854029781 03 01 01 JB John Benjamins Publishing Company 01 JB code LALD 69 Eb 15 9789027246868 06 10.1075/lald.69 13 2024016052 DG 002 02 01 LALD 02 0925-0123 Language Acquisition and Language Disorders 69 01 lald.69 01 https://benjamins.com 02 https://benjamins.com/catalog/lald.69 1 B01 Lindsay Hracs Hracs, Lindsay Lindsay Hracs University of Calgary 01 eng 283 viii 275 LAN009070 v.2006 CFDC 2 24 JB Subject Scheme LIN.COGN Cognition and language 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.PSYLIN Psycholinguistics 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 Emphasizing the necessity for theory-driven language acquisition research, the studies in this collection aim to formalize the kinds of information available to first and second language learners, as well as to shed light on how that information is used to solve a variety of learning problems. The volume pays homage to the scholarly contributions of Susanne E. Carroll, delving into the impact she has had on the field of language acquisition. The central themes of input, evidence, and exposure – found throughout Carroll’s work &#173;– are explored in this volume. The contributions cover a range of topics such as the emergence of linguistic theorizing in language acquisition research, the acquisition of grammatical gender, classroom language learning, learning on first exposure, asymmetries between developmental trajectories in first and second language acquisition, and the effects of grammatical complexity on language development. 04 09 01 https://benjamins.com/covers/475/lald.69.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214867.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214867.tif 06 09 01 https://benjamins.com/covers/1200_front/lald.69.hb.png 07 09 01 https://benjamins.com/covers/125/lald.69.png 25 09 01 https://benjamins.com/covers/1200_back/lald.69.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lald.69.hb.png 10 01 JB code lald.69.toc v vi 2 Table of contents 1 10 01 JB code lald.69.preface vii viii 2 Preface 2 10 01 JB code lald.69.01hra 1 14 14 Chapter 3 1 A01 Lindsay Hracs Hracs, Lindsay Lindsay Hracs University of Calgary 10 01 JB code lald.69.p1 15 1 Section header 4 10 01 JB code lald.69.02mei 16 51 36 Chapter 5 1 A01 Jürgen M. Meisel Meisel, Jürgen M. Jürgen M. Meisel University of Hamburg 20 developmental psycholinguistics 20 L1 acquisition 20 L2 acquisition 20 mental grammars 20 morphosyntax 01 Acquisition research is an integral part of contemporary linguistic theorizing. 50 years ago, this was not the case. Change came about following a theoretical reorientation that established linguistics as a cognitive science, defining mental grammars as the prime object of study. Here I review an early proposal for developmental psycholinguistics and show how it shaped subsequent research, inspired by grammatical and acquisition theory. Summarizing analyses of German verb placement by L1 and L2 learners, I argue that this research of the 1970–80s achieved important insights into properties of learner grammars, discovered acquisition orders and established similarities as well as differences between L1 and L2 acquisition. 10 01 JB code lald.69.p2 53 1 Section header 6 10 01 JB code lald.69.03dau 54 87 34 Chapter 7 1 A01 Laura D’Aurizio D’Aurizio, Laura Laura D’Aurizio University of Wuppertal 2 A01 Johanna Stahnke Stahnke, Johanna Johanna Stahnke University of Wuppertal 3 A01 Natascha Müller Müller, Natascha Natascha Müller University of Wuppertal 20 bilingual first language acquisition 20 declension classes 20 gender feature 20 Italian 01 The present study investigates the interaction of gender with (declension) class in the acquisition data of one bilingual child (from two to five years old) who develops Italian as a weak language in combination with German in Germany. As reported in the literature, the Italian child acquires gender with ease, reflected in the nearly exceptionless target-like gender marking on determiners. Of the two possible errors, omission and commission, the Italian child vastly omits determiners. Nouns are inflected according to (declension) classes in adult Italian, most of which correspond to one gender. If the gender feature can be derived by class, as proposed by Lowenstamm (2007) for adult French, a different and integrated approach to gender acquisition is possible. 