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Journal articles on the topic 'Language and languages Language acquisition Grammar'

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Published: 4 June 2021

Last updated: 19 February 2022

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1

Helms, Kirsten Lindegaard. "The Crosslinguistic Influence of First and Second Language on Third Language Acquisition." Leviathan: Interdisciplinary Journal in English, no. 4 (March 1, 2019): 84–94. http://dx.doi.org/10.7146/lev.v0i4.112682.

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This paper explores the crosslinguistic influences of first and second language on third language acquisition. While it has earlier been argued that Universal Grammar is lost with subsequent language acquisition, some studies indicate that Universal Grammar is not lost and is also applied when acquiring other languages. By drawing on two studies of third language acquisition where the third languages are V2, it is shown that when it comes to acquiring a third language, transfer can happen from both the first and second languages. One study showed that both the first and second languages can in

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Alsaedi, Naif. "Universal Grammar Theory and Language Acquisition: Evidence from the Null Subject Parameter." International Journal of Linguistics 9, no. 3 (2017): 48. http://dx.doi.org/10.5296/ijl.v9i3.11159.

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This article introduces the Universal-Grammar-based (UG) theory of language acquisition. It focuses on parameters, both as a theoretical construct and in relation to first-language acquisition (L1A). The null subject parameter is used to illustrate how languages vary and explain how a child’s grammar develops into adult grammar over time. The article is structured as follows: the first section outlines crucial ideas that are relevant to language acquisition in generative linguistics, such as the notions of competence, performance, critical period, and language faculty. Section two introduces a

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Salleh, Rabiah Tul Adawiyah Mohamed, Bruno Di Biase, and Satomi Kawaguchi. "Lexical and morphological development: A case study of Malay English bilingual first language acquisition." Psychology of Language and Communication 25, no. 1 (2021): 29–61. http://dx.doi.org/10.2478/plc-2021-0003.

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Abstract Many first language acquisition (FLA) studies have found a strong correlation between lexical and grammatical development in early language acquisition. For bilingual first language acquisition (BFLA), the development of grammar is also found to be correlated with the size of the lexicon in each language. This case study investigates how a Malay-English bilingual child developed the lexicon and grammar in each of her languages and considers possible evidence of interaction between the languages during acquisition. The study also aims to show that the predominant linguistic environment

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Beresova, Jana. "Using English as a gateway to Romance language acquisition." Global Journal of Foreign Language Teaching 6, no. 1 (2016): 28. http://dx.doi.org/10.18844/gjflt.v6i1.571.

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The paper focuses on Romance language acquisition through English acquired as the first foreign language. A conscious approach to relations between languages enables learners, who acquired certain knowledge, attitudes and skills while learning one language, to learn other languages more easily. Research is based on contrastive analysis of two Romance languages – French and Spanish – and their relations to English. Learning those two Romance languages was carried out through the knowledge of some principles of how languages function and are related to each other. The analysis of vocabulary and

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Versteegh, Kees. "Extended grammar: Malay and the Arabic tradition." Histoire Epistémologie Langage 42, no. 1 (2020): 13–31. http://dx.doi.org/10.1051/hel/2020006.

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Throughout history, a number of languages have achieved the status of learned language, i.e., a language included in the curriculum of an educational system without yielding any communicational benefits. In large parts of the Islamic world, Arabic was (and still is) such a learned language. Acquisition of the learned language took place through the memorization of texts, with instruction and/or translation in vernacular languages. The vernacular languages themselves were not deemed to be in need of grammatical description, which explains why grammars for them were late to be developed. The pre

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Schachter, Jacquelyn. "On the issue of completeness in second language acquisition." Interlanguage studies bulletin (Utrecht) 6, no. 2 (1990): 93–124. http://dx.doi.org/10.1177/026765839000600201.

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The issue of completeness in adult second language acquisition is critical in the development of a theory of second language acquisition. Assuming the Chomskyan definition of core grammar as being those aspects of the language determined by the interaction of the innately specified Universal Grammar and the input to which the learner is exposed, we need to ask if it is possible for an adult learner of a second language to attain native-speaker competence in the core aspects of the grammar of the second language. This paper examines evidence for presence or absence of one principle of UG, Subja

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White, Lydia. "Universal Grammar, crosslinguistic variation and second language acquisition." Language Teaching 45, no. 3 (2012): 309–28. http://dx.doi.org/10.1017/s0261444812000146.

