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682017404 03 01 01 JB John Benjamins Publishing Company 01 JB code SiBil 55 Eb 15 9789027263643 06 10.1075/sibil.55 13 2018024306 DG 002 02 01 SiBil 02 0928-1533 Studies in Bilingualism 55 <TitleType>01</TitleType> <TitleText textformat="02">Meaning and Structure in Second Language Acquisition</TitleText> <Subtitle textformat="02">In honor of Roumyana Slabakova</Subtitle> 01 sibil.55 01 https://benjamins.com 02 https://benjamins.com/catalog/sibil.55 1 B01 Jacee Cho Cho, Jacee Jacee Cho University of Wisconsin-Madison 2 B01 Michael Iverson Iverson, Michael Michael Iverson Indiana University 3 B01 Tiffany Judy Judy, Tiffany Tiffany Judy Wake Forest University 4 B01 Tania Leal Leal, Tania Tania Leal University of Nevada, Reno 5 B01 Elena Shimanskaya Shimanskaya, Elena Elena Shimanskaya West Virginia University 01 eng 327 xv 311 LAN009000 v.2006 CFDC 2 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.SYNTAX Syntax 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 This volume presents a range of studies testing some of the latest models and hypotheses in the field of second/third language acquisition, such as the Bottleneck Hypothesis (Slabakova, 2008, 2016), the Scalpel Model (Slabakova, 2017), and the Interface Hypothesis (Sorace &#38; Serratrice, 2009) to name a few. The studies explore a variety of linguistic properties (e.g., functional morphology, linguistic properties at the syntax-discourse interface) by focusing on distinct populations (L2 acquisition, L3/LN acquisition, <i>Heritage Speakers</i>), while also considering the links between experimental linguistic research, generative linguistics, and, in some cases, language pedagogy. Dedicated to Roumyana Slabakova, each chapter can be directly linked to her work in terms of the empirical testing of extant hypotheses, the formulation of new models and ideas, and her efforts to advance the dialogue between different disciplines and frameworks. Overall, the contributions in the volume bear evidence of Slabakova’s enduring influence in the field as a collaborator, teacher, and researcher. 04 09 01 https://benjamins.com/covers/475/sibil.55.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027201256.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027201256.tif 06 09 01 https://benjamins.com/covers/1200_front/sibil.55.hb.png 07 09 01 https://benjamins.com/covers/125/sibil.55.png 25 09 01 https://benjamins.com/covers/1200_back/sibil.55.hb.png 27 09 01 https://benjamins.com/covers/3d_web/sibil.55.hb.png 10 01 JB code sibil.55.ack vii 1 Chapter 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgments</TitleText> 10 01 JB code sibil.55.cho ix xv 7 Chapter 2 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 1 A01 Jacee Cho Cho, Jacee Jacee Cho 2 A01 Michael Iverson Iverson, Michael Michael Iverson 3 A01 Tiffany Judy Judy, Tiffany Tiffany Judy 4 A01 Tania Leal Leal, Tania Tania Leal 5 A01 Elena Shimanskaya Shimanskaya, Elena Elena Shimanskaya 10 01 JB code sibil.55.p1 3 119 117 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;I. Second Language Acquisition</TitleText> 10 01 JB code sibil.55.01cho 3 34 32 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Testing the morphological congruency effect in offline comprehension</TitleText> <Subtitle textformat="02">L2 Russian Genitive of Negation</Subtitle> 1 A01 Jacee Cho Cho, Jacee Jacee Cho University of Wisconsin-Madison 20 L2 functional morphology 20 Morphological Congruency Hypothesis 20 Russian Genitive of Negation 20 specificity 01 The Morphological Congruency Hypothesis states that non-target-like production or comprehension of L2 functional morphology is due to problems in activating L2 grammatical meanings that are not morphologically marked in L1 (Jiang, 2004, 2007). The present study examines whether the hypothesis holds true in L2 offline performance by comparing L1-English and L1-Korean speakers&#8217; offline comprehension of the L2 Russian Genitive of Negation encoding specificity in negative sentences. Specificity under negation is morphologically encoded in Russian and Korean but not in English. In an acceptability judgment task, however, L1-English and L1-Korean speakers have shown similar judgment patterns. These results suggest that morphological congruency may not have the same effect in offline performance as in online performance. 