Showing papers in "Second Language Research in 2002"
TL;DR: In this paper, two groups of native English speakers, one more and one less fluent in French as their L2, performed word naming and translation tasks and found that learners were slower and more error prone to name and to translate words into L2 than more fluent bilinguals.
Abstract: A goal of second language (L2) learning is to enable learners to understand and speak L2 words without mediation through the first language (L1). However, psycholinguistic research suggests that lexical candidates are routinely activated in L1 when words in L2 are processed. In this article we describe two experiments that examined the acquisition of L2 lexical fluency. In Experiment 1, two groups of native English speakers, one more and one less fluent in French as their L2, performed word naming and translation tasks. Learners were slower and more error prone to name and to translate words into L2 than more fluent bilinguals. However, there was also an asymmetry in translation performance such that forward translation was slower than backward translation. Learners were also slower than fluent bilinguals to name words in English, the L1 of both groups. In Experiment 2, we compared the performance of native English speakers at early stages of learning French or Spanish to the performance of fluent bilingu...
284 citations
TL;DR: The authors investigated the reasons behind the omission of inflection in Russian children acquiring English as a second language (L2) acquisition and argued for presence of functional categories in L2 grammar.
Abstract: This study of first-language (L1) Russian children acquiring English as a second language (L2) investigates the reasons behind omission of verbal inflection in L2 acquisition and argues for presence of functional categories in L2 grammar. Analyses of spontaneous production data show that the child L2 learners (n = 20), while omitting inflection, almost never produce incorrect tense/agreement morphology. Furthermore, the L2 learners use suppletive inflection at a significantly higher rate than affixal inflection, and overgenerate be auxiliary forms in utterances lacking progressive participles (e.g., they are help people). A grammaticality judgement task of English tense/agreement morphology similarly shows that the child L2 English learners are significantly more sensitive to the be paradigm than to inflection on thematic verbs. These findings suggest that Tense is present in the learners’ L2 grammar, and that it is instantiated through forms of the be auxiliary. It is argued that omission of inflection i...
210 citations
TL;DR: Although explicit knowledge cannot turn into implicit knowledge through practice, it is argued that explicit learning and practice often form efficient ways of mastering an L2 by creating opportunities for implicit learning.
Abstract: This article argues for the need to reconcile symbolist and connectionist accounts of (second) language learning by propounding nine claims, aimed at integrating accounts of the representation, processing and acquisition of second language (L2) knowledge. Knowledge representation is claimed to be possible both in the form of symbols and rules and in the form of networks with layers of hidden units representing knowledge in a distributed, subsymbolic way. Implicit learning is the construction of knowledge in the form of such networks. The strength of association between the network nodes changes in the beginning stages of learning with accumulating exposure, following a power law (automatization). Network parts may attain the status equivalent to ‘symbols’. Explicit learning is the deliberate construction of verbalizable knowledge in the form of symbols (concepts) and rules. The article argues for a nonnativist, emergentist view of first language learning and adopts its own version of what could be called a non-interface position in L2 learning: although explicit knowledge cannot turn into implicit knowledge through practice, it is argued that explicit learning and practice often form efficient ways of mastering an L2 by creating opportunities for implicit learning.
191 citations
TL;DR: In this article, the issue of cross-linguistic influence in second language acquisition is examined from a processing perspective, and it is shown that second language learners can only produce forms they are able to process.
