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Chapter 10. Syntactic representations in late learners of a second language

A learning trajectory
  • Sarah Bernolet and Robert J. Hartsuiker
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Bilingual Cognition and Language
This chapter is in the book Bilingual Cognition and Language

Abstract

Several studies have shown that syntactic structures can be primed between the different languages of a bilingual. Bilingual production models put forward by Hartsuiker, Pickering, and Veltkamp (2004) and Pickering and Hartsuiker (2008) therefore assume that bilinguals share syntactic structures between languages as much as possible. In this paper, we discuss a model for the development of these shared syntactic structures in late learners of a second language (Hartsuiker & Bernolet, 2017). More specifically, we discuss evidence for three central claims of the model, namely that (1) L2 syntactic representations move from being item-specific to being more abstract, (2) L2 representations become more and more integrated with existing L1 representations, and (3) L1 influences on syntactic processing and production in the L2 occur in early and late phases of L2 syntactic development. Summarizing, syntactic representations in L2 learners differ according to the L2 proficiency of the learner and the syntax of his/her native language.

Abstract

Several studies have shown that syntactic structures can be primed between the different languages of a bilingual. Bilingual production models put forward by Hartsuiker, Pickering, and Veltkamp (2004) and Pickering and Hartsuiker (2008) therefore assume that bilinguals share syntactic structures between languages as much as possible. In this paper, we discuss a model for the development of these shared syntactic structures in late learners of a second language (Hartsuiker & Bernolet, 2017). More specifically, we discuss evidence for three central claims of the model, namely that (1) L2 syntactic representations move from being item-specific to being more abstract, (2) L2 representations become more and more integrated with existing L1 representations, and (3) L1 influences on syntactic processing and production in the L2 occur in early and late phases of L2 syntactic development. Summarizing, syntactic representations in L2 learners differ according to the L2 proficiency of the learner and the syntax of his/her native language.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Chapter 1. Studies in bilingualism 1
  4. Part I. Theoretical accounts
  5. Chapter 2. Bilingual child acquisition through the lens of sociolinguistic approaches 15
  6. Chapter 3. Usage-based approaches to second language acquisition 37
  7. Chapter 4. Formal linguistics and second language acquisition 57
  8. Part II. Child bilingualism
  9. Chapter 5. Simultaneous child bilingualism 81
  10. Chapter 6. Child L2 acquisition 103
  11. Chapter 7. The role of language input environments for language outcomes and language acquisition in young bilingual children 127
  12. Chapter 8. Literacy development in linguistically diverse pupils 155
  13. Chapter 9. CHILDES for bilingualism 183
  14. Part III. Adult bilingualism
  15. Chapter 10. Syntactic representations in late learners of a second language 205
  16. Chapter 11. First language attrition and bilingualism 225
  17. Chapter 12. Different situations, similar outcomes 251
  18. Part IV. Bilingual cognition, neuroscience and impairment
  19. Chapter 13. Bilingualism and executive function 283
  20. Chapter 14. Words on the brain 307
  21. Chapter 15. Neurobiology of bilingualism 325
  22. Chapter 16. Bilingualism and children with developmental language and communication disorders 347
  23. Chapter 17. Understanding the nature of bilingual aphasia 371
  24. Index 401
https://doi.org/10.1075/sibil.54.10ber

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Chapter 1. Studies in bilingualism 1
  4. Part I. Theoretical accounts
  5. Chapter 2. Bilingual child acquisition through the lens of sociolinguistic approaches 15
  6. Chapter 3. Usage-based approaches to second language acquisition 37
  7. Chapter 4. Formal linguistics and second language acquisition 57
  8. Part II. Child bilingualism
  9. Chapter 5. Simultaneous child bilingualism 81
  10. Chapter 6. Child L2 acquisition 103
  11. Chapter 7. The role of language input environments for language outcomes and language acquisition in young bilingual children 127
  12. Chapter 8. Literacy development in linguistically diverse pupils 155
  13. Chapter 9. CHILDES for bilingualism 183
  14. Part III. Adult bilingualism
  15. Chapter 10. Syntactic representations in late learners of a second language 205
  16. Chapter 11. First language attrition and bilingualism 225
  17. Chapter 12. Different situations, similar outcomes 251
  18. Part IV. Bilingual cognition, neuroscience and impairment
  19. Chapter 13. Bilingualism and executive function 283
  20. Chapter 14. Words on the brain 307
  21. Chapter 15. Neurobiology of bilingualism 325
  22. Chapter 16. Bilingualism and children with developmental language and communication disorders 347
  23. Chapter 17. Understanding the nature of bilingual aphasia 371
  24. Index 401
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