10 01 JB code sibil.55.02lea 35 66 32 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. Mapping at external interfaces</TitleText> <Subtitle textformat="02">Embedded clitic left dislocations in L2 Spanish</Subtitle> 1 A01 Tania Leal Leal, Tania Tania Leal University of Nevada, Reno 20 clitic left dislocation 20 clitics 20 input quality 20 Interface Hypothesis 20 second language acquisition 01 This study investigates embedded clitic left dislocation (CLLD), a syntax-discourse interface structure expressing topicalization, in a group of native and L2 Spanish speakers (beginners, intermediate, advanced). The Interface Hypothesis (Sorace, 2011) proposes that external interfaces pose inordinate difficulty for bilinguals, even at near-native levels. Results did not show evidence of such difficulty although differences in methodology (tasks imposing time pressure vs. not) could account for divergences. Additionally, not all syntax-discourse interface properties might be equally problematic: CLLD might not intrinsically place the same processing burden as other structures (e.g., anaphora resolution). Finally, results showed input quality was positively correlated to native-like outcomes, beyond proficiency. Hence, results are in broad agreement with accounts proposing input is the key factor for acquisition. 10 01 JB code sibil.55.03shi 67 94 28 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. Another look at L2 acquisition of French clitics and strong pronouns</TitleText> 1 A01 Elena Shimanskaya Shimanskaya, Elena Elena Shimanskaya West Virginia University 20 accusative case 20 argument structure 20 clitics 20 French 20 strong pronouns 01 The present study investigated the L2 acquisition of French clitic and strong object pronouns by adult Anglophone learners. While most previous research has focused on French object clitics and acquisition of their placement, the current study reports on two experiments comparing acquisition of clitics with acquisition of strong pronouns, investigating how L2 knowledge of pronominalization is connected to knowledge of argument structure. A grammaticality judgment task with corrections was used to examine learners&#8217; interlanguage in each experiment. Emerging knowledge of clitics appears not to be delayed when compared to knowledge of strong pronouns complements of prepositions. Additionally, acquiring target-like associations between argument structure and pronominalization in L2 French proved as challenging (if not more) as acquiring clitics&#8217; non-canonical sentential position. 10 01 JB code sibil.55.04dek 95 119 25 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;4. Animacy-based processing loads in anaphora resolution in (non-native) French</TitleText> <Subtitle textformat="02">Evidence for privileged interface representations</Subtitle> 1 A01 Laurent Dekydtspotter Dekydtspotter, Laurent Laurent Dekydtspotter Indiana University, Bloomington 2 A01 Mark Black Black, Mark Mark Black Indiana University 3 A01 Rodica Frimu Frimu, Rodica Rodica Frimu University of Tennessee, Knoxville 4 A01 Amber Rae Panwitz Panwitz, Amber Rae Amber Rae Panwitz Indiana University 20 anaphora 20 binding 20 conceptual structure 20 co-reference 20 sentence processing 01 This article examines animacy-based processing loads in conceptual structure in native and non-native processing of French during the resolution of pronouns <i>lui/elle</i> &#8216;3<sc>p.sing.masc/fem</sc>&#8217;, <i>son &#8216;</i>3<sc>p.sing.gen</sc>,&#8217; and <i>le/la</i> &#8216;3<sc>p.sing.masc/fem.acc</sc>&#8217; in displaced constituents under reconstruction. Both <i>lui</i> and <i>son</i> in <i>d&#233;cision (&#224; propos de lui)</i>/<i>(&#224; son sujet)</i> &#8216;decision about him&#8217; involve complements, whereas <i>le</i> in <i>d&#233;cision le concernant</i> &#8216;decision regarding him&#8217; involves modification. In a group of advanced non-native speakers, animacy activations linked to <i>lui</i> differed from those linked to <i>son</i> relative to baseline <i>le</i>, despite complement status. This was not the case in native speakers. We argue that processing <i>lui/elle</i> vs. <i>son</i> in conceptual structure engages animacy at distinct levels, reflecting lexical selection and indicating that lexically defined interface representations are privileged. 10 01 JB code sibil.55.p2 123 177 55 Section header 8 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;II. The Bottleneck Hypothesis</TitleText> 10 01 JB code sibil.55.05jud 123 148 26 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. The Bottleneck Hypothesis as applied to the Spanish DP</TitleText> 1 A01 Tiffany Judy Judy, Tiffany Tiffany Judy Wake Forest University 20 adjective distribution 20 Bottleneck Hypothesis 20 phi-feature acquisition 20 SLA 20 Spanish 01 By examining knowledge of interpretive constraints that obtain from new DP feature acquisition in Spanish, this chapter tests the Bottleneck Hypothesis&#8217;s claim (Slabakova, 2013, 2014, 2016) that functional morphology is the &#8220;bottleneck&#8221; of SLA. Individual data from two language groups (Romance (Italian <i>n</i>&#8239;=&#8239;35) and Germanic (English <i>n</i>&#8239;=&#8239;41; German <i>n</i>&#8239;=&#8239;19)) across three tasks testing for knowledge of Spanish DP morphology, syntax and semantics reveal that participants demonstrate knowledge of DP functional morphology before knowledge of the syntax-semantics of adjectival position. The import is twofold: first, individual L2 data is examined across tasks; second, comparing distinct L1 groups makes it possible to ask whether the &#8220;bottleneck&#8221; is equally problematic for all language pairings, an issue not currently addressed by the hypothesis. 