Progressive aspect in child L2 English
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Tania Ionin
Abstract
This paper investigates the use of -ing forms and bare verb forms in progressive contexts in cross-sectional data of L1-Russian L2-English children. It is proposed that child L2-learners are guided by the Uniqueness Principle (cf. Wexler & Culicover 1980; Pinker 1989; Clark 1987; among others), which leads them to restrict -ing forms to progressive contexts and bare verb forms to non-progressive contexts. The acquisition of progressive interpretation is furthermore shown to be independent of the acquisition of finiteness morphology. It is suggested that child L2-learners follow a developmental path similar to that of child L1-learners, but that, unlike L1-learners, they may also be influenced by L1-transfer.
Abstract
This paper investigates the use of -ing forms and bare verb forms in progressive contexts in cross-sectional data of L1-Russian L2-English children. It is proposed that child L2-learners are guided by the Uniqueness Principle (cf. Wexler & Culicover 1980; Pinker 1989; Clark 1987; among others), which leads them to restrict -ing forms to progressive contexts and bare verb forms to non-progressive contexts. The acquisition of progressive interpretation is furthermore shown to be independent of the acquisition of finiteness morphology. It is suggested that child L2-learners follow a developmental path similar to that of child L1-learners, but that, unlike L1-learners, they may also be influenced by L1-transfer.
Chapters in this book
- Prelim pages i
- Table of contents v
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Part I. Introduction
- Recent perspectives in child second language acquisition 3
- Progressive aspect in child L2 English 17
- Child second language acquisition or successive first language acquisition? 55
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Part II. The acquisition of D-elements
- Misrepresentation of Dutch neuter gender in older bilingual children? 83
- Comparing child and adult L2 acquisition of the Greek DP: Effects of age and construction 97
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Part III. Morphological variability
- The development of copula and auxiliary be and overgeneration of be in child L2 English 145
- Truncation in child L2 acquisition: Evidence from verbless utterances 177
- The status of subjects in early child L2 English 209
- The morphology/syntax interface in child L2 acquisition: Evidence from verbal morphology 237
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Part IV. Comparisons of child L1, child L2 and adult L2
- Testing the Domain-by-Age Model: Inflection and placement of Dutch verbs 271
- Comparing child L2 development with adult L2 development: How to measure L2 proficiency 301
-
Part V. Typical vs. atypical child L2 acquisition
- Tense as a clinical marker in English L2 acquisition with language delay/impairment 337
- Index 357
Chapters in this book
- Prelim pages i
- Table of contents v
-
Part I. Introduction
- Recent perspectives in child second language acquisition 3
- Progressive aspect in child L2 English 17
- Child second language acquisition or successive first language acquisition? 55
-
Part II. The acquisition of D-elements
- Misrepresentation of Dutch neuter gender in older bilingual children? 83
- Comparing child and adult L2 acquisition of the Greek DP: Effects of age and construction 97
-
Part III. Morphological variability
- The development of copula and auxiliary be and overgeneration of be in child L2 English 145
- Truncation in child L2 acquisition: Evidence from verbless utterances 177
- The status of subjects in early child L2 English 209
- The morphology/syntax interface in child L2 acquisition: Evidence from verbal morphology 237
-
Part IV. Comparisons of child L1, child L2 and adult L2
- Testing the Domain-by-Age Model: Inflection and placement of Dutch verbs 271
- Comparing child L2 development with adult L2 development: How to measure L2 proficiency 301
-
Part V. Typical vs. atypical child L2 acquisition
- Tense as a clinical marker in English L2 acquisition with language delay/impairment 337
- Index 357
