Tania Ionin | University of Illinois at Urbana-Champaign | University of Southern California
This paper investigates the use of -ing forms and bare verb forms in progressive contexts in cross-sectional data of L1-Russian L2-English children. It is proposed that child L2-learners are guided by the Uniqueness Principle (cf. Wexler & Culicover 1980; Pinker 1989; Clark 1987; among others), which leads them to restrict -ing forms to progressive contexts and bare verb forms to non-progressive contexts. The acquisition of progressive interpretation is furthermore shown to be independent of the acquisition of finiteness morphology. It is suggested that child L2-learners follow a developmental path similar to that of child L1-learners, but that, unlike L1-learners, they may also be influenced by L1-transfer.
2020. Chinese Multidialectal Child Learners’ Acquisition of English at the Syntax-Semantics Interface. In Universal Grammar and the Initial State of Second Language Learning [SpringerBriefs in Education, ], ► pp. 49 ff.
Murakami, Akira & Theodora Alexopoulou
2016. L1 INFLUENCE ON THE ACQUISITION ORDER OF ENGLISH GRAMMATICAL MORPHEMES. Studies in Second Language Acquisition 38:3 ► pp. 365 ff.
2012. Child L2 English acquisition of subject properties in an immersion bilingual context. Second Language Research 28:2 ► pp. 217 ff.
DeGraff, Michel
2009. Language Acquisition in Creolization and, Thus, Language Change: Some Cartesian‐ Uniformitarian Boundary Conditions. Language and Linguistics Compass 3:4 ► pp. 888 ff.
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