From Pragmatics to Syntax: Modality in Second Language Acquisition

Ramat, Anna Giacalone; Galèas, Grazia Crocco

doi:10.2307/417625

Cited by 3 publications

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Negative Items and Negation Strategies in Nonnative Italian

Bernini

2000

Stud Second Lang Acquis

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Acquisition of negation in Italian as a second language (L2) is investigated on the basis of the longitudinal data of five learners with different first languages (L1s) in the framework of a functional approach focusing on the semantic and pragmatic principles governing the organization of learner varieties and the process of their complexification. Negation develops in a cumulative process in four successive stages. New constructions entering into interlanguage (IL) at each stage effect reduction in frequency of use of previous constructions that specialize for special functions, such as constituent negation. The acquisition process provides insight into some of the mechanisms involved in the processing and filtering of grammatical elements from the input and into strategies employed by the learners to integrate the expression of the scope of negation into the syntactic organization of their variety. The results contribute to a better understanding of the acquisition processes of negation in L2s, allowing the comparison of the development of a relatively straightforward target with an invariable preverbal particle, Italian, with the better investigated development of the complex patterns of English and German.

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Negative Items and Negation Strategies in Nonnative Italian

Bernini

2000

Stud Second Lang Acquis

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Investigating the Secondary Effects of Processing Instruction in Spanish: From Instruction on Accusative Clitics to Transfer-of-Training Effects on Dative Clitics

Leeser¹,

DeMil²

2013

hpn

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In this article, we examine whether the effectiveness of processing instruction (PI) is limited to forms targeted in the instructional treatment (primary effects) or whether it also extends to other forms (transfer-of-training effects). L2 Spanish learners (N = 123) received either PI or traditional instruction (TI) targeting third-person accusative clitic pronouns, and a third group received no instruction. We used a pretest, immediate posttest, and delayed posttest design to examine the impact of instruction type on learners’ interpretation and production of accusative clitic pronouns; we used the same design to analyze the impact of instruction type on their interpretation and production of a second form, dative clitics, for which learners did not receive instruction (secondary effects). Although both PI and TI improved on the learners’ interpretation of dative clitics in object-verb-subject (OVS) sentences, TI showed a decrease in accuracy with subject-verb-object (SVO) sentences. We propose that of the two approaches, only PI is effective in prompting learners to alter the way they process primary linguistic data in the input.

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The expression of certainty and uncertainty in Italian speaking children

Barbieri¹

2014

Ricerche Di Pedagogia E Didattica. Journal of Theories and Research in Education

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From Pragmatics to Syntax: Modality in Second Language Acquisition

Cited by 3 publications

References 0 publications

Negative Items and Negation Strategies in Nonnative Italian

Negative Items and Negation Strategies in Nonnative Italian

Investigating the Secondary Effects of Processing Instruction in Spanish: From Instruction on Accusative Clitics to Transfer-of-Training Effects on Dative Clitics

The expression of certainty and uncertainty in Italian speaking children

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