Variability in Tense Marking: A Case for the Obvious

Wolfram, Walt

doi:10.1111/j.1467-1770.1985.tb01026.x

Cited by 104 publications

(102 citation statements)

References 17 publications

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“…Thus, while making less use of the inflected form, Group 1 extends this form to an almost similar range of verbs as Group 2. We do not find any difference for regular and irregular verbs, such that irregularly inflected forms might emerge before regularly inflected ones, as reported by Bayley (1996) and Dietrich et al (1995) for the acquisition of past time morphology (see also Wolfram's 1985 Principle of Perceptual Salience which suggests that the saliency surrounding irregular morphology favours its earlier acquisition compared to regular morphological forms). In the case of the periphrastic form, we also note that, in spite of its differential use across the groups, both Groups 2 and 3 extend this form to a very limited range of lexical verbs, at just 4 and 2 respectively.…”

Section: Arborescences Revue D'études Françaises Issn: 1925-5357 112supporting

confidence: 63%

At the Interface between Sociolinguistic and Grammatical Development: The Expression of Futurity in L2 French

Howard

2015

arbo

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As an example of socio-grammatical variation in target language French, the morphological variation at work in the expression of futurity constitutes an interesting area to intricately relate the L2 learner’s sociolinguistic and grammatical development. This conceptual entity is all the more interesting since previous studies of this variable in native speaker French point to a certain discrepancy between prescriptive and sociolinguistic norms in the speaker’s choice between the inflected and periphrastic forms as well as in the use of the present to mark futurity, whereby the prescriptively hypothesized semantic restrictions on the use of each form are not seen to be upheld in real language usage. This paper is concerned with the acquisition challenge that such a threefold choice poses to the L2 learner of French, based on a quantitative cross-sectional analysis of Irish instructed and study abroad learners of French. Reflecting previous studies of other variables (see, for example, Dewaele 2004; Mougeon et al. 2010), results suggest an important effect for naturalistic exposure on the acquisition of native speaker norms surrounding the expression of futurity, as well as for the actual target language variety to which the learners are exposed.

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Section: Arborescences Revue D'études Françaises Issn: 1925-5357 112supporting

confidence: 63%

At the Interface between Sociolinguistic and Grammatical Development: The Expression of Futurity in L2 French

Howard

2015

arbo

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“…The regular forms are much simpler and more straightforward than the irregular ones in that only a suffix '-ed' is attached at the end of a word. It is found that the regular past is used more inconsistently than the irregular past (Wolfram, 1985 andBayley, 1994 as cited in Solt et al, 2004). Celce-Murcia, Brinton, and Goodwin (1996) propose that students whose first language has more restricted final consonant clusters than English frequently pronounce every '-ed' endings as fully syllabic [ɪd] or [əd] owing to lacking knowledge of past tense marking phonological rules.…”

Section: Introductionmentioning

confidence: 99%

How Thai EFL Learners Deal With English Regular Past Forms: A Case Study of a Speech Sound Perspective

Yaowaratana¹,

Rungruang²

2018

ELT

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The pronunciation of regular past tense verbs seems to be difficult for most L2 learners, especially in L2 learners whose first language phonological system is different from the English one. It is predicted that Thai EFL students could encounter difficulties perceiving English coda clusters like the '-ed' ending sounds. For this reason, this research investigates the extent to which the first-year and the third-year English major undergraduate students in a public university perceive the English regular past tense verbs. To be precise, this study compares the ability to perceive the regular past tense of the first-year and third-year students. In addition, the strategies they use to perceive the '-ed' ending verbs among the three different allomorphs ([t], [d] and [ɪd]) are investigated. The data collection was derived from the perception tests of 30 first-year and 30 third-year students and a Pronunciation Learning Strategy (PLS) questionnaire. The perception tests were divided into two subtests: perception test and perception syllable identification test. The PLS questionnaire was employed to find out the strategies they used in English pronunciation learning. The overall results show that the third-year students demonstrated a better performance than the first-year students in both tests (t=-2.778; p<.01 in the perception test; t=-1.466; p>.05 in the syllable identification test). However, the syllable identification test's results do not show consistency with Solt et al.'s (2004) model, while the perception test's do. Moreover, the findings from the questionnaire reveal no statistically significant difference between the first and the third-year students in terms of pronunciation learning strategies (p>.05).

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“…Regularization may be a beneficial strategy when the variability in the observed forms is not conditioned on a previous linguistic context. Unpredictable variation of this sort is not commonly found in most languages, at least in the speech of native speakers (e.g., Chambers et al, 2003); however, it is much more common when learning from non-native speakers (Wolfram, 1985;Johnson et al, 1996). In such circumstances, when the input is truly inconsistent, regularization can be beneficial.…”

Section: Introductionmentioning

confidence: 99%

When do memory limitations lead to regularization? An experimental and computational investigation

Perfors

2012

Journal of Memory and Language

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Elsevier believes that individual authors should be able to distribute their AAMs for their personal voluntary needs and interests, e.g. posting to their websites or their institution's repository, e-mailing to colleagues. However, our policies differ regarding the systematic aggregation or distribution of AAMs to ensure the sustainability of the journals to which AAMs are submitted. Therefore, deposit in, or posting to, subject-oriented or centralized repositories (such as PubMed Central), or institutional repositories with systematic posting mandates is permitted only under specific agreements between Elsevier and the repository, agency or institution, and only consistent with the publisher's policies concerning such repositories. Voluntary posting of AAMs in the arXiv subject repository is permitted. nd April 2013When do memory limitations lead to regularization? An experimental and computational investigation Amy PerforsSchool of Psychology, University of Adelaide, Adelaide, SA 5005, Australia AbstractThe Less is More hypothesis suggests that one reason adults and children differ in their ability to learn language is that they also differ in other cognitive capacities. According to one version of this hypothesis, children's relatively poor memory may make them more likely to regularize inconsistent input Newport, 2005, 2009). This paper reports the result of an experimental and computational investigation of one aspect of this version of the hypothesis.A series of seven experiments in which adults were placed under a high cognitive load during a language-learning task reveal that in adults, increased load during learning (as opposed to retrieval) does not result in increased regularization. A computational model offers a possible explanation for these results. It demonstrates that, unless memory limitations distort the data in a particular way, regularization should occur only in the presence of both memory limitations and a prior bias for regularization. Taken together, these findings suggest that the difference in regularization between adults and children may not be solely attributable to differences in memory limitations during learning.

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Variability in Tense Marking: A Case for the Obvious

Cited by 104 publications

References 17 publications

At the Interface between Sociolinguistic and Grammatical Development: The Expression of Futurity in L2 French

At the Interface between Sociolinguistic and Grammatical Development: The Expression of Futurity in L2 French

How Thai EFL Learners Deal With English Regular Past Forms: A Case Study of a Speech Sound Perspective

When do memory limitations lead to regularization? An experimental and computational investigation

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