The early stages in adult L2 syntax: additional evidence from Romance speakers
The early stages in adult L2 syntax: additional evidence from Romance speakers
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成人 L2 语法的早期阶段：来自罗曼语使用者的额外证据
DOI：
10.1177/026765839601200202
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发表时间：
1996
影响因子：
2.4
通讯作者：
M. Young
中科院分区：
文献类型：
--
作者：
A. Vainikka;M. Young
Vainikka和Young-Scholten(1994)基于母语习得的弱连续性解释，对成年韩语和土耳其语学习者的德语习得进行了分析。他们认为，二语习得最初涉及一个赤裸裸的VP，其(最终)头脑是从学习者的L1迁移而来的，功能投射完全基于X‘理论与输入的相互作用而演变。在本文中，我们将这一描述扩展到说意大利语和西班牙语的人学习德语的数据。我们的分析表明，这些学习者最初假设的是一个(初始)中心语是从他们的母语中迁移过来的空VP，但当他们仍处于空VP阶段时，他们采用了德语的中心语VP。在这个赤裸裸的VP阶段，与VP不相容的形态成分不被证明(例如，助动词、标记为同意的动词和强制性主语)。在习得的下一阶段，与Vainikka和Young-Scholten对韩语和土耳其语使用者观察到的相同，意大利语和西班牙语使用者假设了头部初始功能投射。这一预测进一步类似于儿童习得德语(Clahsen，1991)中观察到的第一个功能投射，包括可选的动词提升和通常出现在Infl(助动词、情态动词)和Spec(IP)(强制性主语)中的成分的出现。我们得出结论，儿童第一语言学习者和成人第二语言学习者建立句法结构的方式大致相同，并认为弱连续性方法解释了句法习得的所有情况。
Vainikka and Young-Scholten (1994) propose an analysis of the acquisition of German by adult Korean and Turkish speakers based on the Weak Continuity account of L1 acquisition. They claim that L2 acquisition initially involves a bare VP whose (final) headedness is transferred from the learner's L1, with functional projections evolving entirely on the basis of the interaction of X'- Theory with the input. In this article, we extend this account to data from Italian and Spanish speakers learning German. Our analysis reveals that these learners initially posit a bare VP whose (initial) headedness is transferred from their native languages but, while still at the bare VP stage, they adopt the head-final VP of German. At this bare VP stage the morphological elements incompatible with the VP are not attested (e.g., auxiliary verbs, verbs marked for agreement and obligatory subjects). At the next stage of acquisition, simi lar to what Vainikka and Young-Scholten observed for the Korean and Turkish speakers, the Italian and Spanish speakers posit a head-initial func tional projection. This projection further resembles the first functional projec tion observed in the acquisition of German by children (Clahsen, 1991) and involves optional verb-raising and the emergence of elements which typically appear in INFL (auxiliaries, modals) and in Spec (IP) (obligatory subjects). We conclude that child L1 learners and adult L2 learners build up syntactic structure in much the same manner and propose that the Weak Continuity approach accounts for all instances of syntactic acquisition.