10 01 JB code sibil.55.06mon 149 177 29 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. The Bottleneck Hypothesis extends to heritage language acquisition</TitleText> 1 A01 Silvina Montrul Montrul, Silvina Silvina Montrul University of Illinois at Urbana Champaign 20 Bottleneck Hypothesis 20 heritage language acquisition 20 L2 acquisition 20 morphology 20 semantics 20 syntax 01 The Bottleneck Hypothesis (Slabakova, 2008) aims to predict which aspects of the grammatical architecture are particularly problematic in second language grammars. When comparing the acquisition of the different linguistic modules, L2 learners appear to struggle more with morphology&#160;&#8211; the bottleneck of acquisition&#160;&#8211; than with syntax and semantics. The linguistic behavior of early bilinguals who are heritage speakers appears to be similar to L2 acquisition in many respects, and their apparent similarities have sparked substantial research comparing the linguistic abilities of L2 learners and heritage speakers. This chapter extends the Bottleneck Hypothesis to heritage speakers and examines how input and output factors may cause morphology to be the bottleneck in heritage language acquisition as well. 10 01 JB code sibil.55.p3 181 260 80 Section header 11 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;III. The Scalpel Model and L3 acquisition</TitleText> 10 01 JB code sibil.55.07cle 181 202 22 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. Testing the predictions of the Scalpel Model in L3/Ln acquisition</TitleText> <Subtitle textformat="02">The acquisition of null and overt subjects in L3 Chinese</Subtitle> 1 A01 Maria Clements Clements, Maria Maria Clements University of Southampton 2 A01 Laura Domínguez Domínguez, Laura Laura Domínguez University of Southampton 20 Chinese 20 L3 acquisition 20 null and overt subjects 20 transfer 01 The Scalpel Model (SM) (Slabakova, 2017) argues that neither the L1 nor the L2 has a privileged status in L3 acquisition so transfer can occur from either the L1 or the L2 and on a property-by-property basis. We tested these predictions by examining the acquisition of Chinese null and overt subjects by twenty-five L3 Chinese learners divided into two groups: L1 English-L2 Spanish-L3 Chinese learners and L1 English-L2 non-null subject language-L3 Chinese learners. Results from a Written Production Task and a Pronoun Interpretation Task showed transfer from both background languages but for different properties supporting that transfer can, indeed, be partial in L3 acquisition. We argue that existing structural similarities between the background and the target languages are important as well. 10 01 JB code sibil.55.08ima 203 227 25 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;8. Proficiency and transfer effects in the acquisition of gender agreement by L2 and L3 English learners</TitleText> 1 A01 Ainara Imaz Agirre Imaz Agirre, Ainara Ainara Imaz Agirre Mondragon University 2 A01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo University of the Basque Country 20 agreement 20 Basque 20 EFL 20 English 20 gender 20 L2 20 L3 20 possession 20 proficiency 20 Spanish 01 The present study examines proficiency and transfer effects in the acquisition of gender agreement in third person singular possessives (<i>his/her</i>) by second (L2) and third language (L3) learners of English. Within current generative second language acquisition research, gender agreement has been found to be a complicated feature to acquire for non-native language learners. A group of Basque/Spanish speakers (<i>n</i>&#8239;=&#8239;117) and a group of Spanish speakers (<i>n</i>&#8239;=&#8239;70) divided into three proficiency levels (elementary, intermediate and advanced) completed two written (a fill in the gap task and a written description task) two oral production tasks (an oral elicitation and a picture description). Our findings show that previous linguistic knowledge and proficiency level in English seem to have an influence on the type of errors attested in the L2 and the L3 groups. 