10 01 JB code lald.69.04kup 88 116 29 Chapter 8 1 A01 Tanja Kupisch Kupisch, Tanja Tanja Kupisch University of Konstanz | UiT The Arctic University of Norway 2 A01 Roswita Dressler Dressler, Roswita Roswita Dressler University of Calgary 20 cross-linguistic influence 20 gender assignment 20 German 20 heritage speaker 20 language dominance 01 We present a case study of a heritage speaker of German, Luisa, who is growing up in an English-speaking part of Canada, focussing on the acquisition of grammatical gender in German. While German has cues to gender assignment, the acquisition of gender in this setting is compromised by the magnitude of gender cues and form syncretism, and the absence of gender in English. We present longitudinal, naturalistic data from three periods: age 1–2, age 4–5, and age 7. We ask whether Luisa develops grammatical gender akin to monolingual children or whether there are indications of delay, stagnation, or attrition, as observed for heritage speakers of other languages. The results show monolingual-like development despite a shift in dominance from German to English. 10 01 JB code lald.69.p3 117 1 Section header 9 10 01 JB code lald.69.05mou 118 143 26 Chapter 10 1 A01 Raymond Mougeon Mougeon, Raymond Raymond Mougeon Glendon College York University 2 A01 Françoise Mougeon Mougeon, Françoise Françoise Mougeon Glendon College York University 3 A01 Katherine Rehner Rehner, Katherine Katherine Rehner University of Toronto Mississauga 20 French immersion 20 French verbal morphology 20 language dominance 20 Ontario Franco­phones 01 This study examines acquisition of distinctive 3<sc>pl</sc> markings of French verbs by bilingual Franco­phone students attending French-medium high schools in four Ontario Franco­phone communities of varying demographic strength and by learners enrolled in high school immersion or university FSL programs in Toronto. It documents the impact of the following factors: (i) the discursive frequency of the verbs; (ii) the students’ exposure to French in and outside of school, (iii) their individual frequency of use of French, (iv) teachers’ in class speech, and (v) invariant vs. variable use of the 3<sc>pl</sc> verb markings in the local varieties of French. The impact of these factors is manifested by different patterns of intergroup hierarchies in rates of acquisition. 10 01 JB code lald.69.06geo 144 160 17 Chapter 11 1 A01 Angela George George, Angela Angela George University of Calgary 20 L2 Spanish intonation 20 L2 Spanish learners 20 variation 20 yes-no questions 01 While the field of L2 variation, particularly with L2 Spanish, is expanding, to date little is known about the acquisition of variable intonation that occurs in final boundary tones of yes-no questions. The present study investigates the effects of explicit instruction on the accurate identification of utterance type (yes-no questions, broad-focused declarative statements, and wh-questions). Eleven L1 English learners of Spanish in an advanced university level Spanish class listened to 21 Spanish utterances to identify the utterance type before and after receiving explicit in-class instruction. Two L1 Spanish listeners served as a control. Learner gains in identification of utterance type were not significant, and there was no statistically significant effect of explicit instruction on the identification of the utterances. 10 01 JB code lald.69.p4 161 1 Section header 12 10 01 JB code lald.69.07yil 162 190 29 Chapter 13 1 A01 Yucel Yilmaz Yilmaz, Yucel Yucel Yilmaz Indiana University 2 A01 Senyung Lee Lee, Senyung Senyung Lee Northeastern Illinois University 3 A01 Yilmaz Köylü Köylü, Yilmaz Yilmaz Köylü The Hong Kong University of Science and Technology 20 corrective feedback 20 explicit correction 20 models 20 negative evidence 20 positive evidence 01 This study investigated the relative effects of models, corrective feedback, and a mixed treatment including both models and corrective feedback in the development of the Turkish locative morpheme. Native speakers of English were assigned to one of four conditions: models, corrective feedback, mixed, or control. Participants performed one input-based and one output-based task with a native Turkish speaker and received treatment according to their group assignments. Learners’ performance was measured through a multiple-choice task and an oral picture description test once immediately after the treatment and once two weeks after the treatment. Results showed that the mixed treatment in which learners received models first and then corrective feedback was the most effective treatment. 