Abstract: In this article, the issue of cross-linguistic influence in second language acquisition is examined from a processing perspective. Applying Processability Theory as the theoretical framework we claim that second language (L2) learners can only produce forms they are able to process.We thus argue that the first language (L1) influence on the L2 is developmentally moderated. Data were collected from German L2 learners with Swedish as their L1. Twenty informants participated in the study, 10 in their first year of German (13 years of age) and 10 in their second year of German (14 years of age). Both languages involved are typologically very close but not mutually intelligible. The results show that Swedish learners of German do not transfer the verb-second structure from their L1 to the L2 even though this structure is identical in both languages.Instead they start out with canonical word order and subsequently produce an intermediate structure (adv NPsubj V X), which is ungrammatical in the L1 and the L2. These observations support the idea of a developmentally moderated transfer. The results clearly contradict the predictions from the 'full transfer/full access' hypothesis (Schwartz and Sprouse, 1994; 1996). (Less)
159 citations
TL;DR: This paper reviewed four recent books of current research in vocabulary acquisition and found that vocabulary acquisition has moved from being a neglected backwater in second language acquisition (SLA) to a pos...
Abstract: This article reviews four recent books of current research in vocabulary acquisition. Vocabulary acquisition has moved from being a neglected backwater in second language acquisition (SLA) to a pos...
106 citations
TL;DR: To test whether PT is typologically plausible, the following points are demonstrated for Japanese and Italian: • The notion of ‘exchange of grammatical information’ is a productive concept for typologically different languages.
Abstract: This article aims to test the typological plausibility of Processability Theory (PT) (Pienemann, 1998). This is ‘a theory of processability of grammatical structures... [which] formally predicts which structures can be processed by the learner at a given level of development’ (p. xv). Up till now the theory has been tested mainly for Germanic languages, while here we propose to test it for two typologically different languages, namely Italian and Japanese. Language specific predictions for these two languages will be derived from PT, and the structures instantiating them will be described within a Lexical Functional Grammar (LFG) framework. The occurrence and distribution of relevant structures will then be analysed in empirical, naturalistic data produced by adult learners. To test whether PT is typologically plausible we will demonstrate the following points for Japanese and Italian:• The notion of ‘exchange of grammatical information’ is a productive concept for typologically different languages.• Pred...
101 citations
TL;DR: The authors examined the implications of the metaphor of the "vocabulary network" by applying the principles of graph theory to word association data in order to compare the relative densities of first language (L1) and second language(L2) lexical networks.
Abstract: This article examines the implications of the metaphor of the ‘vocabulary network’ It takes a formal approach to the exploration of this metaphor by applying the principles of Graph Theory to word association data in order to compare the relative densities of first language (L1) and second language (L2) lexical networks Earlier graph theoretical research into L2 word associations is reviewed and methodological flaws in this work discussed It describes the development of a new elicitation tool which is able to provide a means of quantifying lexical density levels Levels of linkage in the L1 and L2 lexical networks are shown to be higher than previously assumed in the literature It is argued that it will be helpful to develop a more complex interpretation of the notion of lexical density
67 citations
TL;DR: This paper investigated the influence of first language influence on second language argument structure in a situation where an L2 argument structure forms a superset of its L1 counterpart, and found that a partial fit between the L1 and the L2 may trigger L1 transfer, whereas availability of positive evidence may allow the learner to arrive at the L 2 grammar.
Abstract: This study investigated first language (L1) influence on second language (L2) argument structure in a situation where an L2 argument structure forms a superset of its L1 counterpart. In such a situation, a partial fit between the L1 and the L2 may trigger L1 transfer, whereas availability of positive evidence may allow the learner to arrive at the L2 grammar (White, 1991b). This study tested these predictions by investigating whether Japanese speakers can recognize the directional reading of English manner-of-motion verbs (walk, swim) with locational/directional PPs (under, behind), such as John swam under the bridge, where under the bridge can be either the goal of John’s swimming (directional) or the location of John’s swimming (locational). By contrast, their Japanese counterparts allow only a locational reading, as Japanese is more restricted than English in allowing only directed motion verbs (go) to appear with a phrase expressing a goal. Thirty-five intermediate Japanese learners of English and 23 ...
49 citations
TL;DR: The authors surveys recent research on the first and second language acquisition of temporal and aspectual properties of natural languages and proposes an alternative explanation of the skewed acquisition sequences in terms of processing costs.
