Chapter 9. Speech modifications and the Processability Theory hierarchy
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Gisela Håkansson
Abstract
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.
Abstract
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.
Chapters in this book
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
- Table of contents v
- Preface vii
- Chapter 1. Introduction 1
-
Theory in language acquisition research
- Chapter 2. Linguistic approaches to language acquisition 16
-
Gender in bilingual and heritage language acquisition
- Chapter 3. Acquisition of morpho-syntactic features in a bilingual Italian child 54
- Chapter 4. Gender assignment in German as a heritage language in an English-speaking context 88
-
Input and exposure in the classroom
- Chapter 5. Acquisition of 3 pl verb markings by (very) advanced FSL learners and bilingual Francophone students 118
- Chapter 6. L2 intonation perception in learners of Spanish 144
-
Evidence in controlled first exposure language learning
- Chapter 7. Isolated and combined effects of models and corrective feedback in the acquisition of the Turkish locative morpheme 162
- Chapter 8. First exposure to Russian word forms by adult English speakers 191
-
Input and evidence in the acquisition of syntactic structure
- Chapter 9. Speech modifications and the Processability Theory hierarchy 226
- Chapter 10. Varieties of DP recursion 245
- Proper name index 267
- Subject index 271
Chapters in this book
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
- Table of contents v
- Preface vii
- Chapter 1. Introduction 1
-
Theory in language acquisition research
- Chapter 2. Linguistic approaches to language acquisition 16
-
Gender in bilingual and heritage language acquisition
- Chapter 3. Acquisition of morpho-syntactic features in a bilingual Italian child 54
- Chapter 4. Gender assignment in German as a heritage language in an English-speaking context 88
-
Input and exposure in the classroom
- Chapter 5. Acquisition of 3 pl verb markings by (very) advanced FSL learners and bilingual Francophone students 118
- Chapter 6. L2 intonation perception in learners of Spanish 144
-
Evidence in controlled first exposure language learning
- Chapter 7. Isolated and combined effects of models and corrective feedback in the acquisition of the Turkish locative morpheme 162
- Chapter 8. First exposure to Russian word forms by adult English speakers 191
-
Input and evidence in the acquisition of syntactic structure
- Chapter 9. Speech modifications and the Processability Theory hierarchy 226
- Chapter 10. Varieties of DP recursion 245
- Proper name index 267
- Subject index 271