10 01 JB code lald.69.08pav 191 224 34 Chapter 14 1 A01 Natalia Pavlovskaya Pavlovskaya, Natalia Natalia Pavlovskaya Newcastle University 2 A01 Nick Riches Riches, Nick Nick Riches Newcastle University 3 A01 Martha Young-Scholten Young-Scholten, Martha Martha Young-Scholten Newcastle University 20 first exposure 20 implicit learning 20 phonotactics 20 prosody 20 segmentation 01 How language learners <i>segment</i> (recognise and store words) in the speech stream has typically been explored with children (Jusczyk 1997). Researchers have only recently begun to examine how adults segment an unfamiliar natural language after first exposure without instruction (Gullberg et al. 2010; Gullberg et al. 2012; Carroll 2012, 2013, 2014; Shoemaker &#38; Rast 2013). We report on a study of how 28 English-speaking adults begin to segment words after hearing them in fluent Russian during four sessions. The results showed that segmentation improved significantly over time. Segmentation patterns reflected the influence of English phonotactics and sensitivity to weak-strong stress. We conclude that beyond native language bias, adults deploy the segmentation mechanisms similar to those children use. 10 01 JB code lald.69.p5 225 1 Section header 15 10 01 JB code lald.69.09hak 226 244 19 Chapter 16 1 A01 Gisela Håkansson Håkansson, Gisela Gisela Håkansson Lund University and Linnaeus University 20 input 20 L1 acquisition 20 L2 acquisition 20 Processability Theory 20 subject-verb inversion 20 Swedish 20 V2 01 This study explores to what extent there is a difference in input in L1 and L2 Swedish regarding word order. Swedish is a V2 language with only one constituent preceding the tensed verb. This phenomenon is acquired in different ways by L1 and L2 learners. L1 learners produce V2 without errors around the age of two years whereas L2 learners experience long-lasting problems with the postverbal placement of the subject. The reason for this difference is not fully understood. This study set out to investigate the characteristics of the ambient language in the two acquisition conditions. The results reveal a lot of variation but also differences in the input which suggest that ‘input simplification’ is not always helpful. 10 01 JB code lald.69.10per 245 266 22 Chapter 17 1 A01 Ana T. Pérez Leroux Pérez Leroux, Ana T. Ana T. Pérez Leroux University of Toronto 2 A01 Yves Roberge Roberge, Yves Yves Roberge University of Toronto 3 A01 Diane Massam Massam, Diane Diane Massam University of Toronto 4 A01 Susana Béjar Béjar, Susana Susana Béjar University of Toronto 5 A01 Anny Castilla-Earls Castilla-Earls, Anny Anny Castilla-Earls University of Houston 20 acquisition 20 English 20 recursion 20 syntax 01 Our objective is to shed light on recursion through an exploration of the L1 development of four DP structures in English. Since recursion is in narrow syntax, there is no reason to expect asymmetries between constructions but specific formal differences between structures might make acquisition of certain forms more difficult, and there may be differences according to meaning classes. We report a study targeting possessives, comitatives, locatives, and part-whole expressions, each with 2-level embedding. The results reveal statistically significant effects of age and condition, with no interaction. Possessives and comitatives develop earlier than locatives and relatives, and are also more productive for adults. These results help us to delineate the domain of recursion and formulate a credible developmental scenario. 