Aspectual Shifts: Grammatical and Pragmatic Knowledge in L2 Acquisition

2017 ◽  
pp. 455-483
Author(s):  
Roumyana Slabakova ◽  
Montrul
Keyword(s):  
L2 Acquisition ◽  
Pragmatic Knowledge

Morphological variability at the morphosyntactic/semantic interface

2014 ◽  
Vol 165 (1) ◽  
pp. 46-75 ◽  
Author(s):  
Laurie A. Massery ◽  
Claudio Fuentes
Keyword(s):  
Second Language Acquisition ◽  
Morphological Variability ◽  
Epistemic Modality ◽  
Target Language ◽  
Modal Interpretation ◽  
L2 Acquisition ◽  
Advanced Stages ◽  
Deontic Modality ◽  
Discourse Interface ◽  
Pragmatic Knowledge

Recent literature in second language acquisition shows that syntax-driven structures give way to successful modal interpretation and morphological production, while discourse-dependent environments do not (Sorace, 2005; Tsimpli & Sorace, 2006, Borganovo, Bruhn de Garavito, & Prévost, 2008; Iverson, Kempchinsky, & Rothman, 2008). It has also been suggested that discourse-dependent environments involve both structural and pragmatic knowledge of L2, which intersect at the syntax-discourse interface (Sorace, 2005; Iverson, Kempchinsky, & Rothman, 2008), thereby requiring a multi-layered understanding of the target language. The present study contributes to this line of research by further examining morphological variability (Prévost & White, 2000; Sorace, 2000; Sorace, 2005; Iverson, Kempchinsky, & Rothman, 2008; Slabakova, 2009) in L2 acquisition at the morphosyntactic-semantic interface, following the work of Borganovo, Bruhn de Garavito, & Prévost (2008). The results of our study reveal that learners, even at advanced stages of acquisition, perform poorly in epistemic environments where syntax and discourse intersect. In such environments, there appears to be an interaction with pragmatics (cf. Iverson, Kempchinsky, & Rothman, 2008) that causes learners to opt for the indicative mood, even when the subjunctive is prescriptively required. Unlike deontic modality, which is essentially syntax-driven, epistemic modality requires structural knowledge, as well as knowledge from other domains (Sorace, 2005). Our study reveals that learners at all levels of instruction performed better in “purely syntactic” environments of deontic modality than in pragmatically challenging epistemic environments.

Investigating the Effect of L1 Pragmatic Transfer on the Acquisition of English Language by Saudi Speakers

2017 ◽  
Vol 9 (4) ◽  
pp. 63
Author(s):  
Amal Hamdan Alhadidi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Speech Acts ◽  
English Language ◽  
Native Language ◽  
L2 Acquisition ◽  
English As Foreign Language ◽  
Pragmatic Transfer ◽  
Multiple Choice Questionnaire ◽  
Pragmatic Knowledge

This paper investigates the effect of native language pragmatic transfer on the acquisition of English Language by Saudi adult speakers. Participants in this study were 42 Saudi speakers of English divided into two groups; beginners and advanced speakers according to their levels of proficiency. A multiple-choice questionnaire was designed to examine their pragmatic awareness of various speech acts. The findings in this study showed that beginner speaking English as Foreign Language tend to rely on their native language pragmatics due to the shortage of second language pragmatic knowledge. During Second Language Acquisition, they actively transfer knowledge of their native language to generate the missing competence of L2 acquisition. In addition, no L1 pragmatic transfer is found among the advanced group, which shows that the higher the proficiency level of English, the less L1 pragmatic transfer is found. 

A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures

2019 ◽  
Vol 62 (6) ◽  
pp. 1775-1786 ◽  
Author(s):  
Lucía I. Méndez ◽  
Gabriela Simon-Cereijido
Keyword(s):  
Low Income ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
L2 Acquisition ◽  
Cross Sectional ◽  
Specific Language ◽  
Vocabulary Skills ◽  
In The Beginning ◽  
Study Participants ◽  
L1 And L2

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 assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

‘I me Mine’ The Acquisition of Dutch Pronominal Possessives by L1 Children, L2 Children and L2 Adults

2008 ◽  
Vol 155 ◽  
pp. 23-52
Author(s):  
Elma Nap-Kolhoff ◽  
Peter Broeder
Keyword(s):  
Adult Learners ◽  
Young Children ◽  
First Language ◽  
Spontaneous Speech ◽  
L2 Acquisition ◽  
Possessive Constructions ◽  
Speech Data ◽  
L2 Learners ◽  
Dutch Language ◽  
L1 Acquisition

Abstract This study compares pronominal possessive constructions in Dutch first language (L1) acquisition, second language (L2) acquisition by young children, and untutored L2 acquisition by adults. The L2 learners all have Turkish as L1. In longitudinal spontaneous speech data for four L1 learners, seven child L2 learners, and two adult learners, remarkable differences and similarities between the three learner groups were found. In some respects, the child L2 learners develop in a way that is similar to child L1 learners, for instance in the kind of overgeneralisations that they make. However, the child L2 learners also behave like adult L2 learners; i.e., in the pace of the acquisition process, the frequency and persistence of non-target constructions, and the difficulty in acquiring reduced pronouns. The similarities between the child and adult L2 learners are remarkable, because the child L2 learners were only two years old when they started learning Dutch. L2 acquisition before the age of three is often considered to be similar to L1 acquisition. The findings might be attributable to the relatively small amount of Dutch language input the L2 children received.

scholarly journals ULearnEnglish: An Open Ubiquitous System for Assisting in Learning English Vocabulary

Electronics ◽  
2021 ◽  
Vol 10 (14) ◽  
pp. 1692
Author(s):  
Letícia Garcia da Silva ◽  
Eduardo Gonçalves de Azevedo Neto ◽  
Rosemary Francisco ◽  
Jorge Luis Victória Barbosa ◽  
Luis Augusto Silva ◽  
...  
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Language Learners ◽  
Incidental Learning ◽  
Ease Of Use ◽  
L2 Acquisition ◽  
Communication Problems ◽  
Learning Techniques ◽  
Ubiquitous System ◽  
Acceptance Model

Language learners often face communication problems when they need to express themselves and do not have the ability to do so. On the other hand, continuous advances in technology are creating new opportunities to improve second language (L2) acquisition through context-aware ubiquitous learning (CAUL) technology. Since vocabulary is the foundation of all language acquisition, this article presents ULearnEnglish, an open-source system to allow ubiquitous English learning focused on incidental vocabulary acquisition. To evaluate our proposal, 15 learners used the developed system, and 10 answered a survey based on the Technology Acceptance Model (TAM). Results indicate a favorable response to the application of incidental learning techniques in combination with the learner context. ULearnEnglish achieved an acceptance rate of 78.66% for the perception of utility, 96% for the perception of ease of use, 86.5% for user context assessment, and 88% for ubiquity. Among its main contributions, this study demonstrates a possible tool for ubiquitous use in the future in language learning; additionally, further studies can use the available resources to develop the system.

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