Early, late or very late: Timing acquisition and bilingualism

Tsimpli, Ianthi Maria

doi:10.1075/lab.4.3.17tsi

Cited by 66 publications

(124 citation statements)

References 11 publications

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“…First, greater language exposure should enhance the production of the syntactic options for reference available in the language. This is in line with some recent studies that have emphasized the role of quality and quantity of input in determining (in)complete acquisition of linguistic phenomena (see Kupisch and Rothman 2016;Treffers-Daller et al 2007;Tsimpli 2014). Second, the use of overspecified full DPs should be observable across bilinguals with other language combinations than the ones considered in this study, including bilinguals speaking two non-null subject languages (e.g., English-German) or two null subject and clitic languages (e.g., Italian-Spanish).…”

Section: Discussionsupporting

confidence: 74%

Teasing Apart the Effects of Dominance, Transfer, and Processing in Reference Production by German–Italian Bilingual Adolescents

Torregrossa

Bongartz

2018

Languages

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This paper intends to test different accounts of bilingual reference production against the production of referring expressions in Italian by German-Italian bilingual adolescents. In particular, we investigate to what extent bilingual referring expressions involve transfer from one language to the other, result from processing and dominance variables, and are the outcome of a process of language change. We will show that each of these hypotheses makes a precise prediction about which referential strategy bilinguals should adopt. The production of referring expressions is examined in the context of a story-telling task. Based on the analysis of overspecified forms, clitic omissions, and agreement mismatches, as well as on correlations with dominance factors, we argue in favor of the relevance of dominance and processing factors for bilingual reference production. Finally, we verify the possibility of generalizing our conclusions to a different linguistic domain, concerning the expression of word order in main clauses.

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Section: Discussionsupporting

confidence: 74%

Teasing Apart the Effects of Dominance, Transfer, and Processing in Reference Production by German–Italian Bilingual Adolescents

Torregrossa

Bongartz

2018

Languages

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“…Verb forms without any inflectional marking have been observed in some eL2 TD children, and have been argued to be covertly finite (Prévost 2003). This agrees with the assumption that knowledge of the relation between verb placement and verbal morphology is not expected to be vulnerable in eL2 acquisition, given that it is in place early in monolingual acquisition (Grimm and Schulz 2016;Tsimpli 2014).…”

Section: Introductionsupporting

confidence: 73%

“…Knowledge of the relation between verb morphology and verb placement is acquired early in monolingual acquisition and is still accessible for second language learners with an age of onset between 2 and 4 (cf. Grimm and Schulz 2016;Tsimpli 2014). Child second language learners with a higher age of onset are hence predicted to violate the ban on non-finite verbs in V2 (for first evidence confirming this prediction see Haberzettl [2005]).…”

Section: Discussionmentioning

confidence: 61%

“…marking of finiteness and Subject Verb Agreement (SVA), and of verb placement is part of the core grammar that is claimed to be acquired early (Grimm and Schulz 2016;Tracy 1991;Tsimpli 2014). Both aspects have been well studied in German-speaking monolingual TD children, using spontaneous speech corpora (Clahsen 1986;Clahsen et al 1996;Tracy 1991;Weissenborn 1990).…”

Section: Td Childrenmentioning

confidence: 99%

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How strong is the ban on non-finite verbs in V2? Evidence from early second language learners of German with and without SLI

Schulz

Schwarze

2017

Zeitschrift Für Sprachwissenschaft

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Abstract:Using the standardized test LiSe-DaZ across four test rounds, we collected elicited production data from 22 typically developing early second language learners (eL2 TD) of German (mean age at T1: 3;7) and 11 older eL2 children with Specific Language Impairment (SLI) (mean age at T1: 7;1). Focusing on the relation between verb placement and verbal inflectional morphology two questions were addressed: Do eL2 children obey the ban on non-finite verbs in verb-second position (V2) in German, and do eL2 SLI children differ from their eL2 TD peers in their morpho-syntactic behavior? This is the first study on this issue to systematically differentiate between V2 and verb-final position (Vf) and between bare verb forms and infinitives, based on a large sample of elicited production data. Results show that from the first test round onwards verbal inflectional morphology and verb placement were strongly related in the TD and the SLI group. Bare verb forms occurred in V2 only and are argued to be finite; en-infinitives were restricted to Vf. We conclude that a) the restrictions for morphological markings are inextricably tied to specific syntactic positions, b) that this knowledge is still accessible when L2 acquisition starts around age 3, and c) that the ban on non-finite verbs in V2 is invulnerable in eL2 TD and in SLI, indicating that SLI is matter of severe delay.

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“…Our data relate nicely to what is now a large body of evidence, suggesting that mother-tongue literacy plays an important role in overall language development and maintenance as well as academic achievement more globally (Baker 2006;Biber and Hared 1991;Bigelow and Tarone 2004;Eisenchlas, Schalley and Guillemin 2013;Hoff 2006;Tsimpli 2014). Studies investigating bilingual communities in Canada, the United States and Australia show that individuals that are not supported by formal literacy training of some type in the HL in the early years of development face problems maintaining their HL over time (see Cummins 2005;Eisenchlas et al 2013 for review).…”

Section: Discussionmentioning

confidence: 92%

Differences in use without deficiencies in competence: passives in the Turkish and German of Turkish heritage speakers in Germany

Bayram

Rothman

Iverson

et al. 2017

International Journal of Bilingual Education and Bilingualism

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Early, late or very late: Timing acquisition and bilingualism

Cited by 66 publications

References 11 publications

Teasing Apart the Effects of Dominance, Transfer, and Processing in Reference Production by German–Italian Bilingual Adolescents

Teasing Apart the Effects of Dominance, Transfer, and Processing in Reference Production by German–Italian Bilingual Adolescents

How strong is the ban on non-finite verbs in V2? Evidence from early second language learners of German with and without SLI

Differences in use without deficiencies in competence: passives in the Turkish and German of Turkish heritage speakers in Germany

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