What variables condition syntactic transfer? A look at the L3 initial state
What variables condition syntactic transfer? A look at the L3 initial state
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什么变量影响句法迁移？
DOI：
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发表时间：
2010
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影响因子：
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通讯作者：
Jennifer Cabrelli Amaro
中科院分区：
文献类型：
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作者：
J. Rothman;Jennifer Cabrelli Amaro
本研究探讨了第三语言初始状态下的迁移现象，检验了以下几种可能性：（1）母语迁移假说（2）第二语言（L2）迁移假说，即L2阻碍L1迁移（在最近的文献中通常称为“L2状态因子”;威廉姆斯和Hammarberg，1998），和（3）累积增强模型（Flynn等人，2004年），它提出了从所有以前的语言知识的选择性转移。我们提供的数据，从成功的英语学习者的L2西班牙语在获得L3法语和L3意大利语的初始状态有关的属性的空主题参数（如乔姆斯基，1981年; Rizzi，1982年）。我们比较这些群体相互之间，以及组的英语学习者的L2法语和L2意大利语在初始状态，并得出结论，数据是一致的预测的“L2状态因素”。然而，我们讨论了另一种可能的解释的基础上（心理）类型学动机的转移（借用凯勒曼，1983年），提供了一种方法，为未来的研究在这一领域有意义地梳理除了'L2状态因素'从这个替代帐户。
This study investigates transfer at the third-language (L3) initial state, testing between the following possibilities: (1) the first language (L1) transfer hypothesis (an L1 effect for all adult acquisition), (2) the second language (L2) transfer hypothesis, where the L2 blocks L1 transfer (often referred to in the recent literature as the ‘L2 status factor’; Williams and Hammarberg, 1998), and (3) the Cumulative Enhancement Model (Flynn et al., 2004), which proposes selective transfer from all previous linguistic knowledge. We provide data from successful English-speaking learners of L2 Spanish at the initial state of acquiring L3 French and L3 Italian relating to properties of the Null-Subject Parameter (e.g. Chomsky, 1981; Rizzi, 1982). We compare these groups to each other, as well as to groups of English learners of L2 French and L2 Italian at the initial state, and conclude that the data are consistent with the predictions of the ‘L2 status factor’. However, we discuss an alternative possible interpretation based on (psycho)typologically-motivated transfer (borrowing from Kellerman, 1983), providing a methodology for future research in this domain to meaningfully tease apart the ‘L2 status factor’ from this alternative account.