10 01 JB code lald.69.ni 267 270 4 Index 18 10 01 JB code lald.69.si 271 275 5 Index 19 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20240826 2024 John Benjamins B.V. 02 WORLD 13 15 9789027214867 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 120.00 EUR R 01 00 101.00 GBP Z 01 gen 00 156.00 USD S 631029780 03 01 01 JB John Benjamins Publishing Company 01 JB code LALD 69 Hb 15 9789027214867 13 2024016051 BB 01 LALD 02 0925-0123 Language Acquisition and Language Disorders 69 01 lald.69 01 https://benjamins.com 02 https://benjamins.com/catalog/lald.69 1 B01 Lindsay Hracs Hracs, Lindsay Lindsay Hracs University of Calgary 01 eng 283 viii 275 LAN009070 v.2006 CFDC 2 24 JB Subject Scheme LIN.COGN Cognition and language 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.PSYLIN Psycholinguistics 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 Emphasizing the necessity for theory-driven language acquisition research, the studies in this collection aim to formalize the kinds of information available to first and second language learners, as well as to shed light on how that information is used to solve a variety of learning problems. The volume pays homage to the scholarly contributions of Susanne E. Carroll, delving into the impact she has had on the field of language acquisition. The central themes of input, evidence, and exposure – found throughout Carroll’s work &#173;– are explored in this volume. The contributions cover a range of topics such as the emergence of linguistic theorizing in language acquisition research, the acquisition of grammatical gender, classroom language learning, learning on first exposure, asymmetries between developmental trajectories in first and second language acquisition, and the effects of grammatical complexity on language development. 04 09 01 https://benjamins.com/covers/475/lald.69.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214867.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214867.tif 06 09 01 https://benjamins.com/covers/1200_front/lald.69.hb.png 07 09 01 https://benjamins.com/covers/125/lald.69.png 25 09 01 https://benjamins.com/covers/1200_back/lald.69.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lald.69.hb.png 10 01 JB code lald.69.toc v vi 2 Table of contents 1 10 01 JB code lald.69.preface vii viii 2 Preface 2 10 01 JB code lald.69.01hra 1 14 14 Chapter 3 1 A01 Lindsay Hracs Hracs, Lindsay Lindsay Hracs University of Calgary 10 01 JB code lald.69.p1 15 1 Section header 4 10 01 JB code lald.69.02mei 16 51 36 Chapter 5 1 A01 Jürgen M. Meisel Meisel, Jürgen M. Jürgen M. Meisel University of Hamburg 20 developmental psycholinguistics 20 L1 acquisition 20 L2 acquisition 20 mental grammars 20 morphosyntax 01 Acquisition research is an integral part of contemporary linguistic theorizing. 50 years ago, this was not the case. Change came about following a theoretical reorientation that established linguistics as a cognitive science, defining mental grammars as the prime object of study. Here I review an early proposal for developmental psycholinguistics and show how it shaped subsequent research, inspired by grammatical and acquisition theory. Summarizing analyses of German verb placement by L1 and L2 learners, I argue that this research of the 1970–80s achieved important insights into properties of learner grammars, discovered acquisition orders and established similarities as well as differences between L1 and L2 acquisition. 10 01 JB code lald.69.p2 53 1 Section header 6 10 01 JB code lald.69.03dau 54 87 34 Chapter 7 1 A01 Laura D’Aurizio D’Aurizio, Laura Laura D’Aurizio University of Wuppertal 2 A01 Johanna Stahnke Stahnke, Johanna Johanna Stahnke University of Wuppertal 3 A01 Natascha Müller Müller, Natascha Natascha Müller University of Wuppertal 20 bilingual first language acquisition 20 declension classes 20 gender feature 20 Italian 01 The present study investigates the interaction of gender with (declension) class in the acquisition data of one bilingual child (from two to five years old) who develops Italian as a weak language in combination with German in Germany. As reported in the literature, the Italian child acquires gender with ease, reflected in the nearly exceptionless target-like gender marking on determiners. Of the two possible errors, omission and commission, the Italian child vastly omits determiners. Nouns are inflected according to (declension) classes in adult Italian, most of which correspond to one gender. If the gender feature can be derived by class, as proposed by Lowenstamm (2007) for adult French, a different and integrated approach to gender acquisition is possible. 