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According to generative linguistic theory, certain principles underlying language structure are innately given, accounting for how children are able to acquire their mother tongues (L1s) despite a mismatch between the linguistic input and the complex unconscious mental representation of language that children achieve. This innate structure is referred to as Universal Grammar (UG); it includes universal principles, as well as parameters which allow for constrained variation across languages.

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Bley-Vroman, Robert. "THE EVOLVING CONTEXT OF THE FUNDAMENTAL DIFFERENCE HYPOTHESIS." Studies in Second Language Acquisition 31, no. 2 (2009): 175–98. http://dx.doi.org/10.1017/s0272263109090275.

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Foreign language learning contrasts with native language development in two key respects: It is unreliable and it is nonconvergent. At the same time, it is clear that foreign languages are languages. The fundamental difference hypothesis (FDH) was introduced as a way to account for the general characteristics of foreign language learning. The FDH was originally formulated in the context of the theory of rich Universal Grammar, and this theory has guided much foreign language acquisition research over the past two decades. However, advances in the understanding of language have undermined much

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HAWKINS, ROGER. "The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language." Journal of French Language Studies 14, no. 3 (2004): 233–55. http://dx.doi.org/10.1017/s0959269504001784.

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Human beings have a genetically-determined capacity to walk, rather than to fly or swim. People can learn to swim, but it is not something that is genetically programmed. Do humans have a genetically-determined capacity to acquire language? Universal Grammar is a theory that assumes that they do. Except in cases of genetic disorder, humans have specialised mental architecture which is uniform across the species in its initial state, and which determines the ways in which samples of language encountered are converted into mental grammars. The specialised architecture is Universal Grammar, and i

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Lightfoot, David. "Problems with variable properties in syntax." Cadernos de Linguística 2, no. 1 (2021): 01–19. http://dx.doi.org/10.25189/2675-4916.2021.v2.n1.id306.

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Like those birds born to chirp, humans are born to parse; children are predisposed to assign linguistic structures to the amorphous externalization of the thoughts that we encounter. This yields a view of variable properties quite different from one based on parameters defined at Universal Grammar (UG). Our approach to language acquisition makes two contributions to Minimalist thinking. First, in accordance with general Minimalist goals, we minimize the pre-wired components of internal languages, dispensing with three separate, central entities: parameters, an evaluation metric for rating the

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Lightfoot, David. "The ecology of languages." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 23, spe (2007): 17–41. http://dx.doi.org/10.1590/s0102-44502007000300004.

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This paper discusses the life-cycle of languages: languages die, new languages are born, and languages undergo radical changes in form and structure. This paper considers three changes in the history of English: loss of split genitives, introduction of new inflectional categories, and loss of verb movement. The proposal is that these changes are the result of children's reanalysis during language acquisition, based on the interaction between primary linguistic data and universal grammar. These processes of I-language reanalysis lead to the gradual emergence of new E-languages.

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Gonçalves, Perpétua. "The role of ambiguity in second language change: the case of Mozambican African Portuguese." Second Language Research 18, no. 4 (2002): 325–47. http://dx.doi.org/10.1191/0267658302sr209oa.

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In this article, my point of departure is that language change is driven by acquisition, and I argue that the triggers for establishing the properties of language-specific grammars differ according to whether first language (L1) or second language (L2) acquisition is involved. The reason for this is that in L2 acquisition evidence about the target grammar may be ambiguous in ways which do not occur in L1 acquisition. To illustrate the argument, I present two case studies of Mozambican African Portuguese, a nonnative variety of Portuguese acquired during childhood by L1 speakers of Bantu langua

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Schwegler, Armin. "Herman Wekker (ed.), Creole languages and language acquisition. (Trends in linguistics: Studies and monographs, 86.) Berlin: Mouton de Gruyter, 1996. Pp. vi, 205. Hb DM118.00." Language in Society 28, no. 3 (1999): 473–77. http://dx.doi.org/10.1017/s0047404599313063.

