Chapter 2. Processing Alignments
-
Helen Charters
Abstract
PT proposes two key hypotheses to account for sentence-like structures in early SLA: (i) the Unmarked Alignment Hypothesis says that learners map the most prominent semantic role onto the subject function and the most prominent structural position; (ii) the Topic Hypothesis says that learners do not differentiate subject and topic (Pienemann, DiBiase & Kawaguchi, 2005). This chapter identifies theory-internal problems for these claims, and presents empirical data which shows that they do not hold for Samoan SLA. For theoretical reasons, no NPs produced by early learners can be considered ‘subjects’ and, while initial NPs in early L2 Samoan tend overwhelmingly to be semantically prominent, the converse is not true, initial NPs are not always topical, and semantically prominent NPs may be focal, or background. An account of the observed facts is provided within the framework of LFG without exceeding the procedural capacities accorded to early learners by PT.
Abstract
PT proposes two key hypotheses to account for sentence-like structures in early SLA: (i) the Unmarked Alignment Hypothesis says that learners map the most prominent semantic role onto the subject function and the most prominent structural position; (ii) the Topic Hypothesis says that learners do not differentiate subject and topic (Pienemann, DiBiase & Kawaguchi, 2005). This chapter identifies theory-internal problems for these claims, and presents empirical data which shows that they do not hold for Samoan SLA. For theoretical reasons, no NPs produced by early learners can be considered ‘subjects’ and, while initial NPs in early L2 Samoan tend overwhelmingly to be semantically prominent, the converse is not true, initial NPs are not always topical, and semantically prominent NPs may be focal, or background. An account of the observed facts is provided within the framework of LFG without exceeding the procedural capacities accorded to early learners by PT.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- Chapter 1. Processability theory 1
-
Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics
- Chapter 2. Processing Alignments 21
- Chapter 3. The emergence of sentence Topic in a Topicprominent language 45
- Chapter 4. The Acquisition of the Ergative Case in Hindi as a Foreign Language 71
- Chapter 5. Response Paper 105
-
Constraints on Processing and Receptive Processing
- Chapter 6. Constraints on Processing 115
- Chapter 7. Studying Receptive Grammar Acquisition within a PT Framework 139
- Chapter 8. Response Paper 169
-
Developments in Instructed Second Language Learning
- Chapter 9. PT meets CA 177
- Chapter 10. Instructing Stages of Processability Theory in L2 Spanish 205
- Chapter 11. Implications of the Developmental Stages of Language Acquisition for Classroom Teaching 239
- Chapter 12. Response Paper 263
- Index 271
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- Chapter 1. Processability theory 1
-
Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics
- Chapter 2. Processing Alignments 21
- Chapter 3. The emergence of sentence Topic in a Topicprominent language 45
- Chapter 4. The Acquisition of the Ergative Case in Hindi as a Foreign Language 71
- Chapter 5. Response Paper 105
-
Constraints on Processing and Receptive Processing
- Chapter 6. Constraints on Processing 115
- Chapter 7. Studying Receptive Grammar Acquisition within a PT Framework 139
- Chapter 8. Response Paper 169
-
Developments in Instructed Second Language Learning
- Chapter 9. PT meets CA 177
- Chapter 10. Instructing Stages of Processability Theory in L2 Spanish 205
- Chapter 11. Implications of the Developmental Stages of Language Acquisition for Classroom Teaching 239
- Chapter 12. Response Paper 263
- Index 271
