensive picture of development. Originality: Few studies have examined Ghanaian speakers’ English, even though English is the official language of Ghana. Further, previous studies on second-language speakers’ abilities with inter-dental fricatives have largely focused on word-initial environments. The present study reveals that distinct phonological environments may not show the same effect. Here, speakers were particularly accurate in intervocalic positions. Significance: This study contributes to theoretical debates concerning the roles of input and age of acquisition for second-language learning. It also provides insights on some of the possible hurdles that second-language learners face as they strive to acquire additional languages, which can assist second-language teachers in designing appropriate methodologies to help learners.
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Mazurkewich, Irene. "Syntactic Markedness and Language Acquisition." Studies in Second Language Acquisition 7, no. 1 (February 1985): 15–35. http://dx.doi.org/10.1017/s0272263100005131.
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The aim of this paper is to demonstrate the role played by linguistic universals in second language acquisition. Research reported here focuses on the acquisition of dative structures and dative questions in a passive context in English by French and Inuit (Eskimo) students. Data were also elicited from native English-speaking students to serve as the norm. The data are interpreted within the theory of markedness and core grammar, as well as Case theory. The results of the testing, showing that unmarked forms are acquired before marked ones, are consistent with the predictions made by the theory of markedness and the property of adjacency which is crucial for Case assignment.
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Gibbs, D. "Second language acquisition of the English modals as predictive of expressive language proficiency." First Language 9, no. 27 (October 1989): 311–12. http://dx.doi.org/10.1177/014272378900902712.
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Jones, Steven, and M. Lynne Murphy. "Using corpora to investigate antonym acquisition." International Journal of Corpus Linguistics 10, no. 3 (September 1, 2005): 401–22. http://dx.doi.org/10.1075/ijcl.10.3.06jon.
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In this study, a purpose-built corpus, containing both child-produced and child-directed speech, is used to conduct a longitudinal examination of antonym use among children from the age of two to five years old. Previous research has tended to approach antonym acquisition using either elicitation techniques or corpora of printed adult language. In contrast, this research focuses on the speech of preschool children in naturally-occurring interactions. The discourse functions of antonymy in child-produced and child-directed language are quantified and compared with those identified in adult, written English (Jones 2002). Despite its complexity, Ancillary Antonymy is found to be most common in child-produced speech, even from the age of two, perhaps because of its particular usefulness in structuring ideas and discourse. This study presents a detailed inter-corpus comparison, assesses the discourse functions of antonymy at different stages of childhood, and discusses the correlation between antonym use in child-directed and child-produced speech.
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Crossley, Scott A., Stephen Skalicky, Kristopher Kyle, and Katia Monteiro. "ABSOLUTE FREQUENCY EFFECTS IN SECOND LANGUAGE LEXICAL ACQUISITION." Studies in Second Language Acquisition 41, no. 04 (January 31, 2019): 721–44. http://dx.doi.org/10.1017/s0272263118000268.
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AbstractA number of longitudinal studies of L2 production have reported frequency effects wherein learners' produce more frequent words as a function of time. The current study investigated the spoken output of English L2 learners over a four-month period of time using both native and non-native English speaker frequency norms for both word types and word tokens. The study also controlled for individual differences such as first language distance, English proficiency, gender, and age. Results demonstrated that lower level L2 learners produced more infrequent tokens at the beginning of the study and that high intermediate learners, when compared to advanced learners, produced more infrequent tokens at the beginning of the study and more frequent tokens toward the end of the study. Main effects were also reported for proficiency level, age, and language distance. These results provide further evidence that L2 production may not follow expected frequency trends (i.e., that more infrequent tokens are produced as a function of time).
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Park, Hyeson. "When-questions in second language acquisition." Second Language Research 16, no. 1 (January 2000): 44–76. http://dx.doi.org/10.1191/026765800666268444.
