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Feature reassembly of semantic and m...

Shimanskaya, Elena Mikhaylovna.

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Feature reassembly of semantic and morphosyntactic pronominal features in L2 acquisition.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Feature reassembly of semantic and morphosyntactic pronominal features in L2 acquisition./
作者:	Shimanskaya, Elena Mikhaylovna.
面頁冊數:	239 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3726805
ISBN:	9781339116358

Feature reassembly of semantic and morphosyntactic pronominal features in L2 acquisition.
Shimanskaya, Elena Mikhaylovna.

Feature reassembly of semantic and morphosyntactic pronominal features in L2 acquisition. - 239 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2015.

Previous research in Second Language Acquisition (SLA) has shown that some of the systematic errors of second language (L2) learners can be attributed to the influence of the native language (L1). In fact, many hypotheses in generative SLA have focused on the role of L1 transfer ranging the spectrum from No Transfer to Full Transfer. The goal of this dissertation was to investigate L1 transfer by focusing on L1-L2 differences in terms of linguistic features; specifically, how differences in the featural and morpholexical organization of L1 and L2 pronominal paradigms affect SLA.

ISBN: 9781339116358Subjects--Topical Terms:

524476
Linguistics.

Feature reassembly of semantic and morphosyntactic pronominal features in L2 acquisition.
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100 1 $a Shimanskaya, Elena Mikhaylovna. $3 3185620
245 1 0 $a Feature reassembly of semantic and morphosyntactic pronominal features in L2 acquisition.
300 $a 239 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
500 $a Adviser: Roumyana Slabakova.
502 $a Thesis (Ph.D.)--The University of Iowa, 2015.
520 $a Previous research in Second Language Acquisition (SLA) has shown that some of the systematic errors of second language (L2) learners can be attributed to the influence of the native language (L1). In fact, many hypotheses in generative SLA have focused on the role of L1 transfer ranging the spectrum from No Transfer to Full Transfer. The goal of this dissertation was to investigate L1 transfer by focusing on L1-L2 differences in terms of linguistic features; specifically, how differences in the featural and morpholexical organization of L1 and L2 pronominal paradigms affect SLA.
520 $a In this work I operationalize L1 transfer in terms of the Feature Reassembly Hypothesis (FRH; Lardiere, 2009). The hypothesis pioneers conceptualization of L1 transfer as an initial attempt by L2 learners to establish a direct mapping between L1 and L2 forms. The FRH is particularly suitable to the study of L2 development because it predicts that when a one-to-one initial mapping is unsuccessful, L2 learners will gradually reorganize the L1 grammatical system until they attain (possibly complete) convergence. Empirical testing of the hypothesis is critical since determining when and why transfer occurs opens numerous possibilities to predict transfer errors and to develop pedagogical approaches to tackle negative transfer.
520 $a In the current study I focus on the L2 acquisition of four 3rd person singular French object pronouns in the interlanguage of native speakers of English. Difficulties in the acquisition of Romance object pronouns have been amply documented in L2 research. However, most of the previous studies of the topic have focused on L2 acquisition of clitic pronouns and their syntactic properties. The present study takes a novel approach investigating the acquisition of strong as well as clitic pronouns. In my dissertation I test different kinds of knowledge including learners' comprehension of different kinds of pronouns. Going beyond production data, my experimental tasks include a grammaticality judgment task with correction, a picture selection task, and a self-paced reading task. The experimental tasks were administered to a group of native speakers (n=43) and L2 learners of French (n=87). The overall picture that emerges from the current study allows unveiling the initial mapping and subsequent reassembly of the semantic and morphosyntactic features implicated in the acquisition process of the four forms under investigation.
590 $a School code: 0096.
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650 4 $a Modern language. $3 3174390
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710 2 $a The University of Iowa. $b Second Language Acquisition. $3 1673028
773 0 $t Dissertation Abstracts International $g 77-02A(E).
790 $a 0096
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3726805