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This slender, neatly typeset volume contains a selection of the papers presented at an international three-day workshop on creole languages and language acquisition, held at the University of Leiden in 1990. Entitled “The logical problem of language acquisition,” the workshop set out to investigate the acquisition of parts of the grammar by children and adults. The purpose of the Leiden gathering was to bring together linguists from essentially two fields (language acquisition theory and pidgin/creole studies) in order to “solve the ‘logical problem of language acquisition’ from as many perspe

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Felix, Sascha W. "Universal Grammar in Language Acquisition." Canadian Journal of Linguistics/Revue canadienne de linguistique 33, no. 4 (1988): 367–93. http://dx.doi.org/10.1017/s0008413100013189.

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Progress in linguistic theory during the past 20 years has made it increasingly clear that language acquisition must be viewed as an essentially deductive process in which the child analyzes the input data s/he is exposed to on the basis of an innately specified set of restrictive principles — technically known as Universal Grammar — which narrowly constrain the kinds of hypotheses a child will consider vis-à-vis a given set of data (cf. Chomsky 1980, 1981, 1986; Hornstein and Lightfoot 1981; White 1982; Felix 1987). As a consequence, there is a growing interest in the question of how exactly

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ROEPER, THOMAS. "Minimalism and bilingualism: How and why bilingualism could benefit children with SLI." Bilingualism: Language and Cognition 15, no. 1 (2011): 88–101. http://dx.doi.org/10.1017/s1366728911000605.

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We begin with the hypothesis that all people are “bilingual” because every language contains ingredients from several grammars, just as English exhibits both an Anglo-Saxon and a Latinate vocabulary system. We argue that the dominant grammar is defined by productivity and recursion in particular. Although current evidence is sparse, in principle, for a child who shows Specific Language Impairment (SLI) in a bilingual environment, richer modules in one grammar may help trigger more obscure modules in another language. Thus, if one language has a rich case system, it may help a child see an impo

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Llopis García, Reyes. "Cognitive grammar: marking new paths in foreign language teaching." Verba Hispanica 19, no. 1 (2011): 111–27. http://dx.doi.org/10.4312/vh.19.1.111-127.

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This article analyzes the usefulness of cognitive grammar for teaching foreign languages, also because of a growing interest for this discipline in recent years. First the author exposes an overview of cognitive grammar, a language model framed in the cognitive linguistics. Although the concept exists since the late 1980s, its applications for second language acquisition is very recent. In the second part of the article the author explains basics of the cognitive grammar, as well as its most important concepts.

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González Alonso, Jorge, Eloi Puig-Mayenco, Antonio Fábregas, Adel Chaouch-Orozco, and Jason Rothman. "On the status of transfer in adult third language acquisition of early bilinguals." PLOS ONE 16, no. 3 (2021): e0247976. http://dx.doi.org/10.1371/journal.pone.0247976.

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The study of linguistic transfer—understood here in terms of the copying of previous linguistic representations—seeks to reveal how domain-relevant prior language knowledge impacts the acquisition and development of new mental representations more generally. Studying sequential multilingualism offers a natural laboratory to observe cognitive-economical mechanisms that avoid redundancy in language learning. One of the key dividing questions between theories of transfer in sequential multilingualism is the extent of transfer, that is, whether a whole previous grammar is transferred (full transfe

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HUSSEIN, ABDEL-HAMID. "Language Universals, Universal Grammar and Language Acquisition." Journal of King Abdulaziz University-Arts and Humanities 1, no. 1 (1988): 21–36. http://dx.doi.org/10.4197/art.1-1.3.

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Minami, Masahiko. "The development of language processing strategies: A cross-linguistic study between Japanese and English. Reiko Mazuka. Mahwah, NJ: Erlbaum, 1998. Pp. 156." Applied Psycholinguistics 22, no. 1 (2001): 134–38. http://dx.doi.org/10.1017/s0142716401231075.

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One of the most fundamental, yet often neglected, or even paradoxical questions in the field of language acquisition is how children who have not yet acquired stable grammar can process language and still manage to acquire new grammar. This question is further complicated by cross-linguistic differences, such as how English- and Japanese-speaking children process complex sentences in their respective languages. To answer these two intricate questions, we need to identify cross-linguistically common – possibly universal or quasi-universal – characteristics in terms of the development of languag

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Ellis, Nick C. "Sequencing in SLA." Studies in Second Language Acquisition 18, no. 1 (1996): 91–126. http://dx.doi.org/10.1017/s0272263100014698.

