Recent perspectives in child second language acquisition

Haznedar, Belma; Gavruseva, Elena

doi:10.1075/lald.46.02haz

Cited by 8 publications

(13 citation statements)

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“…This indicates that the target structure of English compounds has been acquired, and that there is no representational deficit. This is unsurprising as no functional morphology is involved (Lardiere, 2008 ; Slabakova, 2008 ) and head-directionality transfer effects are expected to be short-lived (Haznedar, 1997 ; Unsworth, 2005 ).…”

Section: Discussionmentioning

confidence: 99%

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Representational deficit or processing effect? An electrophysiological study of noun-noun compound processing by very advanced L2 speakers of English

2015

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The processing of English noun-noun compounds (NNCs) was investigated to identify the extent and nature of differences between the performance of native speakers of English and advanced Spanish and German non-native speakers of English. The study sought to establish whether the word order of the equivalent structure in the non-native speakers' mothertongue (L1) had an influence on their processing of NNCs in their second language (L2), and whether this influence was due to differences in grammatical representation (i.e., incomplete acquisition of the relevant structure) or processing effects. Two mask-primed lexical decision experiments were conducted in which compounds were presented with their constituent nouns in licit vs. reversed order. The first experiment used a speeded lexical decision task with reaction time registration, and the second a delayed lexical decision task with EEG registration. There were no significant group differences in accuracy in the licit word order condition, suggesting that the grammatical representation had been fully acquired by the non-native speakers. However, the Spanish speakers made slightly more errors with the reversed order and had longer response times, suggesting an L1 interference effect (as the reverse order matches the licit word order in Spanish). The EEG data, analyzed with generalized additive mixed models, further supported this hypothesis. The EEG waveform of the non-native speakers was characterized by a slightly later onset N400 in the violation condition (reversed constituent order). Compound frequency predicted the amplitude of the EEG signal for the licit word order for native speakers, but for the reversed constituent order for Spanish speakers—the licit order in their L1—supporting the hypothesis that Spanish speakers are affected by interferences from their L1. The pattern of results for the German speakers in the violation condition suggested a strong conflict arising due to licit constituents being presented in an order that conflicts with the expected order in both their L1 and L2.

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Section: Discussionmentioning

confidence: 99%

“… 1 Cross-linguistically, head directionality transfer effects in L2 acquisition have been found to be very short-lived, both in child and in adult learners—see e.g., Haznedar ( 1997 ); Unsworth ( 2005 ). …”

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confidence: 99%

Representational deficit or processing effect? An electrophysiological study of noun-noun compound processing by very advanced L2 speakers of English

2015

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“…Non-native acquirers who are first exposed to an L2 between the ages of 4 and 7 are thus child L2 acquirers. In Haznedar and Gavruseva’s (2008) words, child L2 learners are ‘successive bilinguals who have acquired the basic fundamentals of their native language (L1) and who are exposed to a second language (L2) between the ages of 4 to 8’ (p. 3). Therefore, age of onset of acquisition, as Meisel (2009) points out, is essential in order to distinguish child L2A from monolingual and bilingual L1A.…”

Section: The Importance Of Child L2amentioning

confidence: 99%

“…The status of child second language acquisition (L2A) in itself and the importance of age of onset of acquisition in comparison to adult L2A and monolingual and bilingual first language acquisition (L1A) is now a research focus in a variety of languages and linguistic phenomena (see, among others, Blom, 2008; Haznedar and Gavruseva, 2008; Ionin, 2008; Meisel, 2007, 2008, 2009; Pladevall-Ballester, 2010; Schwartz, 2003, 2004; Unsworth, 2005a, 2005b). The present study focuses on a group of 5-year-old child second language (L2) English learners whose first language (L1) is Spanish, who live in Spain and whose age of first exposure to L2 English in an immersion bilingual context was three.…”

Section: Introductionmentioning

confidence: 99%

Child L2 English acquisition of subject properties in an immersion bilingual context

Ballester

2012

Second Language Research

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Although thoroughly analysed in adult second language acquisition (L2A), the acquisition of subject properties in child L2A has not received so much attention and the majority of studies deal with longitudinal data or only with a single subject property. This study contributes new cross-sectional data from 5-year-old Spanish children acquiring second language (L2) English in an immersion bilingual context with age of onset three and analyses the acquisition of all the subject properties traditionally associated as a cluster in comparison to a monolingual control group of the same age. The data were obtained by means of an orally elicited judgement/correction experimental task and enabled us to explore the children's awareness of grammaticality contrasts in their L2, the influence of their L1 after two years of exposure and the extent to which the cluster of subject properties traditionally associated and studied together develop similarly in acquisitional terms. Results suggest that 5-year-old children show sensitivity to grammaticality contrasts in their L2 English and indicate that even after two years of exposure and although the age of onset of acquisition was only three, their L2 is influenced by their first language (L1) subject properties, although developmental effects also need to be taken into account when explaining the results.

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“…However, if we assume that morphological data do not reflect learners' syntactic knowledge, as assumed by the Missing Surface Inflection hypothesis (Haznedar & Schwartz, 1997;Prévost & White, 2000; see also Lardiere, 1998a;1998b;, our discussion may be irrelevant.…”

Section: Other Issuesmentioning

confidence: 99%

The acquisition of pronominal case-marking by Japanese learners of English

Suda

Wakabayashi

2007

Second Language Research

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Eighty-one seventh- and eighth-grade students (age 12—14) learning English in Japanese classrooms were tested on their knowledge of English case-marked pronouns in sentences like He likes her, * He likes she and * Him likes her. The aim of the study was to evaluate the predictions of three theories of second language (L2) development against the results obtained. Given the case-marking properties of Japanese, the Full Transfer/Full Access model of Schwartz (1998) and Schwartz and Sprouse (1994; 1996; 2000), the Minimal Trees model of Vainikka and Young-Scholten (1994; 1996a; 1996b; 1998) and the Lexical Learning/Lexical Transfer model of Wakabayashi (1997; 2002) make different predictions about the kinds of patterns of case-marked pronouns that will be found in the second language English of early learners with Japanese first language (L1). It is argued that the results are consistent with the predictions of the Lexical Learning/Lexical Transfer model, but with neither Full Transfer/Full Access nor Minimal Trees.

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Recent perspectives in child second language acquisition

Cited by 8 publications

References 0 publications

Representational deficit or processing effect? An electrophysiological study of noun-noun compound processing by very advanced L2 speakers of English

Representational deficit or processing effect? An electrophysiological study of noun-noun compound processing by very advanced L2 speakers of English

Child L2 English acquisition of subject properties in an immersion bilingual context

The acquisition of pronominal case-marking by Japanese learners of English

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