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It has been observed that when-questions are one of the last wh-questions produced by children learning English either as a first language (L1) or as a second language (L2). Explanations proposed for the late appearance of when-questions in L1 acquisition have been mostly based on cognitive factors. However, the cognition-based approach to when-questions faces problems in explaining L2 acquisition data, which show that L2 children who are cognitively more mature than L1 children follow the same developmental sequence. In this paper, I propose a possible explanation based on internal linguistic factors. According to Enç (1987), tense is a referential expression and temporal adverbials are antecedents of tense. I develop Enç's theory further and propose that in a when-question, tense is a bound variable, which is bound by the quantificational interrogative when. Thus, in order to produce when-questions, children must be at a stage where they understand bound variable readings. According to Roeper and de Villiers (1991), English-speaking children learn a bound variable reading approximately after 36 months, and the learning continues through the kindergarten years. The age at which a bound variable reading first appears corresponds to the point at which when-questions begin to occur. I propose that the complexity of the interaction between the quantificational when and tense, a bound variable, causes the delayed production of when-questions in developing grammars.
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Iakovleva, Tatiana. "Typological constraints in foreign language acquisition." Language, Interaction and Acquisition 3, no. 2 (December 19, 2012): 231–60. http://dx.doi.org/10.1075/lia.3.2.04iak.
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This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at two levels (upper- intermediate and advanced) acquiring English in a classroom setting. Results show that in spite of considerable differences between Russian and English native speakers’ performance, particularly with respect to the relative variability in their lexicalization patterns, idiosyncratic forms and structures produced by L2 learners rarely mirror motion conceptualization in their first language, which suggests the absence of a substantial transfer from L1.
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Juffs, Alan. "Semantics-syntax correspondences in second language acquisition." Second Language Research 12, no. 2 (April 1996): 177–221. http://dx.doi.org/10.1177/026765839601200203.
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This article investigates knowledge of semantics-syntax correspondences in SLA within the Principles and Parameters framework. A parameter of semantic structure is used to investigate knowledge of two distinct, but underlyingly related, verb classes: change of state locatives and 'psychologi cal' verbs. Chinese and English contrast in terms of the parameter setting. Experimental evidence indicates that adult Chinese learners of English L2 initially transfer parameter settings, but are able to reset the parameter. However, they only acquire L2 lexical properties and concomitant syntactic privileges with ease when L2 input adds a representation to their grammar. When positive L2 input should pre-empt overgeneralizations based on rep resentation transferred from the L1, for some learners L1 influence persists until quite advanced stages of acquisition. The implications of the results for the parameter-setting model of SLA are discussed.
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Kasanga, L. A. "Requests in English by second-language users." ITL - International Journal of Applied Linguistics 119-120 (January 1, 1998): 123–53. http://dx.doi.org/10.1075/itl.119-120.09kas.
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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.
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Chen, Chen. "A Study on Positive Transfer of Native Language and Second Language Teaching Methods." Theory and Practice in Language Studies 10, no. 3 (March 1, 2020): 306. http://dx.doi.org/10.17507/tpls.1003.06.
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Native language is one of the important factors that affect second language acquisition (SLA). However, compared with the heated discussion about the negative transfer of native language, the positive transfer of native language lacks due attention. Taking Chinese and English as a case study, this paper first reveals the similarities between the two languages, then discusses the positive effects of native language on SLA, and finally explores English teaching methods so as to promote the positive transfer of native language and reduce the negative transfer.
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Aitsiselmi, Farid. "Second language acquisition through email interaction." ReCALL 11, no. 2 (September 1999): 4–11. http://dx.doi.org/10.1017/s0958344000004900.
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This paper deals with the analysis of a communicative activity involving English learners of French, its advantages and drawbacks as well as the outcome that teachers can expect of such an activity. The first part examines some reasons, both theoretical and practical for using communication technology, particularly electronic mail, for promoting language acquisition and developing learner autonomy. The second pan of the paper deals with the theoretical framework within which the activity was carried out, that Is, Stephen Krashen's language acquisition theory which establishes a distinction between language acquisition and language learning. Email interaction offers the possibility of addressing both processes.
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Hamid, M. Obaidul, and Linh Dieu Doan. "The problematic of second language errors." Australian Review of Applied Linguistics 37, no. 2 (January 1, 2014): 123–44. http://dx.doi.org/10.1075/aral.37.2.03ham.
