Eurosla Yearbook最新文献_第9页

Why are L2 learners not always sensitive to subject-verb agreement? 为什么二语学习者并不总是对主谓一致敏感?

Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.8.13SHI

Mayumi Shibuya, Shigenori Wakabayashi

引用次数: 18

Against an L2 morphological deficit as an explanation for the differences between native and non-native grammars 反对第二语言形态缺陷作为母语和非母语语法差异的解释

Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.1.12FRA

Florencia Franceschina

引用次数: 25

Interface vulnerability and knowledge of the subjunctive/indicative distinction with negated epistemic predicates in L2 Spanish 第二语言西班牙语中虚拟/指示性谓语与否定认知谓语的界面脆弱性与认知差异

Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.8.09IVE

Michael Iverson, P. Kempchinsky, J. Rothman

{"title":"Interface vulnerability and knowledge of the subjunctive/indicative distinction with negated epistemic predicates in L2 Spanish","authors":"Michael Iverson, P. Kempchinsky, J. Rothman","doi":"10.1075/EUROSLA.8.09IVE","DOIUrl":"https://doi.org/10.1075/EUROSLA.8.09IVE","url":null,"abstract":"Much recent research in SLA is guided by the hypothesis of L2 interface vulnerability (see Sorace 2005). This study contributes to this general project by examining the acquisition of two classes of subjunctive complement clauses in L2 Spanish: subjunctive complements of volitional predicates (purely syntactic) and subjunctive vs. indicative complements with negated epistemic matrix predicates, where the mood distinction is discourse dependent (thus involving the syntax–discourse interface). We provide an analysis of the volitional subjunctive in English and Spanish, suggesting that English learners of L2 Spanish need to access the functional projection Mood P and an uninterpretable modal feature on the Force head available to them from their formal English register grammar, and simultaneously must unacquire the structure of English for-to clauses. For negated epistemic predicates, our analysis maintains that they need to revalue the modal feature on the Force head from uninterpretable to interpretable, within the L2 grammar.With others (e.g. Borgonovo & Prevost 2003; Borgonovo, Bruhn de Garavito & Prevost 2005) and in line with Sorace’s (2000, 2003, 2005) notion of interface vulnerability, we maintain that the latter case is more difficult for L2 learners, which is borne out in the data we present. However, the data also show that the indicative/subjunctive distinction with negated epistemics can be acquired by advanced stages of acquisition, questioning the notion of obligatory residual optionality for all properties which require the integration of syntactic and discourse information.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129926348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 71

Monopolizing the future: How the go-future breaks into will's territory and what it tells us about SLA 垄断未来:未来如何闯入意志的领地，以及它告诉我们SLA的什么

Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.4.09BAR

K. Bardovi-Harlig

引用次数: 18

Verb movement in the L2 acquisition of English by adult native speakers of French 法语为母语的成人英语第二语言习得中的动词运动

Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.5.05AYO

Dalila Ayoun

引用次数: 8

On the optionality in L2 pronominal production and interpretation: What (more) can VP-coordination structures tell us? 第二人称代词的产生和解释的可选性:副副协调结构还能告诉我们什么?

Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.13.04PRE

Alexandra Prentza, I. Tsimpli

{"title":"On the optionality in L2 pronominal production and interpretation: What (more) can VP-coordination structures tell us?","authors":"Alexandra Prentza, I. Tsimpli","doi":"10.1075/EUROSLA.13.04PRE","DOIUrl":"https://doi.org/10.1075/EUROSLA.13.04PRE","url":null,"abstract":"This paper aims to contribute to the discussion pertaining to the source of optionality in second language (L2) pronominal interpretation. We examined pronominal use not only in L2 English adverbial – adjunct CP clauses (‘The student was upset because he had failed the test’), but also in English VP-coordination structures (‘Jane had studied hard and (she) passed the exam’), an area which has never been investigated before. While English adjunct CP clauses represent a context in which overt pronominal subjects are obligatory, in VP-coordination pronouns can be apparently dropped. These structures were tested by means of two English production tasks: a Sentence Completion task and a Cloze Test. Our results showed that compared to the English controls the Greek learners used (a) significantly more ungrammatical null subjects in adjunct CP clauses and, crucially, (b) significantly more overt pronominal subjects in VP-coordination structures. After examining two possible accounts for the observed optionality, namely, the Interface Hypothesis and the Interpretability Hypothesis, we argue that a language internal syntax explanation best addresses our data both in the adjunct CP clauses and in the VP-coordination structures.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130155917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

The effect of metacognitive strategy training on reading comprehension and metacognitive knowledge 元认知策略训练对阅读理解和元认知知识的影响

Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.1.19KUS

M. Kusiak

{"title":"The effect of metacognitive strategy training on reading comprehension and metacognitive knowledge","authors":"M. Kusiak","doi":"10.1075/EUROSLA.1.19KUS","DOIUrl":"https://doi.org/10.1075/EUROSLA.1.19KUS","url":null,"abstract":"This article discusses the results of research investigating the effect of metacognitive strategy training on the reading comprehension and metacognitive knowledge of Polish intermediate learners of English as a foreign language. Results of a pretest and posttest questionnaire and a reading comprehension test administered to both an experimental and a control group of students suggest that students who were taught to apply self-regulatory strategies while performing a task related to reading could enhance their metacognitive knowledge of themselves as readers, their perceptions of the reading process and reading strategies, and their motivation as well as self-evaluation of reading skills. With respect to the students’ reading comprehension, a comparison of the effect of the training on students at two levels of language competence indicates that the training was more effective for the less proficient students. The study points to the effectiveness of metacognitive strategy training for students at an intermediate level of language proficiency. It also stresses the significance of learners’ beliefs concerning reading and underscores the role of metacognition in developing reading skills.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116505030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 30

The critical period and parameter setting in five cases of delayed L1 acquisition 延迟L1采集的5种情况下的关键周期和参数设置

Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.13.03PAT

M. Patkowski

引用次数: 2

Meaning, proficiency and error types: Variations in nonnative acquisition of unaccusative verbs 意义、熟练程度和错误类型:非宾格动词在非母语习得中的变化

Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.4.04DEG

Ayako Deguchi, Hiroyuki Oshita

引用次数: 10

Success and failure in the EFL classroom: Exploring students’ attributional beliefs in language learning 英语课堂的成功与失败:探究学生在语言学习中的归因信念

Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.7.09GOB

P. Gobel, S. Mori

引用次数: 60