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L1–L2 differences in the L2 classroom:: anticipating Anglophone learners’ difficulties with French pronoun interpretation
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Testing the predictions of the Scalpel Model in L3/Ln acquisition: the acquisition of null and overt subjects in L3 Chinese
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Re-assembling objects: a new look at the L2 acquisition of pronominal clitics
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Abstract:
We test the predictions of the Feature Reassembly Hypothesis (FRH) as applied to the L2 acquisition of French pronominal clitics by Anglophone learners, capitalizing on the fact that different semantic and morphosyntactic features are lexically encoded by French and English pronouns. A picture selection task and a self-paced reading task examine how the information encoded in the L2 forms affects off-line and on-line pronoun interpretation. Our findings suggest that the initial L1–L2 mapping was indeed influenced by the L1. Nevertheless, L2 learners successfully reassembled features into L2 bundles, as evidenced by target-like off-line performance. L2 reading time patterns, however, indicate that L1 representations may have a longer-lasting impact: learners’ reactions to the mismatching input followed a different pattern and were slightly delayed as compared to native speakers’. These results are in line with the FRH, which conceptualizes L1 influence as the transfer of atomic linguistic features and their combinations.
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URL: https://eprints.soton.ac.uk/386901/1/BLC%2520SubmissionProofs.pdf
https://eprints.soton.ac.uk/386901/
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Re-assembling objects: a new look at the L2 acquisition of pronominal clitics
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