The role of L1 Norwegian and L2 English in the acquisition of verb placement in L3 German
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Anne Dahl
Abstract
Focusing on the much-debated question of transfer from previously learned languages in L3 acquisition, we investigate acquisition of finite verb placement in L3 German. Participants are L1 Norwegian high-school students with L2 English, in years 1, 2, 4, and 5 of German instruction. Norwegian and German have V2 word order, while English does not. Participants completed acceptability judgments in L3 German and L2 English. Results show no clear preference for either V2 or non-V2 in German in the earliest learners, but later development towards target-like intuitions. Target-like L2 English judgments do not seem to be associated with more transfer from L2 to L3 of a given structure, and higher L2 proficiency does not predict more L2 transfer to L3.
Abstract
Focusing on the much-debated question of transfer from previously learned languages in L3 acquisition, we investigate acquisition of finite verb placement in L3 German. Participants are L1 Norwegian high-school students with L2 English, in years 1, 2, 4, and 5 of German instruction. Norwegian and German have V2 word order, while English does not. Participants completed acceptability judgments in L3 German and L2 English. Results show no clear preference for either V2 or non-V2 in German in the earliest learners, but later development towards target-like intuitions. Target-like L2 English judgments do not seem to be associated with more transfer from L2 to L3 of a given structure, and higher L2 proficiency does not predict more L2 transfer to L3.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- Introduction 1
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L2 acquisition of syntax
- Intervention effects in L1 and L2 English raising 11
- Explaining the difficulty with L2 acquisition of scope interpretation by speakers of a scope-rigid language 41
- Definiteness and argument position in the interpretation of bare nouns 67
- L1-Mandarin L2-English learners’ acquisition of English double-quantifier scope 93
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L2 acquisition at interfaces
- Feature dependency and the poverty of the stimulus in the acquisition of L2 German plural allomorphy 117
- Development of L2 prosody 137
- Transfer of prosodic representation 157
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Impact of previously learned languages
- The role of L1 Norwegian and L2 English in the acquisition of verb placement in L3 German 191
- Feature reconfiguration at the syntax-discourse interface 213
-
Exploring extra-linguistic factors and their impact on L2 acquisition
- Interference-based and capacity-based approaches to working memory in second language sentence processing 243
- Heritage language speakers inform the critical period hypothesis for first and second language acquisition 265
- A different type of RC attachment resolution 287
- Subject Index 315
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- Introduction 1
-
L2 acquisition of syntax
- Intervention effects in L1 and L2 English raising 11
- Explaining the difficulty with L2 acquisition of scope interpretation by speakers of a scope-rigid language 41
- Definiteness and argument position in the interpretation of bare nouns 67
- L1-Mandarin L2-English learners’ acquisition of English double-quantifier scope 93
-
L2 acquisition at interfaces
- Feature dependency and the poverty of the stimulus in the acquisition of L2 German plural allomorphy 117
- Development of L2 prosody 137
- Transfer of prosodic representation 157
-
Impact of previously learned languages
- The role of L1 Norwegian and L2 English in the acquisition of verb placement in L3 German 191
- Feature reconfiguration at the syntax-discourse interface 213
-
Exploring extra-linguistic factors and their impact on L2 acquisition
- Interference-based and capacity-based approaches to working memory in second language sentence processing 243
- Heritage language speakers inform the critical period hypothesis for first and second language acquisition 265
- A different type of RC attachment resolution 287
- Subject Index 315
