Ultimate attainment of second language articles: A case study of an endstate second language Turkish-English speaker

Snape, Neal; Kupisch, Tanja

doi:10.1177/0267658310377102

Cited by 10 publications

(6 citation statements)

References 28 publications

(56 reference statements)

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“…Regarding nonobservable linguistic properties, several generative L2 acquisition studies have provided evidence of acquisition of such properties—particularly in very advanced learners—through research into L2 poverty-of-the-stimulus phenomena (Dekydtspotter & Hathorn, 2005; Kanno, 1998; Marsden, 2008, 2009; among others). Much generative L2 acquisition research has also investigated phenomena that—to at least some extent—are regularly taught in the classroom and are also observable in incidental input, including gender morphology (Hawkins & Franceschina, 2004; Montrul, Foote, & Perpiñan, 2008; White, Valenzuela, Kozlowska-Macgregor, & Leung, 2004), object clitics in Spanish and Italian (Bennati, 2007; Santoro, 2007; Slabakova & Rothman, 2012; among others), and articles in L2 English (Ionin, Zubizarreta, & Maldonado, 2008; Snape & Kupisch, 2010; among others). However, most generative L2 acquisition research sets aside the question of how classroom instruction influences the development of L2 knowledge.…”

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confidence: 99%

What’s in the Textbook and What’s in the Mind

Marsden

Whong

Gil

2017

Stud Second Lang Acquis

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This paper presents an experimental study of the rarely explored question of how input via instruction interacts with L2 acquisition at the level of modular linguistic knowledge. The investigation focuses on L2 knowledge of the English polarity item any, whose properties are only partially covered by typical language-teaching materials. We investigate Najdi-Saudi Arabic-speaking learners' knowledge of the distribution of any in contexts that are taught, contexts that are not taught but may be observable in the input, and contexts that are neither taught nor observable. We further test whether conscious awareness of instructed rules about any correlates with performance. Our findings suggest a role for instruction and also for internal, UG-constrained acquisition, and that these two paths interact. We explore our findings in terms of Sharwood Smith and Truscott's (2014a, 2014b) framework of modular online growth and use of language, in which cognitive development is driven by processing.

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confidence: 99%

What’s in the Textbook and What’s in the Mind

Marsden

Whong

Gil

2017

Stud Second Lang Acquis

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“…For example, some of the L1 Turkish participants (Goad and White 2009) used an L1-licit prosodic structure of a stressed article in L2 English (even when L2 stressing was not appropriate). This tendency is confirmed by Snape and Kupisch (2010) in their phonetic analysis (using Praat software, www.praat.org) of an L1 Turkish L2 English learner's article production in which she overused stressed articles.…”

Section: Prosodic Structure Of English Articlesmentioning

confidence: 79%

Acquisition of L2 French Object Pronouns by Advanced Anglophone Learners

Herschensohn

Gess

2018

Languages

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The role native language transfer plays in L2 acquisition raises the question of whether L1 constitutes a permanent representational deficit to mastery of the L2 morphosyntax and prosody or if it can eventually be overcome. Earlier research has shown that beginning and low intermediate Anglophone L2 French learners are insensitive to French morphosyntactic and prosodic constraints in using in situ pronouns transferred from the L1. The prosodic transfer hypothesis (PTH) proposes that native prosodic structures may be adapted to facilitate acquisition of L2 prosodic structure. Our study presents new evidence from three Anglophone advanced learners of L2 French that indicates ceiling performance for pronoun production (99% accuracy in 300 tokens over nine interviews) and grammaticality judgment (98% accuracy). This native-like performance demonstrates target French morphosyntax and prosody, built-as predicted by the PTH-by licensing pronominal free clitics in a new pre-verbal L2 position distinct from post-verbal L1. Furthermore, the learners' data confirms accurate prosody by way of appropriate prominence patterns in clitic + host sequences, correct use of clitics with prefixed verbs, use of stacked pronouns, as well as correct prosodic alternations involving liaison and elision. These results counter impaired representation approaches and suggest early missing inflection may be overcome.

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“…As noted earlier in the Introduction section, most studies dealing with especially Turkish and Arabic-speaking learners focused on the fossilization of the definite article "the" (Snape & Kupisch, 2010;Abushihab, (2014); Al-Jamal, 2017). The fossilization of the verb "am" in particular has not undergone a serious empirical investigation in the Saudi context.…”

Section: Resultsmentioning

confidence: 99%

“…The Saudi context is no exception; no research has been undertaken so far to investigate the cause of the fossilized "I am go" pattern. Previous studies conducted with Turkish speakers (Snape & Kupisch, 2010;Abushihab, (2014) and Arabic speakers (Al-Jamal, 2017) have rather highlighted the difficulty of Turkish and Arabic speakers with the definite article the, in particular. Research, however, on the fossilization of the word "am" as an auxiliary, or main verb is rare, if not non-existent.…”

Section: Introductionmentioning

confidence: 99%

A Fossilized Language Pattern for the Singular First Person Subject Pronoun in the Saudi Context: I vs. I am

Rakab

2018

ASIANTEFL

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The drive that motivated this study was an English as a Foreign Language (EFL) teacher’s observation of a fossilized grammar pattern produced by students over an extended period of time. The fossilized pattern “I am go” frequently emerges in the EFL context of Saudi Arabia, for which a number of factors could be accountable, including overgeneralization of a grammar pattern, inadequate instruction, lack of negative and corrective feedback, being frequently exposed to peers’ production of the fossilized pattern, and so forth. 155 undergraduate students from a Saudi university responded to a multiple-choice question with three options. The findings revealed that only one third of the participants identified the correct singular first person subject pronoun in English “I”, which corresponded to (انا) in Arabic. Based on the results, pedagogical and methodological recommendations are made as to how the possibility of the emergence of the incorrect pattern in question can be reduced or minimized.

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Ultimate attainment of second language articles: A case study of an endstate second language Turkish-English speaker

Cited by 10 publications

References 28 publications

What’s in the Textbook and What’s in the Mind

What’s in the Textbook and What’s in the Mind

Acquisition of L2 French Object Pronouns by Advanced Anglophone Learners

A Fossilized Language Pattern for the Singular First Person Subject Pronoun in the Saudi Context: I vs. I am

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