Abstract: This review article surveys recent research on the first and second language acquisition of temporal and aspectual properties of natural languages.Three recently published books are discussed in the context of the primacy or aspect hypothesis and the prototype, the connectionist and the discourse explanations for the attested acquisition sequences. A potentially misleading terminological issue is highlighted: Deictic tense, grammatical and lexical aspect are often conflated in acquisition studies. Recent research from the (innatist) generative perspective (e.g., Olsen and Weinberg, 1999) is also examined. An alternative explanation of the skewed acquisition sequences in terms of processing costs is proposed. Some important topics for future aspect research are identified.
43 citations
TL;DR: The authors argue that the triggers for establishing the properties of language-specific grammars differ according to whether first language (L1) or second language acquisition is involved, and they present two case studies of Mozambican African Portuguese, a nonnative variety of Portuguese acquired during childhood by L1 speakers of Bantu languages.
Abstract: 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 languages. These case studies show that strings generated by the grammar of European Portuguese may trigger ‘wrong/new’ parameter values which, although nonexistent in the original grammatical system, are perfectly legitimate from the point of view of the speakers’ L1 grammars. In both cases, although the new parameter settings (NPSs) are not convergent with the target grammar, resetting is blocked because the new paramete...
31 citations
TL;DR: The Autonomous Induction Theory of Second Language Acquisition (i-learning) as discussed by the authors is a theory of inductive learning which is neither concept learning nor hypothesis-formation, but rather which takes place within the autonomous and modular representational systems (levels of representation) of the language faculty.
Abstract: This paper presents a theory of inductive learning (i-learning), a form of induction which is neither concept learning nor hypothesis-formation, but rather which takes place within the autonomous and modular representational systems (levels of representation) of the language faculty. The theory is called accordingly the Autonomous Induction Theory. Second language acquisition (SLA) is conceptualized in this theory as:• learning linguistic categories from universal and potentially innate featural primitives;• learning configurations of linguistic units; and• learning correspondences of configurations across the autonomous levels.Here I concentrate on the problem of constraining learning theories and argue that the Autonomous Induction Theory is constrained enough to be taken seriously as a plausible approach to explaining second language acquisition.
Journal Article•
TL;DR: Kim and Haeyeon as mentioned in this paper examined structural and interactional contexts of next-speaker repetition in terms of second-position and third-position repetition in English conversation and found that the second position repetition performs social actions such as initiating repair in the next turn, seeking confirmation or clarification, displaying speaker's stance or attitudes such as surprise or incredulity, providing confirmation or registering receipt, and expanding current speaker's turn by repeating the previous utterance, often providing additional information.
Abstract: Kim, Haeyeon. (2002). The form and function of next-turn repetition in English conversation. Language Research 38(1), 51-8L As an attempt to characterize an aspect of the interaction between conversation and grammar, this research deals with forms and functions of repetition in English conversation. Viewing repetition as a mechanism to which participants engaged in conversation must display orientation, this research investigates repetition in terms of an economy system that accomplishes social actions as part of our everyday conducts in talk-in interaction. After a critical review of previous research on repetition, this research investigates structural and interactional contexts of next-speaker repetition in terms of second-position and third-position repetition. The examination of instances of 'exact' and partial repetition in the present data shows that third-position repetition is found in the following two contexts: (i) when the second turn functions as a next-turn repair initiation and the repair solution is realized in the third turn in the form of partial or whole repetition of the prior utterance, and (H) when the source turn is interrupted by or overlapped with the second turn, and the source turn is repeated in the third turn. The examination also shows that the social actions that second-position repetition performs are: (i) initiating repair in the next turn, (H) seeking confirmation or clarification, (Hi) displaying speaker's stance or attitudes such as surprise or incredulity, (iv) providing confirmation or 'registering receipt' (Scheglofi 1997), (v) showing that the speaker is of the same opinion or is in agreement with the previous speaker, and (vi) expanding current speaker's turn by repeating the previous utterance, often providing additional information. These findings show that the practices of repeating can be viewed as accomplishments of social actions in talk-in-interaction.