10 01 JB code sibil.55.09pui 229 260 32 Chapter 14 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. Language dominance and transfer selection in L3 acquisition</TitleText> <Subtitle textformat="02">Evidence from sentential negation and negative quantifiers in L3 English</Subtitle> 1 A01 Eloi Puig-Mayenco Puig-Mayenco, Eloi Eloi Puig-Mayenco University of Reading 2 A01 David Miller Miller, David David Miller University of Reading 3 A01 Jason Rothman Rothman, Jason Jason Rothman University of Reading / UiT the Arctic University of Norway 20 early bilinguals 20 L3 acquisition 20 L3 processing 20 language dominance 20 transfer 01 This study examines the role Language Dominance plays in determining the source of transfer in the <i>Initial</i> Stages of L3 processing by investigating Negative Quantifiers in L3 English to discriminate between two possible sources of transfer in the L3 grammar of Catalan/Spanish early bilinguals. Using a Self-Paced Reading technique, two groups of early bilinguals differing in their dominant language were tested: Catalan-dominant (<i>n</i>&#8239;=&#8239;13) and Spanish-dominant (<i>n</i>&#8239;=&#8239;9). Our results provide evidence that Language Dominance (LD) does not trump other traditionally-assumed variables in determining the source of transfer. Additionally, the data provide evidence that true beginners of an L3 are sensitive to morphosyntactic violations when their procedural knowledge of the L3 is examined, meaning that applying methodologies that tap procedural knowledge in L3 acquisition is viable and needed (cf. Rothman, Alem&#225;n Ba&#241;&#243;n, &#38; Gonz&#225;lez Alonso, 2015). 10 01 JB code sibil.55.p4 263 308 46 Section header 15 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;IV. Applied SLA</TitleText> 10 01 JB code sibil.55.10whi 263 282 20 Chapter 16 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. What is easy and what is hard</TitleText> <Subtitle textformat="02">Lessons from linguistic theory and SLA research</Subtitle> 1 A01 Lydia White White, Lydia Lydia White McGill University 20 Bottleneck Hypothesis 20 Feature Reassembly Hypothesis 20 Learnability 20 Negative evidence 20 Positive evidence 20 Universal Grammar (UG) 20 Verb raising/verb movement 01 This chapter presents an overview of research, past and present, which has explored the extent to which linguistic theory and generative second language (L2) research offer insights for the language classroom. A number of issues are addressed, including the potential role of negative evidence, questions raised by linguistically misleading input, and linguistic accounts relating to acquisition orders. Consideration is given to proposals grounded in linguistic description (such as Slabakova&#8217;s Bottleneck Hypothesis) and how such proposals can help to pinpoint problem areas for L2 learners, as well as ways of making such descriptions accessible to language teachers. It is concluded that uncovering implications for language teaching is a bonus and not a requirement of research on second language acquisition. 10 01 JB code sibil.55.11mar 283 308 26 Chapter 17 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;11. Generative second language acquisition and language teaching</TitleText> <Subtitle textformat="02">Advancing the dialogue</Subtitle> 1 A01 Heather Marsden Marsden, Heather Heather Marsden University of York 20 applied second language acquisition research 20 classroom language learning 20 generative SLA 20 grammar teaching 20 research-practice interface 01 Though language teaching concerns lie outside the core aim of generative second language acquisition (GenSLA) research, consideration of how GenSLA findings might be useful for the language classroom has nonetheless been a consistent sub-theme within Roumyana Slabakova&#8217;s work. This paper reports on a recent body of &#8220;applied GenSLA&#8221; research and teacher-researcher networking activities that address this theme by explicitly aiming to investigate applications of GenSLA research in a language teaching context. The applied GenSLA work is then discussed in the broader context of engagement between language teachers and SLA research generally (E. Marsden &#38; Kasprowicz 2017; Nassaji, 2012), and concludes with proposals for how applied GenSLA can contribute towards advancing the teacher-researcher dialogue. 