Home Linguistics & Semiotics Chapter 6. Constraints on Processing
Chapter
Licensed
Unlicensed Requires Authentication

Chapter 6. Constraints on Processing

L1 Transfer and the L2 Initial Mental Grammatical System
  • Anke Lenzing
View more publications by John Benjamins Publishing Company
To Publisher Page
Theoretical and Methodological Developments in Processability Theory
This chapter is in the book Theoretical and Methodological Developments in Processability Theory

Abstract

This chapter focuses on the nature of the L2 initial mental grammatical system and the related question to what extent L2 learners transfer syntactic structures from their L1 at the L2 initial state. Transfer is viewed within the overall context of a model of the L2 initial mental grammatical system, which is claimed to be underdeveloped and highly constrained. The constraints are spelled out in the Multiple Constraints Hypothesis (Lenzing, 2013) and it is argued that they do not allow for full transfer at the initial state. In keeping with this, the perspective on transfer adopted here is the Developmentally Moderated Transfer Hypothesis (Pienemann, 1998; Pienemann et al., 2005a) and its claim that transfer is constrained by processability. The results of an empirical study of early L2 learners of English with German as L1 are presented that provide support for (a) the Multiple Constraints Hypothesis and (b) the Developmentally Moderated Transfer Hypothesis. In particular, the results indicate that at the initial state of L2 acquisition, L1 transfer merely plays a minor role, as learners predominantly rely on single words, formulaic sequences and both lexically and structurally restricted idiosyncratic utterances.

Abstract

This chapter focuses on the nature of the L2 initial mental grammatical system and the related question to what extent L2 learners transfer syntactic structures from their L1 at the L2 initial state. Transfer is viewed within the overall context of a model of the L2 initial mental grammatical system, which is claimed to be underdeveloped and highly constrained. The constraints are spelled out in the Multiple Constraints Hypothesis (Lenzing, 2013) and it is argued that they do not allow for full transfer at the initial state. In keeping with this, the perspective on transfer adopted here is the Developmentally Moderated Transfer Hypothesis (Pienemann, 1998; Pienemann et al., 2005a) and its claim that transfer is constrained by processability. The results of an empirical study of early L2 learners of English with German as L1 are presented that provide support for (a) the Multiple Constraints Hypothesis and (b) the Developmentally Moderated Transfer Hypothesis. In particular, the results indicate that at the initial state of L2 acquisition, L1 transfer merely plays a minor role, as learners predominantly rely on single words, formulaic sequences and both lexically and structurally restricted idiosyncratic utterances.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments vii
  4. Chapter 1. Processability theory 1
  5. Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics
  6. Chapter 2. Processing Alignments 21
  7. Chapter 3. The emergence of sentence Topic in a Topicprominent language 45
  8. Chapter 4. The Acquisition of the Ergative Case in Hindi as a Foreign Language 71
  9. Chapter 5. Response Paper 105
  10. Constraints on Processing and Receptive Processing
  11. Chapter 6. Constraints on Processing 115
  12. Chapter 7. Studying Receptive Grammar Acquisition within a PT Framework 139
  13. Chapter 8. Response Paper 169
  14. Developments in Instructed Second Language Learning
  15. Chapter 9. PT meets CA 177
  16. Chapter 10. Instructing Stages of Processability Theory in L2 Spanish 205
  17. Chapter 11. Implications of the Developmental Stages of Language Acquisition for Classroom Teaching 239
  18. Chapter 12. Response Paper 263
  19. Index 271
https://doi.org/10.1075/palart.4.06len

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments vii
  4. Chapter 1. Processability theory 1
  5. Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics
  6. Chapter 2. Processing Alignments 21
  7. Chapter 3. The emergence of sentence Topic in a Topicprominent language 45
  8. Chapter 4. The Acquisition of the Ergative Case in Hindi as a Foreign Language 71
  9. Chapter 5. Response Paper 105
  10. Constraints on Processing and Receptive Processing
  11. Chapter 6. Constraints on Processing 115
  12. Chapter 7. Studying Receptive Grammar Acquisition within a PT Framework 139
  13. Chapter 8. Response Paper 169
  14. Developments in Instructed Second Language Learning
  15. Chapter 9. PT meets CA 177
  16. Chapter 10. Instructing Stages of Processability Theory in L2 Spanish 205
  17. Chapter 11. Implications of the Developmental Stages of Language Acquisition for Classroom Teaching 239
  18. Chapter 12. Response Paper 263
  19. Index 271
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2026 De Gruyter Brill
Downloaded on 23.2.2026 from https://www.degruyterbrill.com/document/doi/10.1075/palart.4.06len/html
Scroll to top button