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The significance of errors in explicating Second Language Acquisition (SLA) processes led to the growth of error analysis in the 1970s which has since maintained its prominence in English as a second/foreign language (L2) research. However, one problem with this research is errors are often taken for granted, without problematising them and their identification. Against this background, the present study aimed to: (a) measure L2 English teachers’ ability to interpret L2 learner intentions in idiosyncratic expressions, and (b) bring to light factors that facilitate error identification. Findings show that: (1) there is a significant difference between L2 students’ intentions and teachers’ interpretations of those intentions; and (2) L2 English teachers’ knowledge of students’ L1 is not an advantage in error detection. Teacher interview data were drawn on to explicate text interpretation, reconstruction and error identification, suggesting implications for L2 research and pedagogy.
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White, Lydia. "Markedness and Second Language Acquisition." Studies in Second Language Acquisition 9, no. 3 (October 1987): 261–85. http://dx.doi.org/10.1017/s0272263100006689.
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In this paper, various definitions of markedness are discussed, including the difference in the assumptions underlying psychological and linguistic approaches to markedness. It is proposed that if one adopts a definition derived from theories of language learnability, then the second language learner's prior linguistic experience may predispose him or her towards transferring marked structures from the first language to the second, contrary to usual assumptions in the literature that suggest that second language learners will avoid marked forms. To test this hypothesis, adult and child learners of French as a second language were tested using grammaticality judgment tasks on two marked structures, preposition stranding and the double object construction, which are grammatical in English but ungrammatical in French, to see if they would accept French versions of these structures. It was found that the second language learners did not accept preposition stranding in French but did accept the double object construction, suggesting that transfer takes place only with one of the two marked structures. In addition, the children took tests on these structures in their native language to see if they perceived them as in any sense psycholinguistically marked. Results show that they do not treat marked and unmarked structures differently in the native language. It is suggested that the concept of markedness may cover a range of phenomena that need to be further clarified and investigated.
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Henderson, Lalitha. "Interference in Second Language Learning." ITL - International Journal of Applied Linguistics 81-82 (January 1, 1988): 73–111. http://dx.doi.org/10.1075/itl.81-82.04hen.
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Abstract This study deals with the acquisition of English and Tamil as a second language and to explain the errors found in the speech of L2 learners caused by the interference from the first language within the frame of reference of the phonological system of the target language (L2) as perceived and produced by the native speaker of the first language (L1). The overall systems are compared so as to highlight the most genera] similarities and differences. The comparison also focuses on the similarities and contrasts between the phonetic manifestations of each phonological unit of L1 and its counterpart in L2. The data from the actual speech of English and Tamil by the L2 speakers are used to bring out the contrast between the two languages and the L1 interference on L2.
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Tomoschuk, Brendan, Wouter Duyck, Robert J. Hartsuiker, Victor S. Ferreira, and Tamar H. Gollan. "Language of instruction affects language interference in the third language." Bilingualism: Language and Cognition 24, no. 4 (March 17, 2021): 707–18. http://dx.doi.org/10.1017/s1366728921000043.
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AbstractApplied linguistic work claims that multilinguals’ non-native languages interfere with one another based on similarities in cognitive factors like proficiency or age of acquisition. Two experiments explored how trilinguals regulate control of native- and non-native-language words. Experiment 1 tested 46 Dutch–English–French trilinguals in a monitoring task. Participants decided if phonemes were present in the target language name of a picture, phonemes of non-target language translations resulted in longer response times and more false alarms compared to phonemes not present in any translation (Colomé, 2001). The second language (English) interfered more than the first (Dutch) when trilinguals monitored in their third language (French). In Experiment 2, 95 bilinguals learned an artificial language to explore the possibility that the language from which a bilingual learns a third language provides practice managing known-language interference. Language of instruction modulated results, suggesting that learning conditions may reduce interference effects previously attributed to cognitive factors.
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Rescorla, Leslie, and Sachiko Okuda. "Modular patterns in second language acquisition." Applied Psycholinguistics 8, no. 3 (September 1987): 281–307. http://dx.doi.org/10.1017/s014271640000031x.
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ABSTRACTAnalysis of data from the first six months of acquisition of English as a second language by a 5-year-old Japanese girl illustrates the role of modular “chunking” and coupling in the second language acquisition process. This process was apparent in the child's pre-copula and copula referential utterances. She produced a large number of creative and novel referential sentences by using a small number of patterns or modules. The same small set of patterns was seen in both adult and peer sessions, although advances in acquisition usually appeared in peer conversation before they were evident in adult session data.
