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The acquisition and use of verb-seco...

McKay, Linnea Pauline Wahlstrom.

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The acquisition and use of verb-second structures by second-language learners of German.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The acquisition and use of verb-second structures by second-language learners of German./
作者:	McKay, Linnea Pauline Wahlstrom.
面頁冊數:	179 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2403.
Contained By:	Dissertation Abstracts International62-07A.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3018598
ISBN:	9780493299952

The acquisition and use of verb-second structures by second-language learners of German.
McKay, Linnea Pauline Wahlstrom.

The acquisition and use of verb-second structures by second-language learners of German. - 179 p.

Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2403.

Thesis (Ph.D.)--The University of Iowa, 2001.

Studies investigating the acquisition of German syntax by second-language learners of German disagree on the accuracy of the ZISA order (or Multidimensional Model) of syntactic acquisition. The primary disagreement centers on the stage of subject-verb inversion and the accompanying acquisition of verb-second structures. Early studies by Clahsen, Meisel, and Pienemann and by Rod Ellis support the order of acquisition, while later studies by Dykstra-Pruim, Knebler, Wahlstrom, and Tschirner, with instructed language learners, show a superiority in learner use of interrogative verb-second structures over declarative verb-second structures. The present study investigates statistical differences between the two verb-second contexts and seeks an explanation for them.

ISBN: 9780493299952Subjects--Topical Terms:

1018079
Language, Linguistics.

The acquisition and use of verb-second structures by second-language learners of German.
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100 1 $a McKay, Linnea Pauline Wahlstrom. $3 1294394
245 1 4 $a The acquisition and use of verb-second structures by second-language learners of German.
300 $a 179 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2403.
500 $a Supervisor: Sarah M. B. Fagan.
502 $a Thesis (Ph.D.)--The University of Iowa, 2001.
520 $a Studies investigating the acquisition of German syntax by second-language learners of German disagree on the accuracy of the ZISA order (or Multidimensional Model) of syntactic acquisition. The primary disagreement centers on the stage of subject-verb inversion and the accompanying acquisition of verb-second structures. Early studies by Clahsen, Meisel, and Pienemann and by Rod Ellis support the order of acquisition, while later studies by Dykstra-Pruim, Knebler, Wahlstrom, and Tschirner, with instructed language learners, show a superiority in learner use of interrogative verb-second structures over declarative verb-second structures. The present study investigates statistical differences between the two verb-second contexts and seeks an explanation for them.
520 $a The speech production of 79 L2 learners of German at a major American university was analyzed. The speech data was recorded using the German Speaking Test, transcribed for analysis, and coded for linguistic features such as clause type, accuracy of verb-placement, and subject-verb agreement.
520 $a The results of the present study show statistically significant differences between the types of verb-second contexts. Wh-word questions are produced with an accuracy rate significantly above that of declaratives, even though both linguistic contexts have XVS word order. These results hold for the whole subject population and for its subpopulations of third semester and fourth semester students. Fourth semester students show improvement over third semester students in accurate placement of the finite verb in declarative contexts.
520 $a Contrary to the ZISA model's prediction, acquisition of subject-verb inversion is not sufficient to explain the learners' production of XVS clauses. Several factors affect verb placement, including formulaic language, the transfer of English, and verb-first use of inversion. In particular, learning the constraints on clausal first constituents is a primary factor in student achievement of accurate verb-second clauses. The implications for the ZISA model and for theory-building in second-language acquisition are twofold: inversion and verb-second placement need to be accounted for separately; and the fixedness of the model should be reexamined.
590 $a School code: 0096.
650 4 $a Language, Linguistics. $3 1018079
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710 2 0 $a The University of Iowa. $3 1017439
773 0 $t Dissertation Abstracts International $g 62-07A.
790 $a 0096
790 1 0 $a Fagan, Sarah M. B., $e advisor
791 $a Ph.D.
792 $a 2001
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