The Role of L2 Proficiency on Processing Relative Clauses in Late Learners of English

2016 ◽  
Vol null (38) ◽  
pp. 407-427
Author(s):  
임남실
Keyword(s):  
Relative Clauses ◽  
L2 Proficiency

scholarly journals El papel del lenguaje en la construcción de explicaciones en la clase de ciencias en contextos bilingües a través del enfoque CLIL

2019 ◽  
Vol 1 (21) ◽  
pp. 105-122
Author(s):  
Mauricio Mancipe Triviño ◽  
Cynthia Marcela Ramírez Valenzuela
Keyword(s):  
Scientific Language ◽  
Natural Phenomena ◽  
L2 Proficiency ◽  
Close Link ◽  
Cognitive Linguistic ◽  
Science Classes ◽  
L1 And L2 ◽  
L1 English ◽  
Do So

This paper covers the issue with respect to elaborating explanations about natural phenomena in the Science class in bilingual contexts (Spanish (L1) – English (L2)), in which the role of the language is analysed from two perspectives: communicative and explanatory. To do so, this article focuses on the categorisation of cognitive-linguistic abilities exhibited by the students throughout the implementation of the designed unit, as well as analysing the expressions used by them from the communicative perspective; this analysis is born from the upcoming and growing concern of bilingualism implementation in Colombia and Latin America. The methodology used follows an interpretative-qualitative analysis with an inductive analysis approach, analysing the collected information during the didactic implementation in recordings, products developed by students and class diaries from a sample of 25 and 19 students belonging to two private secondary schools located in Cajicá and Bogotá, Colombia. The document presents the reflections arisen from the analysis categories built to assess the collected information: socio-linguistic abilities, communication of ideas in both L1 and L2, the conceptual, social, epistemological and didactic aspects of knowledge. It was found a close link between the L2 proficiency and the depth of the explanations elaborated by the students, enabling the more competent students in L2 to communicate better using the scientific language and getting to more complex explanations. Moreover, the implementation re-dimensioned the content perspective applied by some teachers when using the CLIL approach, placing bilingualism in the Science classes in a dimension distant from transmitting information, being a medium that fosters communicative and explanatory processes by nurturing different cognitive-linguistic abilities.

The Role of Memory in Processing Relative Clauses in Children With Specific Language Impairment

2015 ◽  
Vol 24 (1) ◽  
pp. 47-59 ◽  
Author(s):  
Pauline Frizelle ◽  
Paul Fletcher
Keyword(s):  
Working Memory ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Relative Clauses ◽  
Short Term Memory ◽  
Control Group ◽  
Matrix Clause ◽  
Specific Language ◽  
Almost All

Purpose This study investigated the relationship between 2 components of memory—phonological short-term memory (pSTM) and working memory (WM)—and the control of relative clause constructions in children with specific language impairment (SLI). Method Children with SLI and 2 control groups—an age-matched and a younger group of children with typical development—repeated sentences, including relative clauses, representing 5 syntactic roles and 2 levels of matrix clause complexity. The Working Memory Test Battery for Children was administered. Results All 3 groups showed significant associations between pSTM and both types of matrix clause construction. For children with SLI, significant associations emerged between (a) WM and more complex matrix clause constructions, (b) WM and relative clauses including a range of syntactic roles, and (c) pSTM and the least difficult syntactic role. In contrast, the age-matched control group could repeat almost all syntactic roles without invoking the use of either memory component. Conclusions The role of pSTM and WM in the production of relative clauses by children with SLI is influenced by the degree of difficulty of the structure to be recalled. In therapy, the effect of WM limitations can be minimized by approaching each structure within the context of a simple matrix clause.