TL;DR: The Minimalist Program provides a new framework for explaining data concerning the L2 acquisition of non-null subjects in English, especially the developmental changes of interlanguage grammar and L1 influences on it.
Abstract: Second language acquisition (SLA) research in the last 20 years appears to have shown that Universal Grammar (UG) constrains SLA, and a number of specific models of SLA have been offered. However, some crucial problems have been left unsolved in previous models suggested by the Principles and Parameters Approach; the Minimalist Program is likely to provide a better account of the data. The acquisition of the obligatoriness of overt subjects in English is one such problem. The Minimalist approach suggests that first language (L1) transfer is realized as the transfer of lexical items and their features.This further implies that some cross-linguistic effects do not exist at the initial stage of development, but may emerge gradually in the course of second language (L2) development in accordance with the expansion of L2 lexicon and the number of lexical items to be placed in the sentence structure. With these considerations, the Minimalist Program provides us with a new framework for explaining data concernin...
TL;DR: The authors proposed Structural Minimality -that clausal projections are IPs -as a hypothesis on the initial state of second language acquisition (L2) and presented critical empirical evidence from Hindi learners of English as an L2 that supports the claim that the complementary phase is initially absent from the grammar of L2 learners.
Abstract: This article considers the current debate on the initial state of second language acquisition (L2) and presents critical empirical evidence from Hindi learners of English as an L2 that supports the claim that the CP (complementizer phase) is initially absent from the grammar of L2 learners. Contrary to the predictions of Full Transfer (Schwartz and Sprouse, 1994; 1996), the data we present suggest that L2 learners start out without a CP and then graduate to a stage where overt expressions of CP (complementizer phase) are in fact manifest. Although the lack of evidence of CP appears to support the Minimal Trees/Partial Transfer (MT/PT) hypothesis (Vainikka and Young-Scholten, 1996a; 1996b), we show that the MT/PT hypothesis also fails to honour all the empirical facts.To account for the patterns in our data, we propose Structural Minimality - that clausal projections are IPs - as a hypothesis on the initial state of L2 acquisition. We argue that the Structural Minimality hypothesis accounts for the entire ...
TL;DR: In this article, a post-modernist perspective on second language acquisition (SLA) has been explored in the context of postmodernism and it can be useful for any discipline to have its accepted way of doing business interrogated.
Abstract: I begin my necessarily brief commentary on Gregg (2000) with a confession: I am not, nor have I ever been, a practising postmodernist. I freely admit, however, that some of the ideas that have emerged from this project are sufficiently interesting to take seriously. I wrote my 1996 article to stir up the waters and to explore what a postmodernist perspective might do for, and to, second language acquisition (SLA). It can be useful for any discipline to have its accepted way of doing business interrogated and even disturbed. Judging from Gregg’s response, I seem to have succeeded. In what follows I limit my comments to some specific points that appear to have raised most of Gregg’s hackles.
Journal Article•
TL;DR: In this paper, the authors examined Korean university students' awareness of plagiarism in summary writings and found that a 3-hour class session, which mainly focused on the warnings against plagiarism, had an enormous effect on the reduction of the copying degree in students' summary writing.
Abstract: The present study examines Korean university students' awareness of plagiarism in summary writings. Twenty nine university students were asked to write English summaries of an English source text. They were then given the instruction on what is plagiarism and why they should avoid it. Finally, they were again asked to write the second summary writings of the same source text. The degrees of exact copying in the first and second summaries were compared based on the meaningful unit. The results showed that a 3-hour class session, which mainly focused on the warnings against plagiarism, had an enormous effect on the reduction of the copying degree in students' summary writing. The students illustrated the ability to summarize the text in their own words in the second summaries. They mainly copied in the first summary because they lacked the understanding of the notion of plagiarism. It was suggested that students should be informed of the concept of plagiarism and be trained to paraphrase and write in their own words.