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This paper provides an overview of sequencing in SLA. It contends that much of language acquisition is in fact sequence learning (for vocabulary, the phonological units of language and their phonotactic sequences: for discourse, the lexical units of language and their sequences in clauses and collocations). It argues that the resultant long-term knowledge base of language sequences serves as the database for the acquisition of language grammar. It next demonstrates that SLA of lexis, idiom, collocation, and grammar are all determined by individual differences in learners' ability to remember s

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Bhatti, Natalia, Ekaterina Kovsh, Elena Kharitonova, and Irina Sapranova. "Grammar aspect of English and German acquisition in Russian medium." E3S Web of Conferences 210 (2020): 21005. http://dx.doi.org/10.1051/e3sconf/202021021005.

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Bilingualism and multilingualism in education has become a reality in the modern multi-cultural world. In recent years, there have been numerous studies proving benefits from bilingual and multilingual approaches in education. Proficiency in second or third languages has many benefits starting from excellence in academic studies and easier access to global information resources and ending with personal awareness of cultural diversity of the world and global mobility. There is overwhelming evidence that English and German are the most popular languages chosen for the Unified State Exam in a for

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MÜLLER, NATASCHA. "Transfer in bilingual first language acquisition." Bilingualism: Language and Cognition 1, no. 3 (1998): 151–71. http://dx.doi.org/10.1017/s1366728998000261.

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Much research on bilingual first language acquisition has stressed the role of the dominant or preferred language when the two languages have some influence on one another. The present paper tries to look at transfer or interference from the perspective of the input the child is exposed to. Transfer will be argued to occur in those domains of the grammar where the language learner is confronted with ambiguous input. The bilingual child may, as a relief strategy, use parts of the analysis of one language in order to cope with ambiguous properties of the other. Ambiguity of input is crucial and

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Mudogo, Benard Angatia. "The Semantic Field Theoretical Approach in the teaching of English and its Grammatical Implication to Second Language Development." International Journal of English Language Studies 3, no. 3 (2021): 01–06. http://dx.doi.org/10.32996/ijels.2021.3.3.1.

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The Semantic Field Theory (SFT) has been widely used in teaching English as a second Language to preschool children in Kenya. In the SFT approach, the grammars of two or more languages are in contact. The grammar of languages involved in the SFT approach may be similar or different. However, studies have indicated that where the grammar of two languages in contact differ, syntactic mismatches are likely to result. It was against this background that the investigation was undertaken to establish the potential syntactic mismatches between English and Lukabarasi when using the SMT approach and th

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MEISEL, JÜRGEN M. "Bilingual language acquisition and theories of diachronic change: Bilingualism as cause and effect of grammatical change." Bilingualism: Language and Cognition 14, no. 2 (2010): 121–45. http://dx.doi.org/10.1017/s1366728910000143.

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Children acquiring their first languages are frequently regarded as the principal agents of diachronic change. The causes and the precise nature of the processes of change are, however, far from clear. The following discussion focuses on possible changes of core properties of grammars which, in terms of the theory of Universal Grammar, can be characterized as reflecting different settings of parameters. In such cases, learners develop grammatical competences differing from those of speakers of the previous generation who provided the primary data serving as input for the developmental processe

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Hulk, Aafke, and Natascha Müller. "Bilingual first language acquisition at the interface between syntax and pragmatics." Bilingualism: Language and Cognition 3, no. 3 (2000): 227–44. http://dx.doi.org/10.1017/s1366728900000353.

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This paper has as its starting point the assumption that in acquiring two languages from birth, bilingual children separate their grammars from very early on. This does not, however, exclude cross-linguistic influence – the possible influence of one language on the other. The main focus of the paper is on the acquisition of syntax in a generative framework. We argue that cross-linguistic influence can occur if (1) an interface level between two modules of grammar is involved, and (2) the two languages overlap at the surface level. We show that both conditions hold for object drop, but not for

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Saffran, Jenny R. "Statistical Language Learning." Current Directions in Psychological Science 12, no. 4 (2003): 110–14. http://dx.doi.org/10.1111/1467-8721.01243.