Wh-agreement in Ojibwe relative clauses: Evidence for CP Structure

2013 ◽  
Vol 58 (2) ◽  
pp. 293-318 ◽  
Author(s):  
Bethany Lochbihler ◽  
Eric Mathieu
Keyword(s):  
Relative Clauses ◽  
Syntactic Structure ◽  
Show Evidence ◽  
Special Morphology ◽  
Feature Inheritance

AbstractThis article discusses the morphological and syntactic structure of relative clauses in Ojibwe (Algonquian), in particular their status as wh-constructions. Relatives in this language are full clauses that bear special morphology, show evidence of A′-movement of a wh-operator, and consequently exhibit wh-agreement also found in interrogatives and certain types of focus constructions. Ojibwe shows the possibility of wh-agreement realized on T (in addition to C and v for other languages), as it appears on tense prefixes. We account for the realization of wh-agreement on T in Ojibwe via the mechanism of feature inheritance. We propose that while declarative matrix clauses are canonical in that C introduces φ-features in Ojibwe, the role of C in embedded or wh-contexts is to introduce δ-features (discourse features), such as [uwh], rather than φ-features. These δ-features can be introduced by C, but are transferred down to T where they spell out as wh-agreement.

scholarly journals Gli usi dell’articolo e del pro-aggettivo in alcuni tipi di sintagmi nominali italiani a confronto con lo sloveno

2021 ◽  
Vol 13 (1) ◽  
pp. 127-146
Author(s):  
Mirjam Premrl Podobnik
Keyword(s):  
Qualitative Analysis ◽  
Relative Clauses ◽  
Noun Phrases ◽  
Indefinite Article ◽  
Descriptive Information ◽  
Starting Point ◽  
Universal Category ◽  
The Relationship

The article focuses on the relationship between postmodifiers in the form of noun phrases, relative and content clauses, and the use of articles or pro-adjectives in the nominal heads. The results of a qualitative analysis of Slovene and Italian texts and their translations into Italian and Slovene are presented, the main purpose of which was to identify markers of definiteness in Slovene and to predict the use of articles in Italian, thus showing the possibilities for Slovenes to express themselves appropriately in Italian. Assuming that definiteness is a universal category and therefore recognisable also in languages without articles (Slovene), and considering the author and the translator ideal speakers of Slovene and/or Italian, the Slovene texts served as the starting point of each analysis, while the Italian texts played the role of control. An article use is defined as cataphoric if the content of the postmodifier contributes to the definite interpretation of its head. Subordinate noun phrases can be divided into conceptual and argumentative. In Italian, the former, expressing a non-entity, are marked by a zero article and form a semantic unit with their heads, whereas the latter, expressing an entity, are marked by an article (included the zero one) and do not form a semantic unit with their heads. Related to definiteness is the restrictiveness of the clause, which consists in the article or pro-adjective determining the head including its postmodifier. Such heads can be both definite or indefinite. The analyses have shown instances of relative clauses that are placed between restrictive and non-restrictive ones. Conveying descriptive information, they occur after the heads preceded by an indefinite article. The definiteness of nominal heads preceded by a pro-adjective or without a determiner in Slovene texts is also discussed.

scholarly journals The Acquisition of Do-Support in Negation and Interrogatives by Adult Arab Learners of English: A preliminary study

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Elham Salem AL-Makatrah ◽  
Mohamad Subakir Mohd Yasin
Keyword(s):  
Arabic Language ◽  
Structured Interview ◽  
Future Research ◽  
Main Question ◽  
Production Task ◽  
L2 Proficiency ◽  
Proficiency Level ◽  
Preliminary Study ◽  
Arabic Speaking

This preliminary study investigates the acquisition of do-support in negation and interrogatives by adult Arab learners of English. The main question is to identify how Arabic language influences the acquisition of do-support. The influence of L2 proficiency level in the acquisition of do-support is also addressed. The study is conducted within the perspective of Full Transfer/Full Access Hypothesis and Differential Markedness Hypothesis. Do-support as a marked feature of English has received little or no attention in previous work on the acquisition of English as a second language by adult Arab learners. This study seeks to fill that gap by documenting the acquisition of do-support in negation and interrogatives. To address these aims, a written production task, a multiple-choice task and a semi-structured interview were administered to 10 adult Arab learners of low and advanced English proficiency levels. The findings indicate that the role of Arabic is noted. While not the source of errors, it acts as a strategy that adult Arab learners use to dealing with limited L2 knowledge and the markedness of do-support, which is the main source of difficulty shown by adult Arab learners. The role of learners’ L1 is selective according to the learners’ perception of what is difficult or not. Moreover, a significant relationship was found between L2 proficiency level and the mastery of do-support in that high- proficiency learners outperform low-proficiency learners. It is recommended that future research examine the acquisition and markedness of do-support in the interlanguage of Arabic-speaking children.

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