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Lanteigne, Betty, and Peter Crompton. "Analyzing Use of “Thanks to You”: Insights for Language Teaching and Assessment in Second and Foreign Language Contexts." Research in Language 9, no. 2 (December 30, 2011): 29–50. http://dx.doi.org/10.2478/v10015-011-0018-9.
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This investigation of thanks to you in British and American usage was precipitated by a situation at an American university, in which a native Arabic speaker said thanks to you in isolation, making his intended meaning unclear. The study analyzes use of thanks to you in the Corpus of Contemporary American English and the British National Corpus to gain insights for English language instruction /assessment in the American context, as well as English-as-a-lingua-franca contexts where the majority of speakers are not native speakers of English or are speakers of different varieties of English but where American or British English are for educational purposes the standard varieties. Analysis of the two corpora revealed three functions for thanks to you common to British and American usage: expressing gratitude, communicating “because of you” positively, and communicating “because of you” negatively (as in sarcasm). A fourth use of thanks to you, thanking journalists/guests for being on news programs/talk shows, occurred in the American corpus only. Analysis indicates that felicitous use of thanks to you for each of these meanings depends on the presence of a range of factors, both linguistic and material, in the context of utterance.
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Ton, Nu Linh Thoai. "Bridging Second Language Acquisition Research and English Language Teaching: An Interview with Robert DeKeyser." RELC Journal 51, no. 2 (July 15, 2020): 324–30. http://dx.doi.org/10.1177/0033688220936742.
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Gil, Kook-Hee, and Marsden Heather. "Existential quantifiers in second language acquisition." Linguistic Approaches to Bilingualism 3, no. 2 (May 17, 2013): 117–49. http://dx.doi.org/10.1075/lab.3.2.01gil.
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Lardiere’s (2005, 2008, 2009) Feature Reassembly Hypothesis proposes that L2 acquisition involves reconfiguring the sets of lexical features that occur in the native language into feature bundles appropriate to the L2. This paper applies the Feature Reassembly Hypothesis to findings from recent research into the L2 acquisition of existential quantifiers. It firstly provides a feature-based, crosslinguistic account of polarity item any in English, and its equivalents — wh-existentials — in Chinese, Korean and Japanese. We then test predictions built on the Feature Reassembly Hypothesis, about how learners map target existential quantifiers in the L2 input onto feature sets from their L1, and how they then reassemble these feature sets to better match the target. The findings, which are largely compatible with the predictions, show that research that focuses on the specific processes of first mapping and then feature reassembly promises to lead to a more explanatory account of development in L2 acquisition.
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Moloi, Francina L. "Regularisation of irregular verbs in child English second language acquisition." Southern African Linguistics and Applied Language Studies 31, no. 1 (March 2013): 61–70. http://dx.doi.org/10.2989/16073614.2013.793951.
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PARADIS, JOHANNE, MABEL L. RICE, MARTHA CRAGO, and JANET MARQUIS. "The acquisition of tense in English: Distinguishing child second language from first language and specific language impairment." Applied Psycholinguistics 29, no. 4 (October 2008): 689–722. http://dx.doi.org/10.1017/s0142716408080296.
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ABSTRACTThis study reports on a comparison of the use and knowledge of tense-marking morphemes in English by first language (L1), second language (L2), and specific language impairment (SLI) children. The objective of our research was to ascertain whether the L2 children's tense acquisition patterns were similar or dissimilar to those of the L1 and SLI groups, and whether they would fit an (extended) optional infinitive profile, or an L2-based profile, for example, the missing surface inflection hypothesis. Results showed that the L2 children had a unique profile compared with their monolingual peers, which was better characterized by the missing surface inflection hypothesis. At the same time, results reinforce the assumption underlying the (extended) optional infinitive profile that internal constraints on the acquisition of tense could be a component of L1 development, with and without SLI.
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Schulz, Barbara. "Syntactic creativity in second language English: wh-scope marking in Japanese-English interlanguage." Second Language Research 27, no. 3 (May 31, 2011): 313–41. http://dx.doi.org/10.1177/0267658310390503.