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TL;DR: The authors describes semantic changes of English preposition against that occurred in the course of its grammaticalization, including metaphor, generalization, subjectification, and frame-of-focus variation.
Abstract: This paper describes semantic changes of English preposition against that occurred in the course of its grammaticalization. Based on semantic designations provided in Oxford English Dictionary (2nd ed.; 1991), this paper shows how particular meanings of the word evolved. Four major mechanisms of semantic change are invoked here to explain such semantic changes, Le., metaphor, generalization, subjectification, and frame-of-focus variation. Metaphorical transfer extends formerly concrete meanings that made reference to physical space onto more abstract meanings such as temporal reference. Generalization changes relatively specific meanings or meanings largely restricted to a particular domain into those that could be used in larger contexts. Subjectification changes meanings formerly associated with description of the external world into those associated with personal emotion and evaluation. Finally, variation of the frame of focus on the source image schema gives rise to various meanings that are in apparent antonymy. This investigation shows that semantic change is a complex process in which multifarious factors and mechanisms interplay.
Journal Article•
TL;DR: In this paper, the authors explored the effect of teaching listening strategies to high school students and found that the experimental group has gained more scores than the control group at the post-test.
Abstract: The present study has attempted to explore. the effect of teaching listening strategies to the high school students. Forty six students in a science high school participated in the study. Twenty three students were assigned to the control group and the other twenty three students were assigned to the experimental group. Both classes were provided with one month period listening class, but the experimental group was treated with additional lis tening strategies and the exercises associated with them The listening strate gies include listening for the main idea, listening for details, listening for specific information, listening for numerical information, listening with infer ences and listening for cause and effect. The results showed that the experimental group has gained more scores than the control group at the post-test.
TL;DR: The postmodernist position would satisfy committed post-modernists, which is to say it gets things wrong in the same way they do as discussed by the authors, but in my heart of hearts, I doubted that Lantolf was a practising post modernist.
Abstract: One confession deserves another: in my heart of hearts, I doubted that Lantolf was a practising postmodernist. For one thing, it was often too easy to figure out what he was saying. Still, his exposition of the postmodernist position would satisfy committed post-modernists, which is to say it gets things wrong in the same way they do.
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TL;DR: This paper examined the structural status of glides in Korean, focusing on the syllable-structure status of on-glides in the onset position and concluded that Korean glides are orthographically like vowels but phonologically and phonetically like consonants in the phonetic representation.
Abstract: This paper is to examine the underlying representation and the structural status of glides in Korean, focusing on the syllable-structure status of on-glides in the onset position. Supporting the two hypotheses : Onset Hypothesis and Coda Hypothesis, in this paper, it has been argued that : (1) Korean glides are orthographically like vowels but phonologically and phonetically like consonants in the phonetic representation; (2) in Korean syllable structure, onset and nucleus form a constituent (X), and a single glide before a vowel is like a consonant in the onset, and on-glides preceded by a consonant are part of the onset based on articulatory and acoustic evidence as well as evidence from glide formation and insertion, language games, phonotactic constraints, partial reduplication, and vowel harmony; (3) a consonant + glide sequence is treated as a consonant cluster, deleted or being simplified in casual speech; (4) a vowel + glide sequence /ij/ acts like nucleus plus coda in Korean because consonant clusters are not allowed in the coda on the surface, thus the off-glide cannot be followed by any tautosyllabic consonants in the coda position. Therefore, Korean glides in the underlying representation may be vowels. In the course of derivation, however, the glides are like consonants in the phonetic representation in that glides cannot occur in the nucleus of the syllables, and they do not maintain steady states acoustically. In addition, in the articulation of glides, they are produced with a construction that is greater than the corresponding vowels.