10 01 JB code sibil.55.index 309 1 Miscellaneous 18 <TitleType>01</TitleType> <TitleText textformat="02">Subject Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20181116 2018 John Benjamins B.V. 02 WORLD 13 15 9789027201256 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 95.00 EUR R 01 00 80.00 GBP Z 01 gen 00 143.00 USD S 302017403 03 01 01 JB John Benjamins Publishing Company 01 JB code SiBil 55 Hb 15 9789027201256 13 2018020731 BB 01 SiBil 02 0928-1533 Studies in Bilingualism 55 <TitleType>01</TitleType> <TitleText textformat="02">Meaning and Structure in Second Language Acquisition</TitleText> <Subtitle textformat="02">In honor of Roumyana Slabakova</Subtitle> 01 sibil.55 01 https://benjamins.com 02 https://benjamins.com/catalog/sibil.55 1 B01 Jacee Cho Cho, Jacee Jacee Cho University of Wisconsin-Madison 2 B01 Michael Iverson Iverson, Michael Michael Iverson Indiana University 3 B01 Tiffany Judy Judy, Tiffany Tiffany Judy Wake Forest University 4 B01 Tania Leal Leal, Tania Tania Leal University of Nevada, Reno 5 B01 Elena Shimanskaya Shimanskaya, Elena Elena Shimanskaya West Virginia University 01 eng 327 xv 311 LAN009000 v.2006 CFDC 2 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.SYNTAX Syntax 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 This volume presents a range of studies testing some of the latest models and hypotheses in the field of second/third language acquisition, such as the Bottleneck Hypothesis (Slabakova, 2008, 2016), the Scalpel Model (Slabakova, 2017), and the Interface Hypothesis (Sorace &#38; Serratrice, 2009) to name a few. The studies explore a variety of linguistic properties (e.g., functional morphology, linguistic properties at the syntax-discourse interface) by focusing on distinct populations (L2 acquisition, L3/LN acquisition, <i>Heritage Speakers</i>), while also considering the links between experimental linguistic research, generative linguistics, and, in some cases, language pedagogy. Dedicated to Roumyana Slabakova, each chapter can be directly linked to her work in terms of the empirical testing of extant hypotheses, the formulation of new models and ideas, and her efforts to advance the dialogue between different disciplines and frameworks. Overall, the contributions in the volume bear evidence of Slabakova’s enduring influence in the field as a collaborator, teacher, and researcher. 04 09 01 https://benjamins.com/covers/475/sibil.55.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027201256.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027201256.tif 06 09 01 https://benjamins.com/covers/1200_front/sibil.55.hb.png 07 09 01 https://benjamins.com/covers/125/sibil.55.png 25 09 01 https://benjamins.com/covers/1200_back/sibil.55.hb.png 27 09 01 https://benjamins.com/covers/3d_web/sibil.55.hb.png 10 01 JB code sibil.55.ack vii 1 Chapter 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgments</TitleText> 10 01 JB code sibil.55.cho ix xv 7 Chapter 2 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 1 A01 Jacee Cho Cho, Jacee Jacee Cho 2 A01 Michael Iverson Iverson, Michael Michael Iverson 3 A01 Tiffany Judy Judy, Tiffany Tiffany Judy 4 A01 Tania Leal Leal, Tania Tania Leal 5 A01 Elena Shimanskaya Shimanskaya, Elena Elena Shimanskaya 10 01 JB code sibil.55.p1 3 119 117 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;I. Second Language Acquisition</TitleText> 10 01 JB code sibil.55.01cho 3 34 32 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Testing the morphological congruency effect in offline comprehension</TitleText> <Subtitle textformat="02">L2 Russian Genitive of Negation</Subtitle> 1 A01 Jacee Cho Cho, Jacee Jacee Cho University of Wisconsin-Madison 20 L2 functional morphology 20 Morphological Congruency Hypothesis 20 Russian Genitive of Negation 20 specificity 01 The Morphological Congruency Hypothesis states that non-target-like production or comprehension of L2 functional morphology is due to problems in activating L2 grammatical meanings that are not morphologically marked in L1 (Jiang, 2004, 2007). The present study examines whether the hypothesis holds true in L2 offline performance by comparing L1-English and L1-Korean speakers&#8217; offline comprehension of the L2 Russian Genitive of Negation encoding specificity in negative sentences. Specificity under negation is morphologically encoded in Russian and Korean but not in English. In an acceptability judgment task, however, L1-English and L1-Korean speakers have shown similar judgment patterns. These results suggest that morphological congruency may not have the same effect in offline performance as in online performance. 