10 01 JB code lald.69.04kup 88 116 29 Chapter 8 1 A01 Tanja Kupisch Kupisch, Tanja Tanja Kupisch University of Konstanz | UiT The Arctic University of Norway 2 A01 Roswita Dressler Dressler, Roswita Roswita Dressler University of Calgary 20 cross-linguistic influence 20 gender assignment 20 German 20 heritage speaker 20 language dominance 01 We present a case study of a heritage speaker of German, Luisa, who is growing up in an English-speaking part of Canada, focussing on the acquisition of grammatical gender in German. While German has cues to gender assignment, the acquisition of gender in this setting is compromised by the magnitude of gender cues and form syncretism, and the absence of gender in English. We present longitudinal, naturalistic data from three periods: age 1–2, age 4–5, and age 7. We ask whether Luisa develops grammatical gender akin to monolingual children or whether there are indications of delay, stagnation, or attrition, as observed for heritage speakers of other languages. The results show monolingual-like development despite a shift in dominance from German to English. 10 01 JB code lald.69.p3 117 1 Section header 9 10 01 JB code lald.69.05mou 118 143 26 Chapter 10 1 A01 Raymond Mougeon Mougeon, Raymond Raymond Mougeon Glendon College York University 2 A01 Françoise Mougeon Mougeon, Françoise Françoise Mougeon Glendon College York University 3 A01 Katherine Rehner Rehner, Katherine Katherine Rehner University of Toronto Mississauga 20 French immersion 20 French verbal morphology 20 language dominance 20 Ontario Franco­phones 01 This study examines acquisition of distinctive 3<sc>pl</sc> markings of French verbs by bilingual Franco­phone students attending French-medium high schools in four Ontario Franco­phone communities of varying demographic strength and by learners enrolled in high school immersion or university FSL programs in Toronto. It documents the impact of the following factors: (i) the discursive frequency of the verbs; (ii) the students’ exposure to French in and outside of school, (iii) their individual frequency of use of French, (iv) teachers’ in class speech, and (v) invariant vs. variable use of the 3<sc>pl</sc> verb markings in the local varieties of French. The impact of these factors is manifested by different patterns of intergroup hierarchies in rates of acquisition. 10 01 JB code lald.69.06geo 144 160 17 Chapter 11 1 A01 Angela George George, Angela Angela George University of Calgary 20 L2 Spanish intonation 20 L2 Spanish learners 20 variation 20 yes-no questions 01 While the field of L2 variation, particularly with L2 Spanish, is expanding, to date little is known about the acquisition of variable intonation that occurs in final boundary tones of yes-no questions. The present study investigates the effects of explicit instruction on the accurate identification of utterance type (yes-no questions, broad-focused declarative statements, and wh-questions). Eleven L1 English learners of Spanish in an advanced university level Spanish class listened to 21 Spanish utterances to identify the utterance type before and after receiving explicit in-class instruction. Two L1 Spanish listeners served as a control. Learner gains in identification of utterance type were not significant, and there was no statistically significant effect of explicit instruction on the identification of the utterances. 10 01 JB code lald.69.p4 161 1 Section header 12 10 01 JB code lald.69.07yil 162 190 29 Chapter 13 1 A01 Yucel Yilmaz Yilmaz, Yucel Yucel Yilmaz Indiana University 2 A01 Senyung Lee Lee, Senyung Senyung Lee Northeastern Illinois University 3 A01 Yilmaz Köylü Köylü, Yilmaz Yilmaz Köylü The Hong Kong University of Science and Technology 20 corrective feedback 20 explicit correction 20 models 20 negative evidence 20 positive evidence 01 This study investigated the relative effects of models, corrective feedback, and a mixed treatment including both models and corrective feedback in the development of the Turkish locative morpheme. Native speakers of English were assigned to one of four conditions: models, corrective feedback, mixed, or control. Participants performed one input-based and one output-based task with a native Turkish speaker and received treatment according to their group assignments. Learners’ performance was measured through a multiple-choice task and an oral picture description test once immediately after the treatment and once two weeks after the treatment. Results showed that the mixed treatment in which learners received models first and then corrective feedback was the most effective treatment. 