Analysing interlanguage: how do we know what learners know?

Lakshmanan, Usha; Selinker, Larry

doi:10.1177/026765830101700406

Cited by 53 publications

(29 citation statements)

References 39 publications

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“…Learning new words and expressions, however, involves learning their syntactic categories and frames, and this is more complex. Beginners have been shown to avoid verbs in early stages (Housen 1997;Lakshmanan and Selinker 2001;Myles in press), relying on the juxtaposition of simple NPs and some PPs to communicate, and I would claim that this is precisely because of the complex relationship verbs entertain with other elements in the sentence. In the case of verbs, not only do learners have to learn a lexical item, but they also have to learn the syntactic representation of its argument structure.…”

Section: L2 Beginnings: the Task Facing Learnersmentioning

confidence: 99%

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From Data to Theory: the Over‐Representation of Linguistic Knowledge in SLA

Myles

2004

Trans of the Philol Soc

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This article deals with the over-representation of syntactic knowledge in L2 learner data. In early L2 grammars, multimorphemic sequences which go well beyond learners' grammatical competence are very common. Influential theories of the L2 initial state have failed to take proper account of this phenomenon, claiming the apparent presence of, e.g., finite verb forms, wh questions and clitics, as evidence for functional projections from the start of L2 acquisition. However, data from early learners show that these properties are not present outside chunks initially, and that early grammars consist of lexical projections and formulaic sequences, showing no evidence of functional categories.

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Section: L2 Beginnings: the Task Facing Learnersmentioning

confidence: 99%

“…These assumptions are problematic, and the relationship between forms and their linguistic representations in the context of learner language is not as straightforward as this. Researchers have argued that linguistic knowledge can be both under-represented and over-represented in L2 productions (Lakshmanan and Selinker 2001;Lardiere 2000).…”

Section: Introductionmentioning

confidence: 99%

From Data to Theory: the Over‐Representation of Linguistic Knowledge in SLA

Myles

2004

Trans of the Philol Soc

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“…This problem, known as the 'comparative fallacy', has recently been cited by Lakshmanan and Selinker (2001) (henceforth L&S) in reference to Lardiere's (1998a) study of tense and pronominal case marking in the L2 English endstate grammar of Patty, a native Chinese speaker who had been living in the USA for 10-18 years, fully immersed in a native English-speaking environment over the eight and a half year period of data collection reported on there.…”

Section: Introductionmentioning

confidence: 99%

Revisiting the comparative fallacy: a reply to Lakshmanan and Selinker, 2001

Lardiere

2003

Second Language Research

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In a recent airing of methodological concerns in the analysis of spontaneous speech samples, Lakshmanan and Selinker (2001) suggest that Lardiere (1998a) should have carried out analyses of lexical aspect and discourse grounding in determining obligatory contexts for past tense marking. Failure to do so, they argue, renders the work in question susceptible to the comparative fallacy (Bley-Vroman, 1983). In this reply I would like to briefly address some of the problems with that argument, while showing that such analyses could themselves introduce a comparative fallacy problem.

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“…A more serious criticism was that the morphemes brought together disparate aspects of grammar such as features of the verb phrase (e.g., past regular, past irregular, progressive -ing, third person singular -s) and features of the noun phrase (e.g., plural -s, possessive -s, articles) (Cook 1993). An additional flaw of morpheme studies was found in the level of the accurate suppliance of grammatical morphemes, ranging from 60% to 80% or even 90%, depending on the researcher (Lakshmanan and Selinker 2001). Finally, it has also been claimed that the accurate suppliance of a morpheme in an obligatory context "does not necessarily mean the learner knows its function(s)" (Long and Sato 1984, 260).…”

Section: Morpheme Order Studiesmentioning

confidence: 99%

A Longitudinal Study of the Acquisition of Verbal Morphology in the EFL Classroom

Semren¹

2017

ELOPE

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This paper investigates the order of the acquisition of grammatical morphemes in the interlanguage of Croatian pupils of English as a foreign language (EFL). The order of acquisition was determined for nine grammatical morphemes. Additionally, the selected morphemes were combined to form the four verb tenses so as to determine the order of their emergence in the pupils' verb-morphology repertoire. The study was conducted on a corpus of 36 transcribed recordings of parts of classroom interaction. The pupils' speech production was elicited by various task-based activities. The suppliance of nine grammatical morphemes was investigated by means of obligatory occasion analysis (Brown 1973) which examined their obligatory and correct use. The obtained results revealed progress only in the acquisition of the present tense copula be. The emergence of verb tenses was partly identified due to the insufficient suppliance of grammatical morphemes in the pupils' speech production.Keywords: order of acquisition; grammatical morphemes; verb tenses; task-based activities; obligatory context Longitudinalna raziskava usvajanja glagolskega oblikoslovja pri učenju angleščine kot tujega jezika POvZETEK v prispevku predstavljamo raziskavo, ki ugotavlja, v kakšnem vrstnem redu hrvaški učenci angleščine kot tujega jezika v vmesnem jeziku usvajajo devet slovničnih morfemov. Dodatno smo izbrane morpheme opazovali tudi pri tvorjenju štirih glagolskih časov, da bi ugotovili, v kakšnem vrstnem redu in obsegu se pojavljajo pri usvajanju glagolskega oblikoslovja. Za raziskavo smo uporabili 36 transkripcij zvočnih posnetkov delov razrednih interakcij. Govorne odzive učencev smo spodbudili s pomočjo na nalogah zasnovanih dejavnosti. Uporabo/pojavnost devetih slovničnih morfemov smo proučevali na osnovi obvezne situacijske analize (Brown 1973), s katero smo raziskali obvezno in pravilno rabo morfemov. Rezultati dokazujejo učenčev napredek samo pri usvajanju sedanjika veznega glagola biti. Zaradi pomanjkljive rabe glagolskih morfemov v govoru učencev je bilo tvorjenje glagolskih časov le delno dokazano.Ključne besede: vrstni red usvajanja; slovnični morfemi; glagolski časi; na nalogah temelječe dejavnosti; obvezno sobesedilo

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Analysing interlanguage: how do we know what learners know?

Cited by 53 publications

References 39 publications

From Data to Theory: the Over‐Representation of Linguistic Knowledge in SLA

From Data to Theory: the Over‐Representation of Linguistic Knowledge in SLA

Revisiting the comparative fallacy: a reply to Lakshmanan and Selinker, 2001

A Longitudinal Study of the Acquisition of Verbal Morphology in the EFL Classroom

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