Unlearning V2: Transfer, markedness, and the importance of input cues in the acquisition of word order in English by Norwegian children
Unlearning V2: Transfer, markedness, and the importance of input cues in the acquisition of word order in English by Norwegian children
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Unlearning V2：转移、标记性以及输入线索在挪威儿童习得英语词序中的重要性
DOI：
10.1075/eurosla.3.07wes
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
Marit Westergaard
中科院分区：
文献类型：
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作者：
Marit Westergaard
本研究旨在探讨英语动词第二语言（V2）的儿童如何习得更基本的SVO语序。数据来自大约100名挪威7至12岁的学龄儿童在他们的收购三个相关的句法结构。调查的重点是母语迁移的程度，与标记性问题有关。结果表明，挪威语语序有相当大的迁移，儿童在学习英语的过程中需要“忘掉”母语习得的V2规则。在一个基于线索的方法来第二语言习得，输入线索，是必要的重组儿童的内化语法被确定，这些线索的频率被认为是负责收购的各种结构的顺序。
This study investigates how child speakers of a verb second (V2) language acquire the supposedly more basic SVO word order of English. Data comes from approximately 100 Norwegian school children aged 7 to 12 in their acquisition of three related syntactic constructions. The focus of the investigation is the extent of language transfer from the L1, related to questions of markedness. It is shown that there is considerable transfer of Norwegian word order, and the children need to ‘unlearn’ the V2 rule acquired for their first language in the process of learning English. In a cue-based approach to second language acquisition, the input cues that are necessary to reorganize the children’s internalized grammar are identified, and the frequency of these cues is argued to be responsible for the order of acquisition of the various constructions.
L2 认知状态和完全转移/完全访问模型
DOI：
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发表时间：
1996
期刊：
影响因子：
--
作者：
B. D. Schwartz;Rex A. Sprouse
通讯作者：
Rex A. Sprouse