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Chapter 9. Interlingual versus intralingual tendencies in second language acquisition

Expressing motion events in English, Hungarian and Japanese
  • Miho Mano , Yuko Yoshinari and Kiyoko Eguchi
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Teachability and Learnability across Languages
This chapter is in the book Teachability and Learnability across Languages

Abstract

This is a cross-linguistic experimental study on motion event descriptions. Based on Talmy’s (1991) typology of motion event descriptions, we focus on three different languages, English, Hungarian and Japanese, and examine how second language (L2) learners describe motion events. Comparing the three target L2 adult learner groups with the three native language groups, this study experimentally demonstrates the influence of the L1 patterns on L2 acquisition and the common properties observed in the three learners’ languages, focusing on both spontaneous and causative motion events. The results also clarify that the L2 learners have their own characteristics as learners, regardless of the typological pattern of their L1, indicating the necessity for further study which not only examines L1 influence but also learner strategies.

Abstract

This is a cross-linguistic experimental study on motion event descriptions. Based on Talmy’s (1991) typology of motion event descriptions, we focus on three different languages, English, Hungarian and Japanese, and examine how second language (L2) learners describe motion events. Comparing the three target L2 adult learner groups with the three native language groups, this study experimentally demonstrates the influence of the L1 patterns on L2 acquisition and the common properties observed in the three learners’ languages, focusing on both spontaneous and causative motion events. The results also clarify that the L2 learners have their own characteristics as learners, regardless of the typological pattern of their L1, indicating the necessity for further study which not only examines L1 influence but also learner strategies.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction 1
  4. Part I. Teachability and learnability
  5. Chapter 1. Research timeline. The role of instruction 9
  6. Chapter 2. How much English do children know before they are exposed to instruction? 27
  7. Chapter 3. Morpho-syntactic development in the input 51
  8. Chapter 4. Are speech and writing teachable? 71
  9. Part II. Methods and assessment
  10. Chapter 5. The elicitation of oral language production data 97
  11. Chapter 6. Elicited imitation as a diagnostic tool of morpho-syntactic processing 119
  12. Chapter 7. Grammatical accuracy and complexity in a speaking proficiency test 137
  13. Part III. Cross-linguistic aspects of SLA
  14. Chapter 8. Acquisition of nominal morphology in Norwegian L2 163
  15. Chapter 9. Interlingual versus intralingual tendencies in second language acquisition 183
  16. Chapter 10. The acquisition of Turkish (genitive-)possessive structures by adult Norwegian learners 205
  17. Closing chapter
  18. Chapter 11. Heritage language development and the promise of Processability Theory 237
  19. Index 261
https://doi.org/10.1075/palart.6.09man

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction 1
  4. Part I. Teachability and learnability
  5. Chapter 1. Research timeline. The role of instruction 9
  6. Chapter 2. How much English do children know before they are exposed to instruction? 27
  7. Chapter 3. Morpho-syntactic development in the input 51
  8. Chapter 4. Are speech and writing teachable? 71
  9. Part II. Methods and assessment
  10. Chapter 5. The elicitation of oral language production data 97
  11. Chapter 6. Elicited imitation as a diagnostic tool of morpho-syntactic processing 119
  12. Chapter 7. Grammatical accuracy and complexity in a speaking proficiency test 137
  13. Part III. Cross-linguistic aspects of SLA
  14. Chapter 8. Acquisition of nominal morphology in Norwegian L2 163
  15. Chapter 9. Interlingual versus intralingual tendencies in second language acquisition 183
  16. Chapter 10. The acquisition of Turkish (genitive-)possessive structures by adult Norwegian learners 205
  17. Closing chapter
  18. Chapter 11. Heritage language development and the promise of Processability Theory 237
  19. Index 261
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