10 01 JB code sibil.55.02lea 35 66 32 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. Mapping at external interfaces</TitleText> <Subtitle textformat="02">Embedded clitic left dislocations in L2 Spanish</Subtitle> 1 A01 Tania Leal Leal, Tania Tania Leal University of Nevada, Reno 20 clitic left dislocation 20 clitics 20 input quality 20 Interface Hypothesis 20 second language acquisition 01 This study investigates embedded clitic left dislocation (CLLD), a syntax-discourse interface structure expressing topicalization, in a group of native and L2 Spanish speakers (beginners, intermediate, advanced). The Interface Hypothesis (Sorace, 2011) proposes that external interfaces pose inordinate difficulty for bilinguals, even at near-native levels. Results did not show evidence of such difficulty although differences in methodology (tasks imposing time pressure vs. not) could account for divergences. Additionally, not all syntax-discourse interface properties might be equally problematic: CLLD might not intrinsically place the same processing burden as other structures (e.g., anaphora resolution). Finally, results showed input quality was positively correlated to native-like outcomes, beyond proficiency. Hence, results are in broad agreement with accounts proposing input is the key factor for acquisition. 10 01 JB code sibil.55.03shi 67 94 28 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. Another look at L2 acquisition of French clitics and strong pronouns</TitleText> 1 A01 Elena Shimanskaya Shimanskaya, Elena Elena Shimanskaya West Virginia University 20 accusative case 20 argument structure 20 clitics 20 French 20 strong pronouns 01 The present study investigated the L2 acquisition of French clitic and strong object pronouns by adult Anglophone learners. While most previous research has focused on French object clitics and acquisition of their placement, the current study reports on two experiments comparing acquisition of clitics with acquisition of strong pronouns, investigating how L2 knowledge of pronominalization is connected to knowledge of argument structure. A grammaticality judgment task with corrections was used to examine learners&#8217; interlanguage in each experiment. Emerging knowledge of clitics appears not to be delayed when compared to knowledge of strong pronouns complements of prepositions. Additionally, acquiring target-like associations between argument structure and pronominalization in L2 French proved as challenging (if not more) as acquiring clitics&#8217; non-canonical sentential position. 10 01 JB code sibil.55.04dek 95 119 25 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;4. Animacy-based processing loads in anaphora resolution in (non-native) French</TitleText> <Subtitle textformat="02">Evidence for privileged interface representations</Subtitle> 1 A01 Laurent Dekydtspotter Dekydtspotter, Laurent Laurent Dekydtspotter Indiana University, Bloomington 2 A01 Mark Black Black, Mark Mark Black Indiana University 3 A01 Rodica Frimu Frimu, Rodica Rodica Frimu University of Tennessee, Knoxville 4 A01 Amber Rae Panwitz Panwitz, Amber Rae Amber Rae Panwitz Indiana University 20 anaphora 20 binding 20 conceptual structure 20 co-reference 20 sentence processing 01 This article examines animacy-based processing loads in conceptual structure in native and non-native processing of French during the resolution of pronouns <i>lui/elle</i> &#8216;3<sc>p.sing.masc/fem</sc>&#8217;, <i>son &#8216;</i>3<sc>p.sing.gen</sc>,&#8217; and <i>le/la</i> &#8216;3<sc>p.sing.masc/fem.acc</sc>&#8217; in displaced constituents under reconstruction. Both <i>lui</i> and <i>son</i> in <i>d&#233;cision (&#224; propos de lui)</i>/<i>(&#224; son sujet)</i> &#8216;decision about him&#8217; involve complements, whereas <i>le</i> in <i>d&#233;cision le concernant</i> &#8216;decision regarding him&#8217; involves modification. In a group of advanced non-native speakers, animacy activations linked to <i>lui</i> differed from those linked to <i>son</i> relative to baseline <i>le</i>, despite complement status. This was not the case in native speakers. We argue that processing <i>lui/elle</i> vs. <i>son</i> in conceptual structure engages animacy at distinct levels, reflecting lexical selection and indicating that lexically defined interface representations are privileged. 10 01 JB code sibil.55.p2 123 177 55 Section header 8 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;II. The Bottleneck Hypothesis</TitleText> 10 01 JB code sibil.55.05jud 123 148 26 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. The Bottleneck Hypothesis as applied to the Spanish DP</TitleText> 1 A01 Tiffany Judy Judy, Tiffany Tiffany Judy Wake Forest University 20 adjective distribution 20 Bottleneck Hypothesis 20 phi-feature acquisition 20 SLA 20 Spanish 01 By examining knowledge of interpretive constraints that obtain from new DP feature acquisition in Spanish, this chapter tests the Bottleneck Hypothesis&#8217;s claim (Slabakova, 2013, 2014, 2016) that functional morphology is the &#8220;bottleneck&#8221; of SLA. Individual data from two language groups (Romance (Italian <i>n</i>&#8239;=&#8239;35) and Germanic (English <i>n</i>&#8239;=&#8239;41; German <i>n</i>&#8239;=&#8239;19)) across three tasks testing for knowledge of Spanish DP morphology, syntax and semantics reveal that participants demonstrate knowledge of DP functional morphology before knowledge of the syntax-semantics of adjectival position. The import is twofold: first, individual L2 data is examined across tasks; second, comparing distinct L1 groups makes it possible to ask whether the &#8220;bottleneck&#8221; is equally problematic for all language pairings, an issue not currently addressed by the hypothesis. 