L1/L2 parametric directionality matters

Judy, Tiffany

doi:10.1075/eurosla.11.10jud

Cited by 7 publications

(9 citation statements)

References 26 publications

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“…For example, Kanno (1997) nds that L1 English learners of Japanese have close-to-native command of null subjects across a number of syntactic and discourse contexts. By contrast, even near-native L2 learners of English fail to consistently use the expletive subject (Judy 2011), the true hallmark of the obligatory subject grammar. The variational learning model provides a straightforward account for these cross-linguistic ndings.…”

Section: Ug Access and Input Frequencymentioning

confidence: 93%

A formalist perspective on language acquisition

Yang

2018

LAB

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Language acquisition is a computational process by which linguistic experience is integrated into the learner’s initial stage of knowledge. To understand language acquisition thus requires precise statements about these components and their interplay, stepping beyond the philosophical and methodological disputes such as the generative vs. usage-based approaches. I review several mathematical models that have guided the study of child language acquisition: How learners integrate experience with their prior knowledge of linguistic structures, How researchers assess the progress of language acquisition with rigor and clarity, and How children form the rules of language even in the face of exceptions. I also suggest that these models are applicable to second language acquisition (L2), yielding potentially important insights on the continuities and differences between child and adult language.

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Section: Ug Access and Input Frequencymentioning

confidence: 93%

A formalist perspective on language acquisition

Yang

2018

LAB

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“…In other words, having transferred a superset from the L2 may prevent the L3 learner from being able to reduce that superset into the subset relevant to the L3 grammar. Judy and Rothman (2010) and Judy (2011) showed that the predictions of the subset principle and FT/FA were supported. Despite high proficiency in L2 English, the Spanish natives did not show consistent evidence of NSP resetting for L2 English, ultimately continuing to accept null expletives in English, especially in embedded contexts, and misapplying the OPC in anaphora resolution.…”

Section: Why L3/ln Acquisition Must Not Be Regarded As Another Instanmentioning

confidence: 99%

“…Following from the predictions of the full transfer/full access (FT/FA) model of the initial state (Schwartz & Sprouse, 1996), Judy and Rothman (2010) and Judy (2011) tested Spanish native speakers of highly advanced L2 English proficiency with the same NSP properties. Their prediction was that Spanish natives would not be able to reset the NSP, despite what has been robustly shown in the opposite direction (for review of the many studies that show this, see Rothman, 2009), not because UG is inaccessible, but rather because the Spanish setting of the NSP constitutes a proper superset to the English subset value.…”

Section: Why L3/ln Acquisition Must Not Be Regarded As Another Instanmentioning

confidence: 99%

“…As it relates to the L3 Italian group, this was facilitative, whereas for the L3 French, it was not. If we take seriously the claims of Judy and Rothman (2010) and Judy (2011) and the general claims of the FT/FA model, we now have a case in which the same learnability problem for native Spanish speakers of L2 English arises for the case of L1 English/L2 Spanish/L3 French. Having transferred the Spanish NSP setting into the initial stages of L3 French, this group's ability to reset the NSP should be subject to the tenets of the subset principle.…”

Section: Why L3/ln Acquisition Must Not Be Regarded As Another Instanmentioning

confidence: 99%

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Formal Linguistic Approaches to L3/Ln Acquisition: A Focus on Morphosyntactic Transfer in Adult Multilingualism

Rothman¹,

Halloran²

2013

Ann Rev Appl Linguist

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The goal of this article is to introduce the reader to contemporary adult multilingual acquisition research within generative linguistics. In much the same way as monolingual and bilingual acquisition studies are approached within this paradigm, generative multilingual research focuses primarily on the psycholinguistic and cognitive aspects of the acquisition process. Herein, we critically present a panoramic view of the research questions and empirical work that have dominated this nascent field, taking the reader through several interrelated epistemological discussions that are at the vanguard of contemporary multilingual morphosyntax work. We finish this article with some thoughts looking towards the near future of adult multilingual acquisition studies.

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“…In order to do so, they must rely on indirect negative evidence, which consists in the nonappearance of an ungrammatical structure in the L2 input (Carroll, 2001, pp. 18–19, 116; Gabriele, 2009; Gass & Mackey, 2002; Judy, 2011), and that is thus different from direct negative evidence, that is, overt corrections by teachers or interlocutors. Unlearning an L1 rule merely on the basis of indirect negative evidence is a difficult task, and one that learners often fail to accomplish even after long exposure to the L2 (Bowles & Montrul, 2008; Judy, 2011; Lefebvre, White, & Jordan, 2006).…”

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confidence: 99%

The Effects of Textual Enhancement on the Acquisition of Two Nonparallel Grammatical Features by Spanish-Speaking Learners of Italian

Putta

2016

Stud Second Lang Acquis

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This article investigates the learning of two syntactic structures in Italian—Pre-possessive Determiner Article (PPDA) and Differential Object Marking—that each pose specific learning difficulties for Spanish-speaking learners of Italian (SSLI), resulting from the asymmetrical relationship with corresponding structures in the learners’ L1 (Spanish). The article also examines to what extent these difficulties can be alleviated by means of a relatively implicit type of form-focused instruction (Textual Enhancement, or TE). SSLI tend to omit the article before the possessive determiner (e.g., *mia macchina) and overuse the Prepositional Accusative (PA, the Romance languages’ instance of Differential Object Marking) in canonical SVO sentences (e.g., *conosco a Marco). Although both structures pose learning difficulties to SSLI, the learning path that leads SSLI to acquire these two features is different: SSLI have to learn to add PPDA to their interlanguage and they have to unlearn PA, a property of their L1. Sixty-eight instructed SSLI were divided in two groups. Group A read five texts where the absence of PA was textually enhanced; group B read the same texts where the presence of PPDA was enhanced. The participants took a timed grammatical judgment test before, shortly after, and two months after the instructional treatment. The results show that the effects of the TE are different for PA and PPDA, which indicates that features to be unlearned are more difficult and require more explicit instructional intervention.

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L1/L2 parametric directionality matters

Cited by 7 publications

References 26 publications

A formalist perspective on language acquisition

A formalist perspective on language acquisition

Formal Linguistic Approaches to L3/Ln Acquisition: A Focus on Morphosyntactic Transfer in Adult Multilingualism

The Effects of Textual Enhancement on the Acquisition of Two Nonparallel Grammatical Features by Spanish-Speaking Learners of Italian

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