Second Language Users' Restriction of Linguistic Generalization Errors: The Case of English "Un-" Prefixation Development

Autor/in	Zhang, Xiaopeng
Titel	Second Language Users' Restriction of Linguistic Generalization Errors: The Case of English "Un-" Prefixation Development
Quelle	In: Language Learning, 67 (2017) 3, S.569-598 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12238
Schlagwörter	Generalization; Error Analysis (Language); Linguistic Performance; Language Styles; Language Acquisition; English (Second Language); Verbs; Word Frequency; Semantics; Grammar; Second Language Learning; Hypothesis Testing; Preferences; Foreign Countries; China + Suchen Sie Ihr Suchwort? Error analysis; Language; Fehleranalyse; Sprachstil; Sprachaneignung; Spracherwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Word analysis; Frequency; Wortanalyse; Häufigkeit; Semantik; Grammatik; Zweitsprachenerwerb; Hypothesenprüfung; Hypothesentest; Ausland
Abstract	This study adopted Ambridge's research paradigm to examine the effects of entrenchment, preemption, and verb semantics in second language (L2) acquisition of English "un-" prefixation. Three groups of Chinese learners of English (second- and fourth-year English majors and teachers of English) rated the acceptability of 48 "un-" prefixed verbs and their bare forms. Frequency of bare forms (e.g., "close") was a factor associated with the preference of the fourth-year learners and the teachers to reject ungrammatical "un-" verbs (e.g., "unclose"). However, competing forms (e.g., "open") did not appear to be linked to participants' judgments of the acceptability of ungrammatical "un-" verbs, lending support to the entrenchment rather than the preemption hypothesis. Ratings of the extent to which verbs incorporate the semantics of "un-" verbs emerged as significant predictors for the fourth-year learners' and the teachers' judgements of the acceptability of grammatical "un-" verbs, supporting the semantic verb class hypothesis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01