Forms of Evidence and Grammatical Development in the Acquisition of Adjective Position in L2 French

Autor/in	Anderson, Bruce
Titel	Forms of Evidence and Grammatical Development in the Acquisition of Adjective Position in L2 French
Quelle	In: Studies in Second Language Acquisition, 30 (2008) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263108080017
Schlagwörter	Form Classes (Languages); Grammar; Monolingualism; French; Second Language Learning; Task Analysis; Control Groups; College Students; Language Processing + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; Grammatik; Französisch; Zweitsprachenerwerb; Aufgabenanalyse; Collegestudent; Sprachverarbeitung
Abstract	The present study examines classroom learners' course of grammatical development in acquiring the interpretive correlates of variable adjective position in French. Eventual attainment of the target language system requires not only knowledge of linear word-order possibilities within the determiner phrase that differ from their native language (English) but knowledge of the interpretive differences between the two orders as well. Results from a contextualized acceptability judgment task administered to monolingual English-speaker controls, four groups of university-level learners of French, and native-French-speaker controls (N = 157) show that adjective position-interpretation pairings are eventually acquired, although with a high degree of between-learner variability in rate. Based on an analysis of both individual and group acceptance rates, I argue that eventual attainment of the second language system requires a priori knowledge of a specific representational format--supporting the notion of the domain-specificity of language as pursued in generative accounts of SLA--but that the course of grammatical development is affected by a number of group- and learner-specific variables that mediate depth of processing (following Gass, 1997). (Contains 6 tables, 4 figures and 11 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10