Unconventional Expressions: Productive Syntax in the L2 Acquisition of Formulaic Language

Autor/inn/en	Bardovi-Harlig, Kathleen; Stringer, David
Titel	Unconventional Expressions: Productive Syntax in the L2 Acquisition of Formulaic Language
Quelle	In: Second Language Research, 33 (2017) 1, S.61-90 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658316641725
Schlagwörter	English (Second Language); Second Language Learning; Simulation; Task Analysis; Morphology (Languages); Native Speakers; Syntax; Language Usage; Grammar; Phrase Structure; Oral Language; Statistical Analysis; Imitation; Language Research; Psycholinguistics; Language Processing; Case Studies; Interlanguage; Intensive Language Courses; Second Language Instruction + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Simulation program; Simulationsprogramm; Aufgabenanalyse; Morphology; Morphologie; Muttersprachler; Sprachgebrauch; Grammatik; Phrasenstruktur; Oral interpretation; Mündlicher Sprachgebrauch; Statistische Analyse; Sprachforschung; Psycholinguistik; Sprachverarbeitung; Case study; Fallstudie; Case Study; Zielsprache; Intensivkurs; Sprachkurs; Fremdsprachenunterricht
Abstract	This article presents a generative analysis of the acquisition of formulaic language as an alternative to current usage-based proposals. One influential view of the role of formulaic expressions in second language (L2) development is that they are a bootstrapping mechanism into the L2 grammar; an initial repertoire of constructions allows for statistical induction of abstract grammatical categories, such that formulaic language is the data source from which syntactic rules are derived. This study brings evidence to bear on this debate from three studies of the acquisition of conventional expressions by L2 learners of English. A total of 271 learners and 58 native speakers completed either an oral conversation-simulation task or an aural-written elicited imitation task. The data show that while learners exhibit knowledge of both contextualized use and the lexical core of conventional expressions, production data reflect the morphosyntactic knowledge of learners at particular stages of development. Formulaic language does not drive the acquisition of syntax; rather, the acquisition of syntax as an independent process drives changes in the production of conventional expressions. Their gradual transformations allow for insights not only into the acquisition of syntax, but also into the nature of multi-word expressions in the mental lexicon. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01