New Trends in Language Acquisition Within the Generative Perspective, 1e

Introduction
References
Contents
Second-Language
1 One Feature—One Head: Features as Functional Heads in Language Acquisition and Attrition
Abstract
1.1 Introduction
1.2 Exo-Skeletal Syntax: One Feature—One Head
1.2.1 Deriving Structures
1.3 Modeling L1 and L2 Acquisition
1.3.1 L2 Acquisition
1.4 Modeling Attrition
1.5 The Road Ahead
References
2 Future Tense Acquisition by French-Speaking Learners of L2 Spanish: Chronology, Conjecture and Concession
Abstract
2.1 Introduction
2.2 Linguistic Background
2.2.1 Chronological and Non-chronological Interpretations of the Future Tense in Spanish and French
2.2.2 Acquisition of Spanish Future Tense
2.2.3 Aim of the Paper and Research Questions
2.3 Experiment
2.3.1 Results
2.4 Discussion
2.5 Conclusions
References
3 Tense and Aspect in Spanish Heritage Speakers Living in Germany
Abstract
3.1 Introduction
3.2 Background
3.3 The Adult Grammar of Tense and Aspect in Spanish and German
3.3.1 Spanish
3.3.2 German
3.3.3 Spanish and German in a Feature Analysis
3.3.4 Previous Research on the Acquisition of Tense and Aspect in HS Spanish
3.3.5 Research Questions and Predictions
3.4 Methodology
3.4.1 Subjects
3.4.2 Oral Semi-structured Interviews
3.4.3 Coding of Data and Statistical Analysis
3.5 Results
3.5.1 Overall Results
3.5.2 Individual/Subgroup Results
3.6 Concluding Discussion
References
4 Pronominal Use/Knowledge in Late L1-Attrition and Near-Native L2-Acquisition: The Case of Pro-drop L1 Bulgarian and Non-pro-drop L2 German
Abstract
4.1 Introduction
4.2 Theoretical Background
4.2.1 Bulgarian and German Subjects in Comparison
4.2.2 Pronominal Knowledge in Bilinguals
4.2.2.1 Theoretical Assumptions on L1-Attrition and L2-Acquisition
4.2.2.2 Pronominal Knowledge in L1-Attrition Research
4.2.2.3 Overt and Null Subjects in L2-Acquisition Research
4.3 Case Study on the Knowledge of Pronominal Subjects in L1-Attrition
4.3.1 Participants
4.3.2 Procedure
4.3.3 Predictions
4.3.4 Results
4.3.4.1 Investigation Point 1
4.3.4.2 Investigation Point 2
4.4 Case Study on Pronominal Use in Near-Native L2
4.4.1 Participants
4.4.2 Material and Procedure
4.4.3 Predictions
4.4.4 Results
4.5 Discussion and Conclusion
References
Language Acquisition Under Specific Conditions
5 Bilingualism and Code-Blending Among Deaf ASL-English Bilinguals
Abstract
5.1 Introduction
5.1.1 The Genetics of Deafness and Deaf Language Acquisition
5.2 Describing the Languages and Language Contact Outcomes in Question
5.2.1 The Linguistic Features of Contact Signing
5.3 Previous Analyses of Contact Signing
5.3.1 A Linguistic Continuum
5.3.2 A Separate Language Variety
5.3.3 Code Switching and Code-Blending
5.4 The Present Study
5.4.1 Participants
5.4.2 Methods
5.4.3 Procedure
5.4.4 Data Analysis
5.5 Results
5.5.1 English Mouthing as Outcome
5.5.2 Classifiers as Outcome
5.6 Discussion of Results
5.6.1 Implications
5.7 Conclusion and Future Research
Appendix 1: Questions for Condition 1: Interview and Prompt for Condition 2: Conversation
Appendix 2: Sample of Story-Telling Stimuli for Condition 3: Story-Telling
Appendix 3: Language Attitudes Questionnaire
Appendix 4: Table of Statistical Results
References
6 Syntactic Problems in German Individuals with Down Syndrome: Evidence from the Production of Wh-Questions