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TL;DR: The authors investigates diverse case marking patterns in auxiliary verb constructions in Korean, and provides an account in terms of a general mechanism of structural case assignment within the framework of Head-Driven Phrase Structure Grammar (HPSG).
Abstract: This paper investigates diverse case marking patterns in auxiliary verb constructions (AVCs) in Korean, and provides an account in terms of a general mechanism of structural case assignment within the framework of Head-Driven Phrase Structure Grammar (HPSG). It is first shown that the complicated case marking patterns which arise from various combinations of auxiliary verbs posit problems for both transformational analyses based on head movement and previous HPSG analyses in which the final auxiliary verb solely determines the case marking property of the whole complex predicate. This paper argues that auxiliary verbs are different in their way of inheriting case marking property of the preceding predicate, and case alternation in siphta construction can be explained by the dual inheritance property specified in the lexicon. Drawing upon a complex predicate analysis of AVCs, this paper proposes that complicated case patterns in AVCs can be accounted for by classification of verbs/auxiliary verbs via distinct feature values and by the mechanism of structural case resolution.
Journal Article•
TL;DR: Kim et al. as discussed by the authors explored the role and functions of four most frequently used clausal connectives (nuntey, -ko, -myen, and -nikka) in the production of collaborative turn completion in Korean conversations.
Abstract: Kim, Haeyeon. (2002). Collaborative turn completion in Korean conversation. Language Research 38(4), 1281-1316. Co-construction, or collaborative turn completion, is one of the attempts to explore interactional and sequential nature of conversation. This research explores the questions of how grammar is shaped by the interaction between speaker and hearer and what social actions are involved in the interaction in Korean. After examining types and frequency of co-construction in Korean conversational data, this research discusses roles and functions of the four most frequently used clausal connectives -nuntey, -ko, -myen, and -nikka as a way of characterizing co-construction in terms of semantic, pragmatic properties of the connectives. This inquiry also discusses contexts for the occurrence of co-construction, critically reviewing the claims that pragmatic factors coming from politeness or 'private territory of information', late projectability, and delay of the delivery of the final component are responsible for the production of co-construction. This research shows that co-construction is produced basically by next speaker's efforts to collaborate with current speaker based on shared or assumed knowledge. It shows that semantic, pragmatic properties and social actions are also responsible for the production of co-construction by exploring semantic, pragmatic properties of clausal connectives used in co-construction. In addition, this study explores what social actions are involved in the production of co-construction, focusing on the relationship between social actions and grammar in talk-in-interaction. Finally, this research shows the interactive nature of co-construction, suggesting the need to explore the relationship between interaction and grammar which is constantly shaped by the interaction between speaker and hearer.
TL;DR: The focus of this special issue is on the interface between second language acquisition (SLA) and language processing and Hulstijn argues that current theories of the representation, acquisition and automatization of linguistic knowledge are at present largely incompatible.
Abstract: The focus of this special issue is on the interface between second language acquisition (SLA) and language processing. The four articles in this issue were originally presented at the workshop on 'Issues in SLA and language processing' held in June 2000 at the University of Paderborn, Germany. The articles tackle language processing from three rather different points of view. This diversity of perspectives is not atypical of research in second language (L2) processing which has in the past included such issues as procedural skills, attention, input and the L2 processor. The assumption that L2 acquisition is constrained by processing represents the basis for several approaches to SLA. This view constitutes a basic assumption in work on L2 input processing (e.g., van Patten, 1996), in research on L2 skill acquisition (e.g., McLaughlin et al. , 1983; Levelt, 1978; McLaughlin, 1987; Hulstijn, 1990; Schmidt, 1992), in work on operating principles (e.g., Andersen, 1984), in the 'competition model' (e.g., Bates and MacWhinney, 1982), in Clahsen's (1984) L2 processing strategies as well as in my own work on processability (Pienemann, 1998). The one thing that the articles in this issue have in common is that they all attempt to integrate aspects of processing into a theory of SLA. Hulstijn focuses on the integration of the notion of automatization into acquisition and representation. Carroll addresses the interface between L2 input and linguistic knowledge, and the two papers by Hâkansson et al. and by Di Biase and Kawaguchi explore the constraints assumed to be imposed on L2 development by the architecture of the emerging L2 processor (Pienemann, 1998) in a number cross-linguistic settings. In this article Hulstijn argues that current theories of the representation, acquisition and automatization of linguistic knowledge are at present largely incompatible due to fundamental differences in the underlying, assumptions made by the symbolist and the connectionist schools of thought. He makes the point that a coherent theory of SLA needs to reconcile some of these differences in order to benefit from the complementary strengths of both approaches. Hulstijn offers a speculative proposal towards
Journal Article•
TL;DR: In this paper, a unified analysis of the meanings of the connective but in English and their counterpart particles in Korean is provided, i.e., contrast and denial of expection.
