Abstract
This paper describes the results of a research project aiming to document the acquisition sequence of a set of L2 Polish morphosyntactic structures. In order to verify the hypothesis that acquisition sequences are largely independent of the learner’s L1, data were collected among two groups of learners, i. e. speakers of typologically and genetically distant languages relative to Polish, on the one hand, and speakers of East Slavic languages (Belarusian, Russian, Ukrainian), on the other hand, all of which are lexically and grammatically very close to the target language. Data were obtained through a survey and an Elicited Imitation Task.While Slavic learners systematically achieved higher performance than their non-Slavic counterparts, the acquisition sequences of the two groups proved to a large extent comparable. These results suggest an interaction between a general processing advantage deriving from a close relation between the L2 and one’s L1, on the one hand, and universal acquisition constraints, on the other hand.
Abstract
Il presente articolo descrive i risultati di un progetto di ricerca volto a documentare la sequenza di acquisizione di alcune strutture morfosintattiche in polacco L2. Al fine di verificare l’ipotesi che le sequenze di acquisizione siano largamente indipendenti dalla L1 degli apprendenti, i dati sono stati raccolti presso due gruppi di partecipanti, la cui L1 in un caso è tipologicamente e geneticamente distante rispetto al polacco, mentre nell’altro appartiene al gruppo delle lingue slave orientali (russo, ucraino, bielorusso), tutte lessicalmente e grammaticalmente prossime alla lingua bersaglio. I dati sono stati ottenuti attraverso un sondaggio e un test di ripetizione.Per quanto gli studenti slavofoni abbiano sistematicamente ottenuto risultati superiori rispetto agli omologhi non slavi, le sequenze di acquisizione dei due gruppi sono in larga misura sovrapponibili. Tale osservazione suggerisce l’esistenza di un’interazione tra un effetto genericamente facilitatore derivante dalla prossimità della L1 alla lingua bersaglio, da un lato, e l’universalità del processo acquisizionale, dall’altro.
Abstrakt
W artykule opisano wyniki projektu badawczego, mającego na celu udokumentowanie sekwencji akwizycji wybranych struktur morfoskładniowych w języku polskim jako obcym (JPjO). W celu zweryfikowania hipotezy, że sekwencje akwizycji są w dużej mierze niezależne od języka rodzimego, dane zebrano wśród dwóch grup uczących się JPjO, składających się z użytkowników języków typologicznie i genetycznie odległych od polskiego, w pierwszym przypadku, w drugim zaś z osób mówiących w językach wschodniosłowiańskich (rosyjskim, ukraińskim, białoruskim), z których wszystkie są leksykalnie i gramatycznie zbliżone do języka polskiego. Dane uzyskano za pomocą ankiety i zadania powtórzenia.Słowiańscy uczący się systematycznie osiągają lepsze wyniki niż ich niesłowiańscy koledzy, jednak sekwencje akwizycji obu grup są w dużym stopniu porównywalne. Wyniki te sugerują istnienie interakcji pomiędzy ogólną przewagą wynikającą z blisko powiązanego L1, z jednej strony, a uniwersalnością procesu akwizycji, z drugiej strony.
Acknowledgment
The author would like to express his gratitude to Przemysław Gębal for his vital role in the study. Sincere thanks also to Jan D. ten Thije and the anonymous reviewers of the EuJAL for their insightful comments on a previous version of the paper.
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Articles in the same Issue
- Frontmatter
- Frontmatter
- Problems of children’s involvement in interpreter-mediated meetings between their teachers and their parents
- A lexical-cognitive approach to the consequences of the coronavirus crisis for the emotions and perceptions of the Spanish population aged 65 and over
- Family language policy in Swedish-English families: Rhizomatic conceptualisations
- A case study examining the Turkish language skills of bilingual children according to adverse teaching conditions
- L2 Polish developmental sequences in an intercomprehension context
- Figurative language and ‘doing interculturality’ in a lingua franca
- School Trajectory of Elementary Newcomer Students: Early Tracking System and Norm Accommodation
- How I live [participate] now: Re-negotiating social belonging and linguistic participation in book-group discussions
Articles in the same Issue
- Frontmatter
- Frontmatter
- Problems of children’s involvement in interpreter-mediated meetings between their teachers and their parents
- A lexical-cognitive approach to the consequences of the coronavirus crisis for the emotions and perceptions of the Spanish population aged 65 and over
- Family language policy in Swedish-English families: Rhizomatic conceptualisations
- A case study examining the Turkish language skills of bilingual children according to adverse teaching conditions
- L2 Polish developmental sequences in an intercomprehension context
- Figurative language and ‘doing interculturality’ in a lingua franca
- School Trajectory of Elementary Newcomer Students: Early Tracking System and Norm Accommodation
- How I live [participate] now: Re-negotiating social belonging and linguistic participation in book-group discussions