219-7677
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7500817
John Benjamins Publishing Company
Marketing Department / Karin Plijnaar, Pieter Lamers
onix@benjamins.nl
201808241709
ONIX title feed
eng
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EUR
682017404
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JB
John Benjamins Publishing Company
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Studies in Bilingualism
55
01
Meaning and Structure in Second Language Acquisition
In honor of Roumyana Slabakova
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
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LIN.LA
Language acquisition
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LIN.BIL
Multilingualism
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LIN.SYNTAX
Syntax
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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 & 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.
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Acknowledgments
10
01
JB code
sibil.55.cho
ix
xv
7
Chapter
2
01
Introduction
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
01
Part I. Second Language Acquisition
10
01
JB code
sibil.55.01cho
3
34
32
Chapter
4
01
Chapter 1. Testing the morphological congruency effect in offline comprehension
L2 Russian Genitive of Negation
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’ 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
01
Chapter 2. Mapping at external interfaces
Embedded clitic left dislocations in L2 Spanish
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
01
Chapter 3. Another look at L2 acquisition of French clitics and strong pronouns
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’ 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’ non-canonical sentential position.
10
01
JB code
sibil.55.04dek
95
119
25
Chapter
7
01
Chapter 4. Animacy-based processing loads in anaphora resolution in (non-native) French
Evidence for privileged interface representations
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> ‘3<sc>p.sing.masc/fem</sc>’, <i>son ‘</i>3<sc>p.sing.gen</sc>,’ and <i>le/la</i> ‘3<sc>p.sing.masc/fem.acc</sc>’ in displaced constituents under reconstruction. Both <i>lui</i> and <i>son</i> in <i>décision (à propos de lui)</i>/<i>(à son sujet)</i> ‘decision about him’ involve complements, whereas <i>le</i> in <i>décision le concernant</i> ‘decision regarding him’ 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
01
Part II. The Bottleneck Hypothesis
10
01
JB code
sibil.55.05jud
123
148
26
Chapter
9
01
Chapter 5. The Bottleneck Hypothesis as applied to the Spanish DP
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’s claim (Slabakova, 2013, 2014, 2016) that functional morphology is the “bottleneck” of SLA. Individual data from two language groups (Romance (Italian <i>n</i> = 35) and Germanic (English <i>n</i> = 41; German <i>n</i> = 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 “bottleneck” 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
01
Chapter 6. The Bottleneck Hypothesis extends to heritage language acquisition
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 – the bottleneck of acquisition – 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
01
Part III. The Scalpel Model and L3 acquisition
10
01
JB code
sibil.55.07cle
181
202
22
Chapter
12
01
Chapter 7. Testing the predictions of the Scalpel Model in L3/Ln acquisition
The acquisition of null and overt subjects in L3 Chinese
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
01
Chapter 8. Proficiency and transfer effects in the acquisition of gender agreement by L2 and L3 English learners
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> = 117) and a group of Spanish speakers (<i>n</i> = 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
01
Chapter 9. Language dominance and transfer selection in L3 acquisition
Evidence from sentential negation and negative quantifiers in L3 English
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> = 13) and Spanish-dominant (<i>n</i> = 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, Alemán Bañón, & González Alonso, 2015).
10
01
JB code
sibil.55.p4
263
308
46
Section header
15
01
Part IV. Applied SLA
10
01
JB code
sibil.55.10whi
263
282
20
Chapter
16
01
Chapter 10. What is easy and what is hard
Lessons from linguistic theory and SLA research
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’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
01
Chapter 11. Generative second language acquisition and language teaching
Advancing the dialogue
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’s work. This paper reports on a recent body of “applied GenSLA” 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 & 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
01
Subject Index
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
01
Meaning and Structure in Second Language Acquisition
In honor of Roumyana Slabakova
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 & 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
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10
01
JB code
sibil.55.ack
vii
1
Chapter
1
01
Acknowledgments
10
01
JB code
sibil.55.cho
ix
xv
7
Chapter
2
01
Introduction
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
01
Part I. Second Language Acquisition
10
01
JB code
sibil.55.01cho
3
34
32
Chapter
4
01
Chapter 1. Testing the morphological congruency effect in offline comprehension
L2 Russian Genitive of Negation
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’ 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
01
Chapter 2. Mapping at external interfaces
Embedded clitic left dislocations in L2 Spanish
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
01
Chapter 3. Another look at L2 acquisition of French clitics and strong pronouns
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’ 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’ non-canonical sentential position.
10
01
JB code
sibil.55.04dek
95
119
25
Chapter
7
01
Chapter 4. Animacy-based processing loads in anaphora resolution in (non-native) French
Evidence for privileged interface representations
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> ‘3<sc>p.sing.masc/fem</sc>’, <i>son ‘</i>3<sc>p.sing.gen</sc>,’ and <i>le/la</i> ‘3<sc>p.sing.masc/fem.acc</sc>’ in displaced constituents under reconstruction. Both <i>lui</i> and <i>son</i> in <i>décision (à propos de lui)</i>/<i>(à son sujet)</i> ‘decision about him’ involve complements, whereas <i>le</i> in <i>décision le concernant</i> ‘decision regarding him’ 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
01
Part II. The Bottleneck Hypothesis
10
01
JB code
sibil.55.05jud
123
148
26
Chapter
9
01
Chapter 5. The Bottleneck Hypothesis as applied to the Spanish DP
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’s claim (Slabakova, 2013, 2014, 2016) that functional morphology is the “bottleneck” of SLA. Individual data from two language groups (Romance (Italian <i>n</i> = 35) and Germanic (English <i>n</i> = 41; German <i>n</i> = 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 “bottleneck” 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
01
Chapter 6. The Bottleneck Hypothesis extends to heritage language acquisition
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 – the bottleneck of acquisition – 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
01
Part III. The Scalpel Model and L3 acquisition
10
01
JB code
sibil.55.07cle
181
202
22
Chapter
12
01
Chapter 7. Testing the predictions of the Scalpel Model in L3/Ln acquisition
The acquisition of null and overt subjects in L3 Chinese
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
01
Chapter 8. Proficiency and transfer effects in the acquisition of gender agreement by L2 and L3 English learners
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> = 117) and a group of Spanish speakers (<i>n</i> = 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
01
Chapter 9. Language dominance and transfer selection in L3 acquisition
Evidence from sentential negation and negative quantifiers in L3 English
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> = 13) and Spanish-dominant (<i>n</i> = 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, Alemán Bañón, & González Alonso, 2015).
10
01
JB code
sibil.55.p4
263
308
46
Section header
15
01
Part IV. Applied SLA
10
01
JB code
sibil.55.10whi
263
282
20
Chapter
16
01
Chapter 10. What is easy and what is hard
Lessons from linguistic theory and SLA research
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’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
01
Chapter 11. Generative second language acquisition and language teaching
Advancing the dialogue
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’s work. This paper reports on a recent body of “applied GenSLA” 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 & 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
01
Subject Index
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