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What types of mechanisms underlie the acquisition of human language? Recent evidence suggests that learners, including infants, can use statistical properties of linguistic input to discover structure, including sound patterns, words, and the beginnings of grammar. These abilities appear to be both powerful and constrained, such that some statistical patterns are more readily detected and used than others. Implications for the structure of human languages are discussed.

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Genesee, Fred. "Bilingual first language acquisition: exploring the limits of the language faculty." Annual Review of Applied Linguistics 21 (January 2001): 153–68. http://dx.doi.org/10.1017/s0267190501000095.

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Most general theories of language acquisition are based on studies of children who acquire one language. A general theory of language acquisition must ultimately accommodate the facts about children who acquire two languages simultaneously during infancy. This chapter reviews current research in three domains of bilingual acquisition: pragmatic features of bilingual code-mixing, grammatical constraints on child bilingual code-mixing, and bilingual syntactic development. It examines the implications of findings from these domains for our understanding of the limits of the mental faculty to acqu

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Hudgens Henderson, Mary, Miho Nagai, and Weidong Zhang. "What languages do undergraduates study, and why?" Proceedings of the Linguistic Society of America 5, no. 1 (2020): 722. http://dx.doi.org/10.3765/plsa.v5i1.4704.

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Language attitudes and motivations are among the most important factors in language acquisition that condition the language learning outcomes. College students enrolled in first-semester and second-semester courses of Chinese, Japanese, and Spanish at a Midwest American university completed a survey eliciting instrumental motivations, integrative motivations, and language attitudes. The purpose of this study was to examine the perceptions the learners of that language(s) held and how their language attitudes and motivations correlate with specific world languages. There was strong interest in

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Méndez, Lucía I., and Gabriela Simon-Cereijido. "A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures." Journal of Speech, Language, and Hearing Research 62, no. 6 (2019): 1775–86. http://dx.doi.org/10.1044/2019_jslhr-l-18-0315.

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Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assesse

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Meisel, Jürgen M. "Diversity and divergence in bilingual acquisition." Zeitschrift für Sprachwissenschaft 40, no. 1 (2021): 65–88. http://dx.doi.org/10.1515/zfs-2021-2025.

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Abstract Bilingual settings are perceived as exemplary cases of linguistic diversity, and they are assumed to trigger cross-linguistic interaction. The rationale underlying this assumption is the belief that when more than one language is processed in a brain, this will inevitably affect the way in which linguistic knowledge is acquired, stored and used. However, this idea stands in conflict with results obtained by research on children acquiring two (or more) languages simultaneously. They have been demonstrated to be able to differentiate languages from early on and to develop competences qu

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Guilfoyle, Eithne, and Máire Noonan. "Functional Categories and Language Acquisition." Canadian Journal of Linguistics/Revue canadienne de linguistique 37, no. 2 (1992): 241–72. http://dx.doi.org/10.1017/s0008413100021976.

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Many theorists (e.g., Hyams 1987; Pinker 1984) working in the framework of generative grammar have assumed the “Continuity Hypothesis”. Under this view language acquisition is made up of a series of continuous stages. The child moves from one stage to another, and at each stage the grammar posited by the child is determined by Universal Grammar (UG). The motivation for the movement from one stage to another comes from a trigger in the language environment which causes the child to restructure her grammar, and so move on to the next stage. The Continuity Hypothesis has provided an explanation f

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Hohaus, Vera, and M. Ryan Bochnak. "The Grammar of Degree: Gradability Across Languages." Annual Review of Linguistics 6, no. 1 (2020): 235–59. http://dx.doi.org/10.1146/annurev-linguistics-011718-012009.

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In this review, we discuss the empirical landscape of degree constructions cross-linguistically as well as the major analytical avenues that have been pursued to account for individual languages and cross-linguistic variation. We first focus on comparatives and outline various compositional strategies for different types of comparative sentences as well as points of cross-linguistic variation in the lexicalization of comparative operators and gradable predicates. We then expand the discussion to superlatives, equatives, and other degree constructions. Finally, we turn to constructions beyond t

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Sokolova, M., and E. Plisov. "CROSS-LINGUISTIC TRANSFER CLASSROOM L3 ACQUISITION IN UNIVERSITY SETTING." Vestnik of Minin University 7, no. 1 (2019): 6. http://dx.doi.org/10.26795/2307-1281-2019-7-1-6.