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This article documents a fairly rare kind of interlanguage phenomenon, namely one in which interlanguages exhibit syntactic constructions that are grammatical neither in a learner’s native language nor in his or her target language, but are nevertheless typologically attested. The target construction is wh-scope marking, a cross-linguistically attested form of complex question formation. Using an elicited production experiment, an off-line acceptability judgment task and an on-line acceptability judgment task, it is argued that wh-scope marking is a genuine phenomenon in Japanese—English interlanguages despite the fact that it is ungrammatical both in English and in Japanese. Given that the acquisition of wh-scope marking cannot be explained by these learners’ first language nor by their target language, the current study investigates what other mechanism these learners might be drawing on in their acquisition process. The article proposes that wh-scope marking in Japanese—English interlanguages results from a simplification strategy that learners adopt in order to ease the processing burden.
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Snape, Neal, and Tanja Kupisch. "Ultimate attainment of second language articles: A case study of an endstate second language Turkish-English speaker." Second Language Research 26, no. 4 (September 24, 2010): 527–48. http://dx.doi.org/10.1177/0267658310377102.
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An area of considerable interest in second language (L2) acquisition is the difficulties learners face with the acquisition of articles. This article examines the role of prosody in the acquisition of articles by an endstate L2 English speaker focusing on the free morphemes the and a. In order to analyse the articles produced by a Turkish speaker named SD, we used the Praat (Boersma and Weenink, 2006) phonetic analysis software to determine the prosodic shape of each article in article + noun configurations and article + adjective + noun configurations. The aim of the analysis is to see whether a more detailed analysis of the data would be fully consistent with the strong or weak interpretation of the Prosodic Transfer Hypothesis. The findings of our analysis show that SD produces a large percentage of stressed articles, which are non target-like. We discuss the implications of our analysis for the interlanguage representation of articles by SD as well as the Prosodic Transfer Hypothesis.
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Haznedar, Belma. "The acquisition of tense—aspect in child second language English." Second Language Research 23, no. 4 (October 2007): 383–417. http://dx.doi.org/10.1177/0267658307080330.
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The aim of this article is two-fold: to test the Aspect Hypothesis, according to which the early use of tense—aspect morphology patterns by semantic/aspectual features of verbs, and Tense is initially defective (e.g. Antinucci and Miller, 1976; Bloom et al., 1980; Andersen and Shirai, 1994; 1996; Robison, 1995; Shirai and Andersen, 1995; Bardovi-Harlig, 1998; Shirai, 1998); and to test Gavruseva's aspectual features account, according to which inherent aspectual properties of the verbs such as telicity and punctuality determine which verbs will be non-finite and which verbs will not (Gavruseva, 2002; 2003; 2004) in child L2 acquisition. Based on longitudinal data from a Turkish child second language (L2) learner of English, we present counter evidence for both hypotheses. First, it is shown that despite the fact that the early production of past tense morphology occurs exclusively with punctual predicates, data from copula be, auxiliary do and pronominal subjects do not show any evidence for defective tense. Second, contrary to what is predicted in Gavruseva's hypothesis, the rate of uninflected punctual verbs is much higher than that of uninflected non-punctual verbs in the child L2 grammar.
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Flanigan, Beverly Olson. "Anaphora and Relativization in Child Second Language Acquisition." Studies in Second Language Acquisition 17, no. 3 (September 1995): 331–51. http://dx.doi.org/10.1017/s0272263100014236.
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The focus of this study is the development of control over anaphoric reference and relativization by children learning ESL in a pull-out classroom employing little overt grammar instruction. Twenty-three children aged 6.5–14 representing ESL proficiency levels 3–5 on the Bilingual Syntax Measure (BSM)were given paper-and-pencil tests to determine comprehension of anaphoric (reflexive and pronominal)reference in English; in addition, they were tested on both comprehension and production of restrictive relative clause types (SS, SO, OO, and OS)in English. Scores were higher on reflexives than on pronominals, with length of residence significant in ambiguous references. Relative clause interpretation varied significantly with proficiency level, but production was not predictable from general proficiency except at BSM level 5, and then only on SO and SS relativization. Transfer from the L1 was minimal. It is concluded that exposure and overall L2 proficiency, rather than age or L1 background, are the most significant factors in the development of these generally untaught and untested “late-learned” rules.