The Acquisition of Relative Clauses: Movement or No Movement?

Labelle, Marie

doi:10.1207/s15327817la0502_1

Cited by 39 publications

(27 citation statements)

References 8 publications

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“…In many areas of linguistic knowledge (and we are not referring here to the morpheme studies of the 1970s), L2 learners also pass through systematic developmental stages that cannot be traced back to properties of their respective L1s or to the target language, such as the use of resumptive pronouns in languages that do not typically allow these pronouns (Tarallo, 1983) or the appearance of overregularization errors with intransitive verbs (Montrul, 2000). Similar developmental errors have been widely documented in L1 acquisition (for resumptive pro-nouns, see Labelle, 1996, andMcDaniel, McKee, &Bernstein, 1998; for causative errors, see Bowerman, 1982). Second, L2 learners have also been shown to acquire very subtle properties of grammar that are not present in their L1, not obvious from the input, or not taught in language classrooms (Bruhn de Garavito, 1997;Dekydtspotter, Sprouse, & Anderson, 1997;Kanno, 1997;Pérez-Leroux & Glass, 1999;White, 2000).…”

mentioning

confidence: 75%

Competence Similarities Between Native and Near-Native Speakers

Montrul

Slabakova

2003

Stud Second Lang Acquis

216

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It has been suggested that tense and aspect distributions are very difficult to learn in a second language (L2), they are prone to fossilize universally, and their interpretive properties are subject to a critical period (Coppieters, 1987). This study focuses on the acquisition of the semantic implications of the preterite-imperfect contrast in Spanish by English-speaking individuals of very advanced proficiency in Spanish who were not living in a Spanish-speaking country. By assuming that aspect is encoded in a functional category where the features [±perfective] are checked, depending on the language

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mentioning

confidence: 75%

Competence Similarities Between Native and Near-Native Speakers

Montrul

Slabakova

2003

Stud Second Lang Acquis

216

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“…As in the English SRep task, wh-questions and object relative clauses were included because these have been identified as challenging for PLI children across languages (Adani, van der Lely, Forgiarini, & Guasti, 2010;Friedmann & Novogrodsky, 2004;Friedmann & Novogrodsky, 2011;Frizelle & Fletcher, 2014). Although previous research has shown that L1 Irish speaking children acquire both subject and object relative clauses by the age of 5, in several languages such as Irish, French and Serbian, children tend to use a nonstandard binding mechanism to form subject relative clauses (Goodluck, Guilfoyle, & Harrington, 2006;Goodluck & Stojanović, 1996;Labelle, 1996). Irish only permits subject relative clauses formed by movement (McChloskey, 1990), and, although L1 Irish children use movement mechanism to construct relative clauses, they also lack adult proficiency in using morphosyntactic details (Goodluck et al, 2006).…”

Section: Construction Of Irish Srep Taskmentioning

confidence: 99%

Language performance of sequential bilinguals on an Irish and English sentence repetition task

Antonijević

Durham

Chonghaile

2017

LAB

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Currently there are no standardized language assessments for English-Irish bilingual school age children that would test languages in a comparable way. There are also no standardized language assessments of Irish for this age group. The current study aimed to design comparable language assessments in both languages targeting structures known to be challenging for children with language impairments. A sentence repetition (SRep) task equivalent to the English SRep task (Marinis, Chiat, Armon-Lotem, Piper, & Roy, 2011) was designed for Irish. Twenty-four typically developing, sequential bilingual children immersed in Irish in the educational setting performed better on the English SRep task than on the Irish SRep task. Different patterns were observed in language performance across sentence types with performance on relative clauses being particularly poor in Irish. Similarly, differences were observed in error patterns with the highest number of errors of omission in Irish, and the highest number of substitution errors in English.

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“…It is well known that highly complex constructions continue to be avoided by children at that age. In French, this is the case, for example, for certain relative constructions (Labelle, 1990(Labelle, , 1996. If accusative clitics are difficult to compute, we expect that TD children may continue to avoid them for some time, at least in sufficiently taxing situations.…”

Section: Questions About the Object Clitic Production Markermentioning

confidence: 99%