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Introduction: the paper investigates cross-linguistic influences between the two previously learnt languages and their effects on classroom L3 acquisition. The study checks the predictions of the existing theories of mechanisms of transfer into the L3 attested for naturalistic learners. The main predictions get confirmed with the population of classroom learners of English as the L3. All the participants are native speakers of Russian. They all learnt their dominant foreign language, either French or German, in the classroom. The results suggest a governing role of the Universal Grammar in cla

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Endress, Ansgar D. "A Simple, Biologically Plausible Feature Detector for Language Acquisition." Journal of Cognitive Neuroscience 32, no. 3 (2020): 435–45. http://dx.doi.org/10.1162/jocn_a_01494.

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Language has a complex grammatical system we still have to understand computationally and biologically. However, some evolutionarily ancient mechanisms have been repurposed for grammar so that we can use insight from other taxa into possible circuit-level mechanisms of grammar. Drawing upon recent evidence for the importance of disinhibitory circuits across taxa and brain regions, I suggest a simple circuit that explains the acquisition of core grammatical rules used in 85% of the world's languages: grammatical rules based on sameness/difference relations. This circuit acts as a sameness detec

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Slabakova, Roumyana. "Features or parameters: which one makes second language acquisition easier, and more interesting to study?" Second Language Research 25, no. 2 (2009): 313–24. http://dx.doi.org/10.1177/0267658308100291.

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While agreeing with Lardiere that the `parameter-resetting' approach to understanding second language acquisition (SLA) needs rethinking, it is suggested that a more construction-based perspective runs the risk of losing deductive and explanatory power. An alternative is to investigate the constraints on feature assembly/re-assembly in second language (L2) grammars. A model of grammatical organization is adopted from Ramchand and Svenonius (2008) in which properties of the conceptual—intentional (C—I) module of mind are universal, and variation between languages is determined by the extent to

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Grima, Antoinette Camilleri, and Jacqueline Żammit. "acquisition of verbal tense and aspect in Maltese by adult migrants." Journal of Multilingual Theories and Practices 1, no. 2 (2020): 149–67. http://dx.doi.org/10.1558/jmtp.13426.

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This article considers the relevance of second language acquisition research for the development of pedagogical grammar. As an example it looks at the acquisition of verbal tense and aspect by intermediate-to-advanced level learners of Maltese, and more specifically the extent to which the perfett and imperfett verb forms are used by the learners when compared with L1 users of Maltese. Sixteen adult migrant learners, and 15 L1 Maltese users, took part in the study. All but one of the 16 migrant learners knew at least two other languages. Two of the participants had Arabic as their L1, and thre

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Gavarró, Anna. "L1 variation in object pronominalisation, and the import of pragmatics." Probus 31, no. 2 (2019): 299–322. http://dx.doi.org/10.1515/probus-2016-0011.

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Abstract Much work on referential expressions in monolingual and bilingual acquisition rests on the assumption that early grammars licence null objects even when they are not possible in the corresponding target grammar, in virtue of discourse-pragmatic licencing. This proposal has been made mainly with reference to third person object pronominalisation. Less attention has been given to other pronouns. Here, I show how the pragmatic account of third person object pronouns (along the lines of Serratrice et al. [2004, Crosslinguistic influence in the syntax-pragmatics interface: Subjects and obj

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Tzakosta, Marina, and Anthi Revithiadou. "A Grammar Inclusion Hypothesis of child language variation." Journal of Greek Linguistics 7, no. 1 (2006): 49–70. http://dx.doi.org/10.1075/jgl.7.04tza.

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AbstractThis paper examines variation in language development based on production data from three Greek-speaking children. Variation suggests that children employ more than one grammar during the acquisition process. This naturally raises the question of how ‘unwanted’ grammars gradually give way to the one that relates to the adult/target grammar. To account for variation, we implement partial ordering (Anttila 1997a, 1997b) to Tzakosta’s (2004) Multiple Parallel Grammars model of language development. More specifically, we propose that, in the intermediate stage of acquisition, constraint pe

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Pinker, Steven, and Ray Jackendoff. "The reality of a universal language faculty." Behavioral and Brain Sciences 32, no. 5 (2009): 465–66. http://dx.doi.org/10.1017/s0140525x09990720.