Abstract
6.1 Introduction
6.1.1 Aims of the Paper, Hypotheses and Predictions
6.1.2 Structure and Acquisition of German Wh-Questions
6.2 Method
6.2.1 Participants
6.2.2 Measures
6.2.3 Data Analysis
6.3 Results
6.3.1 Number of Analysable Wh-Questions and Accuracy Scores for Question Production
6.3.2 Error Analysis
6.3.3 Factors Influencing Performance
6.4 Discussion
6.5 Conclusion
Acknowledgements
Appendix
References
7 Code-Mixing in the Weak Language: A Case Study of the Simultaneous Acquisition of French, Italian and Spanish
Abstract
7.1 Introduction
7.2 Code-Mixing
7.3 Language Distance
7.4 The Study
7.4.1 The Participant
7.4.2 Method
7.4.3 Hypotheses
7.5 Results
7.5.1 Language Dominance
7.5.2 Code-Mixing
7.5.2.1 Mixing in Relation to Monolingual Utterances
7.5.2.2 Types of Mixing
7.5.2.3 Direction of Code-Mixing
7.5.2.4 Is Child Code-Mixing Code-Switching? Situational and Metaphorical Switching
7.6 Discussion of Results
References
First-Language
8 Maximality Trouble? Japanese-Speaking Children’s Interpretation of Comparatives
Abstract
8.1 Introduction
8.2 Japanese Comparatives
8.3 Previous Studies
8.4 The Experiment
8.4.1 Method
8.4.1.1 Participants
8.4.1.2 Procedure
8.4.1.3 Stimulus Sentences
8.4.2 Results
8.4.2.1 Group Results
8.4.2.2 Comparatives Versus GAs
8.4.2.3 Individual Child Data
8.5 Discussion
8.6 Conclusion
Acknowledgements
References
9 The Acquisition of Implicit Control in European Portuguese
Abstract
9.1 Introduction: Implicit Control and Its Acquisition
9.2 Experimental Task
9.3 Results
9.4 Discussion and Conclusion
Acknowledgements
References
10 When Is Recursion Easier for Children?
Abstract
10.1 Wh-movement and Recursion
10.1.1 Recursion
10.2 Design
10.3 Method
10.3.1 Participants
10.3.2 Procedure
10.4 Results
10.5 Discussion
Acknowledgements
10.6 Appendix 1: Full Set of Stories
References
11 On the Domain Specificity of Intervention Effects in Children’s Comprehension of Relative Clauses and Coordinate Clauses
Abstract
11.1 Introduction
11.2 The Subject-Object Asymmetry and Intervention Effects
11.3 Coordinate Structures, Crossing-Dependency and Recency
11.3.1 Linear Intervention and Recency
11.3.2 Linear Intervention and Crossing-Dependency
11.4 Domain Specificity and Language Impairment
11.5 Long-Distance Linguistic and Non-linguistic Dependency
11.6 General Discussion and Final Remarks
Acknowledgements
References
12 The Acquisition of ‘Bridging’ Tested with the Coloring Book Method
Abstract
12.1 Introduction
12.2 The Phenomenon of Bridging
12.3 The Acquisition of Bridging
12.4 Methods
12.4.1 Participants
12.4.2 Materials
12.4.3 Procedure
12.4.4 Analysis
12.5 Results
12.6 Discussion
12.7 Conclusion
Acknowledgements
Appendix 1: Bridging Items
Appendix 2: Fillers
References
13 Stress or Context for the Computation of Scalar Implicatures
Abstract
13.1 Introduction
13.2 Background
13.3 The Question-Answer Requirement and SI Computation
13.4 Contrastive Stress and Scalar Implicatures
13.5 The Present Study
13.5.1 Participants and Procedure
13.5.2 Results
13.6 Conclusion
13.7 Discussion
13.7.1 Felicitous Conditions?
13.7.2 Why Do Children Need Prosodic Cues and an Explicit QUD to Compute SIs More Than Adults Do?
13.7.3 How Does the QUD Work with Other Pragmatic Inferences?
References
Index