Crosslinguistic comparison and second language acquisition: an approach to Topic and Leftdetachment constructions from the perspective of spoken language

Sornicola, Rosanna

doi:10.1515/9783110891249.327

Cited by 4 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Topicalizations in general, and clitic left dislocations in particular, are much less common crosslinguistically than non-dislocated constructions. Clitic left dislocations are also a feature of informal, spoken language (Sornicola, 2003). Thus, the results of this study are equally compatible with a linguistic ''interface'' hypothesis and with an input-based hypothesis.…”

Section: The Interfaces Hypothesissupporting

confidence: 84%

Multiple interfaces and incomplete acquisition

Montrul

2011

Lingua

108

View full text Add to dashboard Cite

Section: The Interfaces Hypothesissupporting

confidence: 84%

Multiple interfaces and incomplete acquisition

Montrul

2011

Lingua

108

View full text Add to dashboard Cite

“…Topicalizations in general, and clitic left dislocations in particular, are a feature of informal, spoken language. If these structures occur in written language at all, they typically occur under strict stylistic conditions (Sornicola, 2003). A main difference between heritage speakers and L2 learners concerns mode of acquisition and experience, as discussed earlier (Montrul, 2008).…”

Section: Discussionmentioning

confidence: 99%

Dominant language transfer in adult second language learners and heritage speakers

Montrul

2010

Second Language Research

106

View full text Add to dashboard Cite

The effects of language transfer have been amply documented in second language (L2) acquisition and, to a lesser extent, in the language contact/loss literature (Cook, 2003). In both cases, the stronger and often dominant language encroaches into the structure of the less dominant language in systematic ways. But are transfer effects in these two situations comparable: is first language (L1) influence in adult L2 learners similar to L2 influence in the L1 of early bilinguals? The current study addresses this question by investigating knowledge of Spanish clitics, clitic left dislocations, and differential object marking (DOM) in 72 L2 learners and 67 Spanish heritage speakers. The contact language, English, is assumed to not instantiate these syntactic properties. Results of an oral production task and a written acceptability judgment task indicated overall advantages for the heritage speakers in some areas, but similar effects of transfer from English in the two groups. Transfer effects were less pronounced with core aspects of grammar (syntax proper in the case of clitics) than with aspects of grammar that lie at the interfaces of syntax and semantics/pragmatics, as in the case of clitic left dislocations and DOM. These findings have implications for current views on the vulnerability of certain linguistic interfaces in language development (

show abstract

“…Topicalizations in general, and clitic left dislocations in particular, are a feature of informal, spoken language. If these structures occur in written language at all, they typically occur under strict stylistic conditions (Sornicola, 2003). Since heritage speakers have more experience with spoken Spanish than L2 learners, it is not surprising that they are more accepting of clitic climbing and of topicalizations than the L2 learners.…”

Section: Input and Experiencementioning

confidence: 99%

Is the heritage language like a second language?

Montrul¹

2012

EUROSLA

219

View full text Add to dashboard Cite

Many heritage speakers (bilinguals in a minority language context) turn to the second language (L2) classroom to expand their knowledge of the heritage language. Critical questions arise as to how their linguistic knowledge compares to that of post puberty L2 learners. Focusing on recent experimental research on grammatical domains typically affected in both L2 learners and heritage speakers, this article addresses whether exposure to the family language since birth even under reduced input conditions leads to more native-like linguistic knowledge in heritage speakers as opposed to L2 learners with a later age of acquisition of the language, how differences in input and language learning experience determine the behavioral manifestations of linguistic knowledge, and whether formal instruction in the classroom is beneficial to heritage speakers. I argue that the extension of theoretical frameworks and methodologies from SLA has significantly advanced the field of heritage language acquisition, but deeper understanding of these speakers will also need more fruitful integration of the psycholinguistic and sociolinguistic factors that contribute to the acquisition and maintenance of heritage languages.

show abstract

Crosslinguistic comparison and second language acquisition: an approach to Topic and Leftdetachment constructions from the perspective of spoken language

Cited by 4 publications

References 0 publications

Multiple interfaces and incomplete acquisition

Multiple interfaces and incomplete acquisition

Dominant language transfer in adult second language learners and heritage speakers

Is the heritage language like a second language?

Contact Info

Product

Resources

About