{"title":"天真的英语学习者对间接积极证据的使用","authors":"Ying Li, H. Goad","doi":"10.1075/lab.21024.li","DOIUrl":null,"url":null,"abstract":"\n When second language learners are faced with acquiring a grammar that is a subset of their native language\n grammar, direct positive evidence is unavailable. We question whether learners can instead use indirect positive evidence:\n evidence drawn from errors in the learner’s L1 made by native speakers of the learner’s L2. We examine if naïve English-speaking\n learners of Mandarin can determine from plural omission errors in Mandarin speakers’ English productions that Mandarin marks\n plural in a subset of conditions under which English does. Participants were exposed to indirect positive evidence via an\n English-medium dialogue where a native Mandarin-speaking interlocutor produced all contextually plural nouns as singulars.\n Subsequently, participants learnt 12 Mandarin-like nouns in singular contexts, after which their word learning was tested using\n both singular and plural pictures as prompts. Forty percent of participants correctly deduced that strings to which they had\n assigned singular interpretations were also appropriate in plural contexts. Follow-up questions revealed that they noticed the\n errors in the dialogue and used these to inform their understanding of plural marking in Mandarin. This result suggests that\n indirect positive evidence may be an effective tool for real language learners to acquire a grammar that is a subset of their\n native grammar.","PeriodicalId":48664,"journal":{"name":"Linguistic Approaches To Bilingualism","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Naïve English-speaking learners’ use of indirect positive evidence\",\"authors\":\"Ying Li, H. Goad\",\"doi\":\"10.1075/lab.21024.li\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n When second language learners are faced with acquiring a grammar that is a subset of their native language\\n grammar, direct positive evidence is unavailable. We question whether learners can instead use indirect positive evidence:\\n evidence drawn from errors in the learner’s L1 made by native speakers of the learner’s L2. We examine if naïve English-speaking\\n learners of Mandarin can determine from plural omission errors in Mandarin speakers’ English productions that Mandarin marks\\n plural in a subset of conditions under which English does. Participants were exposed to indirect positive evidence via an\\n English-medium dialogue where a native Mandarin-speaking interlocutor produced all contextually plural nouns as singulars.\\n Subsequently, participants learnt 12 Mandarin-like nouns in singular contexts, after which their word learning was tested using\\n both singular and plural pictures as prompts. Forty percent of participants correctly deduced that strings to which they had\\n assigned singular interpretations were also appropriate in plural contexts. Follow-up questions revealed that they noticed the\\n errors in the dialogue and used these to inform their understanding of plural marking in Mandarin. This result suggests that\\n indirect positive evidence may be an effective tool for real language learners to acquire a grammar that is a subset of their\\n native grammar.\",\"PeriodicalId\":48664,\"journal\":{\"name\":\"Linguistic Approaches To Bilingualism\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2022-07-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Linguistic Approaches To Bilingualism\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1075/lab.21024.li\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistic Approaches To Bilingualism","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1075/lab.21024.li","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
Naïve English-speaking learners’ use of indirect positive evidence
When second language learners are faced with acquiring a grammar that is a subset of their native language
grammar, direct positive evidence is unavailable. We question whether learners can instead use indirect positive evidence:
evidence drawn from errors in the learner’s L1 made by native speakers of the learner’s L2. We examine if naïve English-speaking
learners of Mandarin can determine from plural omission errors in Mandarin speakers’ English productions that Mandarin marks
plural in a subset of conditions under which English does. Participants were exposed to indirect positive evidence via an
English-medium dialogue where a native Mandarin-speaking interlocutor produced all contextually plural nouns as singulars.
Subsequently, participants learnt 12 Mandarin-like nouns in singular contexts, after which their word learning was tested using
both singular and plural pictures as prompts. Forty percent of participants correctly deduced that strings to which they had
assigned singular interpretations were also appropriate in plural contexts. Follow-up questions revealed that they noticed the
errors in the dialogue and used these to inform their understanding of plural marking in Mandarin. This result suggests that
indirect positive evidence may be an effective tool for real language learners to acquire a grammar that is a subset of their
native grammar.
期刊介绍:
LAB provides an outlet for cutting-edge, contemporary studies on bilingualism. LAB assumes a broad definition of bilingualism, including: adult L2 acquisition, simultaneous child bilingualism, child L2 acquisition, adult heritage speaker competence, L1 attrition in L2/Ln environments, and adult L3/Ln acquisition. LAB solicits high quality articles of original research assuming any cognitive science approach to understanding the mental representation of bilingual language competence and performance, including cognitive linguistics, emergentism/connectionism, generative theories, psycholinguistic and processing accounts, and covering typical and atypical populations.