10 01 JB code sibil.55.06mon 149 177 29 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. The Bottleneck Hypothesis extends to heritage language acquisition</TitleText> 1 A01 Silvina Montrul Montrul, Silvina Silvina Montrul University of Illinois at Urbana Champaign 20 Bottleneck Hypothesis 20 heritage language acquisition 20 L2 acquisition 20 morphology 20 semantics 20 syntax 01 The Bottleneck Hypothesis (Slabakova, 2008) aims to predict which aspects of the grammatical architecture are particularly problematic in second language grammars. When comparing the acquisition of the different linguistic modules, L2 learners appear to struggle more with morphology&#160;&#8211; the bottleneck of acquisition&#160;&#8211; than with syntax and semantics. The linguistic behavior of early bilinguals who are heritage speakers appears to be similar to L2 acquisition in many respects, and their apparent similarities have sparked substantial research comparing the linguistic abilities of L2 learners and heritage speakers. This chapter extends the Bottleneck Hypothesis to heritage speakers and examines how input and output factors may cause morphology to be the bottleneck in heritage language acquisition as well. 10 01 JB code sibil.55.p3 181 260 80 Section header 11 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;III. The Scalpel Model and L3 acquisition</TitleText> 10 01 JB code sibil.55.07cle 181 202 22 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. Testing the predictions of the Scalpel Model in L3/Ln acquisition</TitleText> <Subtitle textformat="02">The acquisition of null and overt subjects in L3 Chinese</Subtitle> 1 A01 Maria Clements Clements, Maria Maria Clements University of Southampton 2 A01 Laura Domínguez Domínguez, Laura Laura Domínguez University of Southampton 20 Chinese 20 L3 acquisition 20 null and overt subjects 20 transfer 01 The Scalpel Model (SM) (Slabakova, 2017) argues that neither the L1 nor the L2 has a privileged status in L3 acquisition so transfer can occur from either the L1 or the L2 and on a property-by-property basis. We tested these predictions by examining the acquisition of Chinese null and overt subjects by twenty-five L3 Chinese learners divided into two groups: L1 English-L2 Spanish-L3 Chinese learners and L1 English-L2 non-null subject language-L3 Chinese learners. Results from a Written Production Task and a Pronoun Interpretation Task showed transfer from both background languages but for different properties supporting that transfer can, indeed, be partial in L3 acquisition. We argue that existing structural similarities between the background and the target languages are important as well. 10 01 JB code sibil.55.08ima 203 227 25 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;8. Proficiency and transfer effects in the acquisition of gender agreement by L2 and L3 English learners</TitleText> 1 A01 Ainara Imaz Agirre Imaz Agirre, Ainara Ainara Imaz Agirre Mondragon University 2 A01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo University of the Basque Country 20 agreement 20 Basque 20 EFL 20 English 20 gender 20 L2 20 L3 20 possession 20 proficiency 20 Spanish 01 The present study examines proficiency and transfer effects in the acquisition of gender agreement in third person singular possessives (<i>his/her</i>) by second (L2) and third language (L3) learners of English. Within current generative second language acquisition research, gender agreement has been found to be a complicated feature to acquire for non-native language learners. A group of Basque/Spanish speakers (<i>n</i>&#8239;=&#8239;117) and a group of Spanish speakers (<i>n</i>&#8239;=&#8239;70) divided into three proficiency levels (elementary, intermediate and advanced) completed two written (a fill in the gap task and a written description task) two oral production tasks (an oral elicitation and a picture description). Our findings show that previous linguistic knowledge and proficiency level in English seem to have an influence on the type of errors attested in the L2 and the L3 groups. 