Abstract: The aim of this paper lies in providing a unified analysis of the meanings of the connective but in English and their counterpart particles in Korean. The two meanings of but, i.e., contrast and denial of expection, are accounted for in terms of a unitary approach in which the two meanings are argued to have the same core meaning differing from each other in the amount of inference necessary to derive the representation on which the connective operates. The representations are figuratively shown by means of scales of meaning. Korean examples are also examined to show that Korean employs more complex methods of representing the relations between various meanings of but.
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TL;DR: The authors examined the acquisition of tense-aspect morphology in thirty children acquiring Turkish and three children acquiring Korean, and found that both Korean and Turkish children use first past marking predominantly with accomplishment and achievement verbs, and that those children (Korean and Turkish) frequently use the verbs which involve telicity in their past references and that Turkish children start using adverbs predominantly with achievement verbs.
Abstract: This paper examines the acquisition of tense-aspect morphology in thirty children acquiring Turkish and three children acquiring Korean It was found that (1) both Korean and Turkish children use first past marking predominantly with accomplishment and achievement verbs, (2) those children (Korean and Turkish) frequently use the verbs which involve telicity in their past references and (3) Turkish children start using adverbs predominantly with accomplishment verbs The acquisition of past markers shows similarity crosslinguistically Therefore, the universality of the phenomenon must be related to a general theory of tense/aspect systems The results show that the pattern of the development should be attributed either to children's sensitivity to the prominent final phase of result right after the telic point in aspect and/or prototype formation by children and to a certain extent to input
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TL;DR: The authors provided a unified analysis of pied-piping by non-phrase-initial wh-elements in English without excluding any of them from the general piedpiping mechanism.
Abstract: The possibility of pied-piping in English differs depending on the types of clauses where pied-piping takes place and this has made it difficult to come up with a unitary analysis of pied-piping. The goal of this paper is to provide a unified analysis of pied-piping in English without excluding any of them from the general pied-piping mechanism. Based on cross-linguistic data, I claim that pied-piping is the result of feature percolation and that feature percolation is possible only from certain structural positions. An interesting prediction of this analysis combined with an assumption that covert movement can precede overt movement (Chomsky, 1998, etc.) is that an XP can be pied-piped by a wh-element which is not in its initial position on the surface. I claim that this is what underlies pied-piping by non-phrase-initial wh-elements in English. In addition, I propose that the covert movement of the wh-phrase involved in certain cases of pied-piping by non-phrase-initial wh-phrases in English is QR and that various properties manifested by this kind of pied-piping can be explained in terms of the unique properties of QR distinct from those of other A'-movements. Specifically, I show how adopting the view of QR as an operation motivated by Interface Economy, as proposed by Reinhart (1995) and Fox (1995, 2000), can shed light on why pied-piping by non-phrase-initial wh-elements yields less-than-perfect results except in appositive relative clauses and why clausal pied-piping is restricted in English unlike in other languages like Basque.