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AbstractWhile endorsing Evans & Levinson's (E&L's) call for rigorous documentation of variation, we defend the idea of Universal Grammar as a toolkit of language acquisition mechanisms. The authors exaggerate diversity by ignoring the space of conceivable but nonexistent languages, trivializing major design universals, conflating quantitative with qualitative variation, and assuming that the utility of a linguistic feature suffices to explain how children acquire it.

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Parodi, Teresa. "Finiteness and verb placement in second language acquisition." Second Language Research 16, no. 4 (2000): 355–81. http://dx.doi.org/10.1177/026765830001600403.

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The relationship between finiteness and verb placement has often been studied in both first language (L1) and second language (L2) acquisition and many studies claim that, while there is a correlation between finiteness and verb placement in L1 acquisition, these areas represent separate learning tasks in second language acquisition (SLA). The purpose of this article is to provide a new perspective on this elusive question, analysing data from speakers of Romance languages learning German as a second language (L2). Verbs are classified as thematic and nonthematic and analysed with respect to o

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Anderson, Rachel T. "AN INTRODUCTION TO LINGUISTIC THEORY AND LANGUAGE ACQUISITION. Stephen Crain and Diane Lillo-Martin. Oxford: Blackwell, 1999. Pp. xii + 424. $36.95 paper." Studies in Second Language Acquisition 23, no. 3 (2001): 440. http://dx.doi.org/10.1017/s0272263101253066.

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This enjoyable, informative book would serve as an excellent introductory text in a beginning course on language acquisition or linguistics. The content is somewhat narrower than the title suggests: The book deals exclusively with L1 acquisition, and its focus is Chomskyan syntax and Universal Grammar, with a bit of semantics presented toward the end (i.e., phonology is not addressed). Most of the data is from English, though other languages are explored (e.g., French, Japanese), with three very interesting chapters on American Sign Language.

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Müller, Natascha, and Aafke Hulk. "Crosslinguistic influence in bilingual language acquisition: Italian and French as recipient languages." Bilingualism: Language and Cognition 4, no. 1 (2001): 1–21. http://dx.doi.org/10.1017/s1366728901000116.

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In this paper we want to compare the results from monolingual children with object omissions in bilingual children who have acquired two languages simultaneously. Our longitudinal studies of bilingual Dutch–French, German–French, and German–Italian children show that the bilingual children behave like monolingual children regarding the type of object omissions in the Romance languages. They differ from monolingual children with respect to the extent to which object drop is used. At the same time, the children differentiate the two systems they are using. We want to claim that the difference be

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Nerea, Madariaga. "The category of animacy and its acquisition in the grammars of Russian and Spanish." Cuadernos Iberoamericanos, no. 2 (June 28, 2018): 48–57. http://dx.doi.org/10.46272/2409-3416-2018-2-48-57.

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The category of animacy is the expression in grammar of the opposition between animate and inanimate beings. This category does not grammaticalize in every language and, even if it does, it almost never grammaticalizes in the same way. To show this, I will analyze here the animacy effects in two languages, which seem to grammaticalize in similar ways (Spanish and Russian). In these two languages, animacy mainly affects differential object marking (the so-called DOM). Unlike other European languages, both Russian and Spanish make use of DOM for animate objects (Veo a mi amigo / Я вижу своего др

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PYE, CLIFTON, and BARBARA PFEILER. "The Comparative Method of language acquisition research: a Mayan case study." Journal of Child Language 41, no. 2 (2013): 382–415. http://dx.doi.org/10.1017/s0305000912000748.

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ABSTRACTThis article demonstrates how the Comparative Method can be applied to cross-linguistic research on language acquisition. The Comparative Method provides a systematic procedure for organizing and interpreting acquisition data from different languages. The Comparative Method controls for cross-linguistic differences at all levels of the grammar and is especially useful in drawing attention to variation in contexts of use across languages. This article uses the Comparative Method to analyze the acquisition of verb suffixes in two Mayan languages: K'iche' and Yucatec. Mayan status suffixe

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Kuznetsova, O., and V. Zlatnikov. "APPROACHES AND EFFECTIVE METHODS OF INSTRUCTION IN THE FOREIGN LANGUAGE FOR SPECIAL PURPOSES." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (45) (2021): 17–20. http://dx.doi.org/10.17721/728-2217.2021.45.17-20.

