Learning Datives: The Tolerance Principle in Monolingual and Bilingual Acquisition

Autor/inn/en	Yang, Charles; Montrul, Silvina
Titel	Learning Datives: The Tolerance Principle in Monolingual and Bilingual Acquisition
Quelle	In: Second Language Research, 33 (2017) 1, S.119-144 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658316673686
Schlagwörter	Second Language Learning; Language Acquisition; Databases; Linguistic Input; Language Research; Generative Grammar; Sentence Structure; Linguistic Theory; Models; Children; Speech Communication; Language Skill Attrition; Native Language; Verbs; Learning Processes; Generalization; English (Second Language) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Datenbank; Sprachbildung; Sprachforschung; Generative Grammatik; Satzbau; Satzstruktur; Linguistische Theorie; Analogiemodell; Child; Kind; Kinder; Sprachverfall; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	We study the learnability problem concerning the dative alternations in English (Baker, 1979; Pinker, 1989). We consider how first language learners productively apply the double-object and to-dative constructions ("give the book to library"/"give the library the book"), while excluding negative exceptions ("donate the book to the library"/"*donate the library the book"). Our solution for first language acquisition is based on The Tolerance Principle, a formal model that detects productivity from the distributional properties of the input data (Yang, 2005, 2016). This principle predicts an acquisition stage where the constructions are productive, followed by a stage where learners retreat from overgeneralization and form more finely grained rules. This work calls for a formally rigorous model of acquisition, which can incorporate input effects and retain the benefits of an abstract generative grammar without resorting to piecemeal learning. We provide an analysis of child-directed speech in the CHILDES database to support the learning proposal for first language acquisition, while considering its potential applicability to second language (L2) acquisition and first language (L1) attrition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01