10 01 JB code sibil.55.09pui 229 260 32 Chapter 14 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. Language dominance and transfer selection in L3 acquisition</TitleText> <Subtitle textformat="02">Evidence from sentential negation and negative quantifiers in L3 English</Subtitle> 1 A01 Eloi Puig-Mayenco Puig-Mayenco, Eloi Eloi Puig-Mayenco University of Reading 2 A01 David Miller Miller, David David Miller University of Reading 3 A01 Jason Rothman Rothman, Jason Jason Rothman University of Reading / UiT the Arctic University of Norway 20 early bilinguals 20 L3 acquisition 20 L3 processing 20 language dominance 20 transfer 01 This study examines the role Language Dominance plays in determining the source of transfer in the <i>Initial</i> Stages of L3 processing by investigating Negative Quantifiers in L3 English to discriminate between two possible sources of transfer in the L3 grammar of Catalan/Spanish early bilinguals. Using a Self-Paced Reading technique, two groups of early bilinguals differing in their dominant language were tested: Catalan-dominant (<i>n</i>&#8239;=&#8239;13) and Spanish-dominant (<i>n</i>&#8239;=&#8239;9). Our results provide evidence that Language Dominance (LD) does not trump other traditionally-assumed variables in determining the source of transfer. Additionally, the data provide evidence that true beginners of an L3 are sensitive to morphosyntactic violations when their procedural knowledge of the L3 is examined, meaning that applying methodologies that tap procedural knowledge in L3 acquisition is viable and needed (cf. Rothman, Alem&#225;n Ba&#241;&#243;n, &#38; Gonz&#225;lez Alonso, 2015). 10 01 JB code sibil.55.p4 263 308 46 Section header 15 <TitleType>01</TitleType> <TitleText textformat="02">Part&#160;IV. Applied SLA</TitleText> 10 01 JB code sibil.55.10whi 263 282 20 Chapter 16 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. What is easy and what is hard</TitleText> <Subtitle textformat="02">Lessons from linguistic theory and SLA research</Subtitle> 1 A01 Lydia White White, Lydia Lydia White McGill University 20 Bottleneck Hypothesis 20 Feature Reassembly Hypothesis 20 Learnability 20 Negative evidence 20 Positive evidence 20 Universal Grammar (UG) 20 Verb raising/verb movement 01 This chapter presents an overview of research, past and present, which has explored the extent to which linguistic theory and generative second language (L2) research offer insights for the language classroom. A number of issues are addressed, including the potential role of negative evidence, questions raised by linguistically misleading input, and linguistic accounts relating to acquisition orders. Consideration is given to proposals grounded in linguistic description (such as Slabakova&#8217;s Bottleneck Hypothesis) and how such proposals can help to pinpoint problem areas for L2 learners, as well as ways of making such descriptions accessible to language teachers. It is concluded that uncovering implications for language teaching is a bonus and not a requirement of research on second language acquisition. 10 01 JB code sibil.55.11mar 283 308 26 Chapter 17 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;11. Generative second language acquisition and language teaching</TitleText> <Subtitle textformat="02">Advancing the dialogue</Subtitle> 1 A01 Heather Marsden Marsden, Heather Heather Marsden University of York 20 applied second language acquisition research 20 classroom language learning 20 generative SLA 20 grammar teaching 20 research-practice interface 01 Though language teaching concerns lie outside the core aim of generative second language acquisition (GenSLA) research, consideration of how GenSLA findings might be useful for the language classroom has nonetheless been a consistent sub-theme within Roumyana Slabakova&#8217;s work. This paper reports on a recent body of &#8220;applied GenSLA&#8221; research and teacher-researcher networking activities that address this theme by explicitly aiming to investigate applications of GenSLA research in a language teaching context. The applied GenSLA work is then discussed in the broader context of engagement between language teachers and SLA research generally (E. Marsden &#38; Kasprowicz 2017; Nassaji, 2012), and concludes with proposals for how applied GenSLA can contribute towards advancing the teacher-researcher dialogue. 10 01 JB code sibil.55.index 309 1 Miscellaneous 18 <TitleType>01</TitleType> <TitleText textformat="02">Subject Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20181116 2018 John Benjamins B.V. 02 WORLD 08 720 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 100 18 01 02 JB 1 00 95.00 EUR R 02 02 JB 1 00 100.70 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 18 02 02 JB 1 00 80.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 18 01 gen 02 JB 1 00 143.00 USD