Source(s) of syntactic cross-linguistic influence (CLI): The case of L3 acquisition of English possessives by Mazandarani-Persian bilinguals
Source(s) of syntactic cross-linguistic influence (CLI): The case of L3 acquisition of English possessives by Mazandarani-Persian bilinguals
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DOI：
10.1177/0267658315618009
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发表时间：
2016-03-01
影响因子：
2.4
通讯作者：
Fazilatfar, Ali Mohammad
中科院分区：
文献类型：
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作者：
Fallah, Nader;Jabbari, Ali Akbar;Fazilatfar, Ali Mohammad
本研究探讨了先前获得的语言系统，马赞达拉尼语和波斯语，在第三语言（L3）英语习得的初始阶段的作用。本研究以31名13-14岁的学生为被试，分别在语法判断任务、成分重排任务和诱发性口语模仿任务中考察了定语所有格的位置。参与者分为三组：前两组以马赞达拉尼语为第一语言（L1），波斯语为第二语言（L2），但在交流语言（马赞达拉尼语和波斯语）方面彼此不同。第三类语言以波斯语为L1，马赞达拉尼语为L2，波斯语为交流语言。英语和马赞达拉尼语在目标结构中的模式相似。也就是说，所有格在名词之前，所有格形容词在名词之前。在波斯语中，所有格出现在名词之后。这项研究的结果表明，没有一个测试的建议（例如L1因素，Hermas，2010，2014 a，2014 b; L2状态因素，Bardel和Falk，2007; Falk和Bardel，2011;累积增强模型（CEM），Flynn等人，2004;类型学邻近模型（TPM），Rothman，2010，2011，2013，2015）可以解释所获得的结果。本研究支持了在第三语言习得的初始阶段，句法迁移起源于交际语言，而与习得顺序无关。
This study investigates the role of previously acquired linguistic systems, Mazandarani and Persian, in the acquisition of third language (L3) English at the initial stages. The data have been obtained from 31 students (age 13-14 years), testing the placement of attributive possessives in a grammaticality judgment task, an element rearrangement task and an elicited oral imitation task. The participants consist of three groups: The first two groups have Mazandarani as the first language (L1) and Persian as the second language (L2), but differ from each other with respect to the language of communication, Mazandarani and Persian, respectively. The third group has Persian as the L1 and Mazandarani as the L2, with Persian as the language of communication. English and Mazandarani pattern similarly in the target structures. That is to say, possessors precede possessed nouns and possessive adjectives come before nouns. In contrast, in Persian, possessives occur post-nominally. The results of this study reveal that none of the proposals tested (e.g. the L1 Factor, Hermas, 2010, 2014a, 2014b; the L2 Status Factor, Bardel and Falk, 2007; Falk and Bardel, 2011; the Cumulative Enhancement Model (CEM), Flynn et al., 2004; the Typological Proximity Model (TPM), Rothman, 2010, 2011, 2013, 2015) could account for the results obtained. This study provides support that at the initial stages of L3 acquisition, syntactic transfer originates from the language of communication, irrespective of order of acquisition.