Meaning and Function of Dummy Auxiliaries in Adult Acquisition of Dutch as an Additional Language

Autor/inn/en	Julien, Manuela; van Hout, Roeland; van de Craats, Ineke
Titel	Meaning and Function of Dummy Auxiliaries in Adult Acquisition of Dutch as an Additional Language
Quelle	In: Second Language Research, 32 (2016) 1, S.49-73 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658315595677
Schlagwörter	Adult Learning; Second Language Learning; Indo European Languages; Language Proficiency; Language Research; Semantics; Morphology (Languages); Oral Language; Verbs; Language Processing; Guidelines; Sentence Structure; Turkish; Semitic Languages; Afro Asiatic Languages; Native Language; Grammar; Task Analysis; Contrastive Linguistics; Language Tests; Error Analysis (Language); Reliability; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Zweitsprachenerwerb; Indoeuropäisch; Language skill; Language skills; Sprachkompetenz; Sprachforschung; Semantik; Morphology; Morphologie; Oral interpretation; Mündlicher Sprachgebrauch; Sprachverarbeitung; Richtlinien; Satzbau; Satzstruktur; Türkisch; Arabisch; Hebräisch; Grammatik; Aufgabenanalyse; Linguistics; Kontrastive Linguistik; Language test; Sprachtest; Error analysis; Language; Fehleranalyse; Reliabilität; Ausland; Niederlande
Abstract	This article presents the results of experimental data on language production and comprehension. These show that adult learners of Dutch as an additional language, with different language backgrounds, and a L2 proficiency below level A2 (Waystage) of the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001), use dummy auxiliaries as a structural device and interpret them as semantically vacuous. Proficiency level in the target language, more than language background, seems to determine the occurrence of dummy auxiliaries, and also which dummy auxiliary is used. Participants at a lower level of language acquisition use both dummy auxiliaries "zijn" ("be") and "gaan" ("go"), whereas more advanced learners continue using predominantly dummy auxiliary "gaan." These findings suggest that both dummy auxiliaries have a trigger function in setting the step from nonfinite utterances, to utterances with dummy auxiliaries carrying morphological information, and finally to utterances in which the morphological information is carried by the finite verb. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01