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At the present stage of expanding international contacts in various fields of activity for students it is becoming increasinglyimportant to expand their knowledge of languages outside of everyday foreign language (English). Learning foreign languages hasa number of benefits, including facilitating effective communication and building partnerships, business and military relationships with people from other countries/cultures. Since there are a number of factors that affect the effective acquisition of a foreign language in the context of bilin gualism, modern methods of teaching foreign languag

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Bassano, Dominique, Katharina Korecky-Kröll, Isabelle Maillochon, and Wolfgang U. Dressler. "L’acquisition des déterminants nominaux en français et en allemand." Language, Interaction and Acquisition 2, no. 1 (2011): 37–60. http://dx.doi.org/10.1075/lia.2.1.02bas.

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In many languages, noun determiner acquisition is a central aspect of the emergence of grammar in children. The study compares the development of determiners — between one and three years of age — in the spontaneous productions of two children who acquire French and Austrian German, respectively. Starting with the contrast between Romance and Germanic languages and focusing on morphosyntactic factors, it evaluates the impact of typological and language-specific differences on determiner acquisition. We examine the prediction that determiners should emerge earlier in French than in German and c

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Tomescu, Veronica, and Larisa Avram. "Peripheral cross-linguistic interference in the acquisition of accusative clitics by Romanian–Hungarian simultaneous bilinguals." Probus 31, no. 2 (2019): 323–57. http://dx.doi.org/10.1515/probus-2016-0014.

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Abstract This paper presents the results of the first study of the acquisition of Accusative clitics in Romanian by Romanian–Hungarian bilingual children. Our data show that the acquisition route is similar to the one in a monolingual setting. An interesting observation which arises from this study is that two structures which are superficially similar in the two languages favour the occurrence of non-target constructions, unavailable in either of the two languages. They occur under bilingual conditions via non-language-specific mechanisms, such as comparison and analogy. This is why their use

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LOPES, Ruth E. Vasconcellos. "Language acquisition and the minimalist program: a new way out." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 17, no. 2 (2001): 245–81. http://dx.doi.org/10.1590/s0102-44502001000200004.

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Our aim in this paper is to show that Chomsky's Minimalist Program brings in a new way to conceive the Language Faculty and, thus, the Universal Grammar as well. Therefore, it opens up a whole range of possibilities for the language acquisition field. Explanations have to be motivated by virtual conceptual necessity: either through bare output conditions imposed by the interfaces, or through economy conditions of the computational system. Our point is that it should work likewise for language acquisition. If economy conditions play a role in the Language Faculty, then they must be important fo

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ABUTALEBI, JUBIN, and HARALD CLAHSEN. "Critical periods for language acquisition: New insights with particular reference to bilingualism research." Bilingualism: Language and Cognition 21, no. 5 (2018): 883–85. http://dx.doi.org/10.1017/s1366728918001025.

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One of the best-known claims from language acquisition research is that the capacity to learn languages is constrained by maturational changes, with particular time windows (aka ‘critical’ or ‘sensitive’ periods) better suited for language learning than others. Evidence for the critical period hypothesis (CPH) comes from a number of sources demonstrating that age is a crucial predictor for language attainment and that the capacity to learn language diminishes with age. To take just one example, a recent study by Hartshorne, Tenenbaum and Pinker (2018) identified a ‘sharply-defined critical per

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McWhorter, John M. "The radically isolating languages of Flores." Journal of Historical Linguistics 9, no. 2 (2019): 177–207. http://dx.doi.org/10.1075/jhl.16021.mcw.

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Abstract The languages of central Flores are all but devoid of affixation, despite that this is hardly typical of the Austronesian languages of their family, including closely related languages elsewhere on the island and nearby ones. A traditional approach to these central Flores languages’ typology is to ascribe their analyticity to grammar-internal drift, under which the disappearance of this affixal battery was due merely to fortuitous matters of stress, analogy, reanalysis, etc. Here I argue that a great deal of evidence suggests that these languages actually underwent heavy second-langua

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