10 01 JB code lald.69.08pav 191 224 34 Chapter 14 1 A01 Natalia Pavlovskaya Pavlovskaya, Natalia Natalia Pavlovskaya Newcastle University 2 A01 Nick Riches Riches, Nick Nick Riches Newcastle University 3 A01 Martha Young-Scholten Young-Scholten, Martha Martha Young-Scholten Newcastle University 20 first exposure 20 implicit learning 20 phonotactics 20 prosody 20 segmentation 01 How language learners <i>segment</i> (recognise and store words) in the speech stream has typically been explored with children (Jusczyk 1997). Researchers have only recently begun to examine how adults segment an unfamiliar natural language after first exposure without instruction (Gullberg et al. 2010; Gullberg et al. 2012; Carroll 2012, 2013, 2014; Shoemaker &#38; Rast 2013). We report on a study of how 28 English-speaking adults begin to segment words after hearing them in fluent Russian during four sessions. The results showed that segmentation improved significantly over time. Segmentation patterns reflected the influence of English phonotactics and sensitivity to weak-strong stress. We conclude that beyond native language bias, adults deploy the segmentation mechanisms similar to those children use. 10 01 JB code lald.69.p5 225 1 Section header 15 10 01 JB code lald.69.09hak 226 244 19 Chapter 16 1 A01 Gisela Håkansson Håkansson, Gisela Gisela Håkansson Lund University and Linnaeus University 20 input 20 L1 acquisition 20 L2 acquisition 20 Processability Theory 20 subject-verb inversion 20 Swedish 20 V2 01 This study explores to what extent there is a difference in input in L1 and L2 Swedish regarding word order. Swedish is a V2 language with only one constituent preceding the tensed verb. This phenomenon is acquired in different ways by L1 and L2 learners. L1 learners produce V2 without errors around the age of two years whereas L2 learners experience long-lasting problems with the postverbal placement of the subject. The reason for this difference is not fully understood. This study set out to investigate the characteristics of the ambient language in the two acquisition conditions. The results reveal a lot of variation but also differences in the input which suggest that ‘input simplification’ is not always helpful. 10 01 JB code lald.69.10per 245 266 22 Chapter 17 1 A01 Ana T. Pérez Leroux Pérez Leroux, Ana T. Ana T. Pérez Leroux University of Toronto 2 A01 Yves Roberge Roberge, Yves Yves Roberge University of Toronto 3 A01 Diane Massam Massam, Diane Diane Massam University of Toronto 4 A01 Susana Béjar Béjar, Susana Susana Béjar University of Toronto 5 A01 Anny Castilla-Earls Castilla-Earls, Anny Anny Castilla-Earls University of Houston 20 acquisition 20 English 20 recursion 20 syntax 01 Our objective is to shed light on recursion through an exploration of the L1 development of four DP structures in English. Since recursion is in narrow syntax, there is no reason to expect asymmetries between constructions but specific formal differences between structures might make acquisition of certain forms more difficult, and there may be differences according to meaning classes. We report a study targeting possessives, comitatives, locatives, and part-whole expressions, each with 2-level embedding. The results reveal statistically significant effects of age and condition, with no interaction. Possessives and comitatives develop earlier than locatives and relatives, and are also more productive for adults. These results help us to delineate the domain of recursion and formulate a credible developmental scenario. 10 01 JB code lald.69.ni 267 270 4 Index 18 10 01 JB code lald.69.si 271 275 5 Index 19 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20240826 2024 John Benjamins B.V. 02 WORLD 08 650 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 40 22 01 02 JB 1 00 120.00 EUR R 02 02 JB 1 00 127.20 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 22 02 02 JB 1 00 101.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 22 01 gen 02 JB 1 00 156.00 USD