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Crosslinguistic influence in L3 acquisition across linguistic modules
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7 |
Grammatical meaning and the second language classroom : introduction
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8 |
L3 sentence processing: Language-specific or phenomenon-sensitive?
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9 |
What attrites when and why: Implications of the Bottleneck Hypothesis
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10 |
Terminology choice in generative acquisition research: the case of “incomplete acquisition” in heritage language grammars
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12 |
Grammatical meaning and the second language classroom: introduction
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15 |
L1–L2 differences in the L2 classroom:: anticipating Anglophone learners’ difficulties with French pronoun interpretation
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16 |
Choice of words matters, but so does scientific accuracy: Reply to peer commentaries
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17 |
The Bottleneck Hypothesis in L2 acquisition: L1 Norwegian learners’ knowledge of syntax and morphology in L2 English
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18 |
The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax-discourse property in L2 Spanish
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19 |
Multisite replication in second language acquisition research : Attention to form during listening and reading comprehension
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20 |
Inflectional morphology
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Abstract:
Adult L2 learners often exhibit variability in their use of inflectional morphology, even at very high levels of proficiency and across the verbal and nominal domains. In this chapter, we define morphological variability and show that morphology errors are systematic because linguistically constrained. Suppliance of inflectional morphemes in obligatory contexts under-represents learner knowledge of functional categories, and in particular, their semantic and syntactic effects. Nevertheless some properties exhibit considerably more variability than others. Morphological defaults, markedness effects and feature interpretability have been advanced as linguistically-based explanations of morphological variability. A dissociation of underlying morphosyntactic knowledge (competence) and slower, more labored processing, including lexical access difficulty, are proposed to explain differences between native speakers’ and advanced learners’ performance.
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URL: https://eprints.soton.ac.uk/418911/ https://eprints.soton.ac.uk/418911/1/Chap_20_Slabakova_revised_copy.docx
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