Temporal Adverbials and Early Tense and Aspect Markers in the Acquisition of Dutch

Starren, Marianne

doi:10.1007/1-4020-4485-2_9

Cited by 4 publications

(7 citation statements)

References 11 publications

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“…1987;Dietrich, 1989a;Perdue. 1996), right up to a finiteverb-based organization Perdue and Klein, 1992;Perdue, 1995;1996). Not all learners attained this last stage.…”

Section: Empirical Backgroundmentioning

confidence: 99%

“…), but occur where their topic or focus status dictates. 20 Indeed, BV utterances can contain two adverbs of the same type, one in topic position, one in focus position; Starren (1996) examines pairs such as altijd ik wakker om acht uur (<always I wake-up at eight o'clock>, MTD), to which we shall return in Section IV.3 below.…”

Section: Pr1 Focus Expression Lastmentioning

confidence: 99%

“…For habituality (12a), one TSit is linked to a series of TTs, whereas for iterativity (12b), a complex TSit is linked to one TT (Starren, 1996). 24 See.…”

Section: The Expression Of Temporality 22mentioning

confidence: 99%

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The basic variety (or: couldn’t natural languages be much simpler?)

2018

Looking at Language

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In this article, we discuss the implications of the fact that adult second language learners (outside the classroom) universally develop a wellstructured, efficient and simple form of language -the Basic Variety (BV). Three questions are asked as to (1) the structural properties of the BV, (2) the status of these properties and (3) why some structural properties of 'fully fledged' languages are more complex. First, we characterize the BV in four respects: its lexical repertoire, the principles according to which utterances are structured, and temporality and spatiality expressed. The organizational principles proposed are small in number, and interact. We analyse this interaction, describing how the BV is put to use in various complex verbal tasks, in order to establish both what its communicative potentialities are, and also those discourse contexts where the constraints come into conflict and where the variety breaks down. This latter phenomenon provides a partial answer to the third question, concerning the relative complexity of 'fully fledged' languages -they have devices to deal with such cases. As for the second question, it is argued firstly that the empirically established continuity of the adult acquisition process precludes any assignment of the BV to a mode of linguistic expression (e.g.. 'protolanguage') distinct from that of 'fully fledged' languages and. moreover, that the organizational constraints of the BV belong to the core attributes of the human language capacity, whereas a number of complexifications not attested in the BV are less central properties of this capacity. Finally, it is shown that the notion of feature strength, as used in recent versions of Generative Grammar, allows a straightforward characterization of the BV as a special case of an I-language. in the sense of this theory. Under this perspective, the acquisition of an 1-language beyond the BV can essentially be described as a change in feature strength.

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“…1987;Dietrich, 1989a;Perdue. 1996), right up to a finiteverb-based organization Perdue and Klein, 1992;Perdue, 1995;1996). Not all learners attained this last stage.…”

Section: Empirical Backgroundmentioning

confidence: 99%

Section: Pr1 Focus Expression Lastmentioning

confidence: 99%

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The basic variety (or: couldn’t natural languages be much simpler?)

2018

Looking at Language

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“…German speakers divide the narrative action into a sequence of temporal segments, each requiring an explicit temporal marker, like und dann in (6a) below, typically using the first position before the finite verb (the so-called Vorfeld, see Carrol & Von Stutterheim 2002; see also Starren 2006;Los & Starren 2012). In contrast, the English sample of a retelling of the same events from the film shows that the English informants tend to do without such overt temporal sequencers.…”

Section: Previous Findings In Film (Quest) Retellings; English and Gementioning

confidence: 99%

“…This information also has to be anchored in consistent terms in space and time, and the selected components have to be structured further with respect to informational status, mapped into form (main, subordinate clause) and linked in sequence via specific relations (temporal, causal connectives, etc.) (Carroll, Lambert et al 2000;Carroll & Lambert 2003;Carroll, Lambert, Natale, Starren & von Stutterheim 2008;Natale 2013;Starren 2006). This study investigates how typological differences in the way we tell a story or describe an event are driven by language-specific grammatical features present in one language.…”

Section: Introductionmentioning

confidence: 99%

Chapter 11. What comes second

Starren

2017

Linguistik Aktuell/Linguistics Today

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On the basis of previous cross-linguistic analyses of (re)narrations of the same animation film in German and English, the present study shows how these (re)narrations in Dutch as another Germanic language seem to side more with German than with English in the temporal management of the story-line. Dutch speakers -just as German speakers -structure their story in sequential, bounded events, typically introduced by en dan 'and then' and pushed forward by an animate protagonist. English speakers use a large number of progressive forms, presenting an overlapping series of unbounded situations. In the management of reference to entities however, Dutch differs in a very subtle way from German in subordinate utterances where Dutch speakers use more inanimate entities as a syntactic subject than German speakers.

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Unlearning overgenerated be through data-driven learning in the secondary EFL classroom

Moon

2017

ReCALL

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This paper reports on the cognitive and affective benefits of data-driven learning (DDL), in which Korean EFL learners at the secondary level notice and unlearn their “overgenerated be” by comparing native English-speaker and learner corpora with guided induction. To select the target language item and compile learner-corpus-based materials, writing samples of 285 learners were collected. The participants were randomly divided into traditional grammar learning and DDL groups. After providing instruction for each group, one immediate and one delayed writing sessions were implemented. Revealing a lower ratio of overgenerated be after the instruction than the control group, the DDL group showed statistically significant retention as well as immediate effects in terms of the raw counts of the target item. Based on this improvement in grammar learning and retention, DDL is considered helpful for these learners as it facilitated their efforts to discover and apply rules. In addition, their positive attitudes toward DDL including both native speaker and learner data provide useful pedagogical implications. Learning from the negative evidence produced in their own classroom helped learners, especially at lower levels, to raise their grammar consciousness and boost their motivation to learn.

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Temporal Adverbials and Early Tense and Aspect Markers in the Acquisition of Dutch

Cited by 4 publications

References 11 publications

The basic variety (or: couldn’t natural languages be much simpler?)

The basic variety (or: couldn’t natural languages be much simpler?)

Chapter 11. What comes second

Unlearning overgenerated be through data-driven learning in the secondary EFL classroom

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