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TL;DR: In this article, a critical review of the validity or role of the Accessibility Hierarchy (AH) in the L1/L2 acquisition of relative clauses is provided, and factors which may interfere with the predictions made by the AH or which may have a bearing upon the acquisition of relation clauses are identified and discussed.
Abstract: Linguistic typology, together with language universals research, is not very widely invoked as a theoretical framework in which to raise questions about the language acquisition process and also to address some of the theoretical issues or problems emerging from language acquisition research. The objective of the present review article is to raise the profile of linguistic typology and language universals in the context of language acquisition research. By way of illustration, a critical review of the validity or role of the Accessibility Hierarchy (AH) in the L1/L2 acquisition of relative clauses is provided. Moreover, factors which may interfere with the predictions made by the AH or which may have a bearing upon the acquisition of relative clauses are identified and discussed.
TL;DR: In this paper, the authors summarized the content of existing websites devoted to second language research (SLA) and indicated areas that need to be improved and concluded that the most informative sites for SLA research are created by private individuals, and that professional or organizational sites generally have less to offer the serious researcher.
Abstract: This review article summarizes the content of existing websites devoted to second language research (SLA) and indicates areas that need to be improved. Resources relevant to varieties of work that take place under the heading of ‘second language research’ are surveyed and evaluated based on their utility for the researcher. Websites that are essentially pedagogical in nature or that address the needs of second language teachers rather than researchers have been excluded. The sites reviewed fall under the categories ‘Institutional or professional sites’, ‘Sites maintained by individuals’, ‘On-line journals’ and ‘Sites for occasional visitation’. The conclusion of this review is that the most informative sites for SLA research are created by private individuals, and that professional or organizational sites generally have less to offer the serious researcher.
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TL;DR: The authors compared the effects of negotiated interaction with those of non-negotiated input only on L2 acquisition of Korean vocabulary and found that negotiated interaction produced more target word items than non-Negotiated inputs only.
Abstract: This study compares the effects of negotiated interaction with those of non-negotiated input only on L2 acquisition of Korean vocabulary. Krashen's (1985) Input Hypothesis emphasizes the importance of comprehensible input as necessary and sufficient for second language learning to take place, whereas Long's (1985) Interaction Hypothesis focuses on the importance of conversational adjustments, or negotiated interaction, which through conversational and linguistic modifications facilitate acquisition of second language. The present study examines the acquisition of Korean kinship terms by beginning learners of Korean. The input-only (10) group was exposed to the target vocabulary without any interaction between students or between teacher and students. For the negotiated-interaction (NI) group, however, the teacher facilitated interaction between students as well as between teacher and students. It was hypothesized that negotiated interaction would produce the learning of more target vocabulary and enable higher levels of comprehension of L2 word meanings than input only. In addition, NI group was expected to learn and retain more target words. The results of the present study showed that negotiated interaction produced more target word items than non-negotiated input only. However, more repetition in the negotiated-interaction group had no effect on learners' comprehension of L2 word meanings and on their acquisition and retention of vocabulary.
Journal Article•
TL;DR: This article showed that the precise lexicon information on auxiliary verbs and constructional constraints sensitive to the presence of an auxiliary verb can play important roles in predicting various related properties, such as linear ordering restrictions among auxiliary verbs.
Abstract: As noted by Sag and Wasow (1999, p. 295) the English auxiliary system involves a relatively small number of elements interacting with each other in complicated and intriguing ways. This has been one of the main reasons for making the system the most extensively analyzed empirical domains in the literature on generative syntax. This paper shows that the precise lexicon information on auxiliary verbs and constructional constraints sensitive to the presence of an auxiliary verb can play important roles in predicting various related properties. In particular, facts such as linear ordering restrictions among auxiliaries can directly follow from the precise subcategorization information on the auxiliary verbs. It also shows that constructional constraints can explicitly express generalizations among auxiliary-sensitive phenomena such as negation, inversion, contraction, and ellipsis, which we would otherwise miss.