L2 cognitive states and the Full Transfer/Full Access model
L2 cognitive states and the Full Transfer/Full Access model
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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：
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通讯作者：
Rex A. Sprouse
中科院分区：
文献类型：
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作者：
B. D. Schwartz;Rex A. Sprouse
本文是对完全转移/完全访问（FT/FA）模式的辩护。FT/FA假设L2获取的初始状态是L1获取的最终状态（完全传输），并且未能为输入数据分配表示将迫使随后的重构，从UG（完全访问）的选项中提取。我们通过回顾我们对Schwartz和Sprouse（1994）的土耳其-德国中介语发展数据的分析来说明FT/FA模型，然后转向其他类似的在FT/FA下得到直接解释的数据。我们还考虑了另外两个相互竞争的假设，它们都接受完全获取，但不接受完全转移：Vainikka和Young-Scholten（1994; 1996）的最小树假设（功能类别没有转移）和Eubank（1993/94）的弱转移假设（与功能类别相关的值没有转移）。我们提供了一个（非常稳健的）二语习得数据的例子，突出了最小树假设在二语初始状态之后的中介语阶段方面的不足。至于弱迁移，我们表明驱动整个方法的形态句法经验基础是有缺陷的；因此，弱转移假说仍然没有动机。最后，我们考虑与转移有关的几个概念问题。这些都认为FT/FA模型提供了二语初始认知状态的最连贯的图景。总之，FT/FA体现了理解比较中介语发展的最合适的方案。
This article is a defence of the Full Transfer/Full Access (FT/FA) model. FT/FA hypothesizes that the initial state of L2 acquisition is the final state of L1 acquisition (Full Transfer) and that failure to assign a representation to input data will force subsequent restructurings, drawing from options of UG (Full Access). We illustrate the FT/FA model by reviewing our analysis of the developmental Turkish-German Interlanguage data of Schwartz and Sprouse (1994) and then turn to other data that similarly receive straightforward accounts under FT/FA. We also consider two other competing hypotheses, both of which accept Full Access but not Full Transfer: the Minimal Trees hypothesis (no transfer of functional categories) of Vainikka and Young-Scholten (1994; 1996) and the Weak Transfer hypothesis (no transfer of the values associated with functional categories) of Eubank (1993/94). We provide an example of (extremely robust) L2 acquisition data that highlight the inadequacy of the Minimal Trees hypothesis in regard to stages of Interlanguage subsequent to the L2 initial state. As for Weak Transfer, we show that the morphosyntactic empirical foundations which drive the entire approach are flawed; hence the Weak Transfer hypothesis remains without motivation. Finally, we consider several conceptual issues relating to transfer. These all argue that the FT/FA model provides the most coherent picture of the L2 initial cognitive state. In short, FT/FA embodies the most suitable programme for understanding comparative Interlanguage development.