L2 Transfer of L1 Island-Insensitivity: The Case of Norwegian

Autor/inn/en	Kush, Dave; Dahl, Anne
Titel	L2 Transfer of L1 Island-Insensitivity: The Case of Norwegian
Quelle	In: Second Language Research, 38 (2022) 2, S.315-346 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kush, Dave)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658320956704
Schlagwörter	Norwegian; Native Language; Second Language Learning; Transfer of Training; English (Second Language); Second Language Instruction; Decision Making; Phrase Structure; Language Tests; Comparative Analysis; Sentence Structure; Intuition; Individual Differences; Language Research + Suchen Sie Ihr Suchwort? Norwegisch; Zweitsprachenerwerb; Training; Transfer; Ausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Decision-making; Entscheidungsfindung; Phrasenstruktur; Language test; Sprachtest; Satzbau; Satzstruktur; Individueller Unterschied; Sprachforschung
Abstract	Norwegian allows filler-gap dependencies into embedded questions, which are islands for filler-gap dependency formation in English. We ask whether there is evidence that Norwegian learners of English transfer the functional structure that permits island violations from their first language (L1) to their second language (L2). In two acceptability judgment studies, we find that Norwegians are more likely to accept 'island-violating' filler-gap dependencies in L2 English if the corresponding filler-gap dependency is acceptable in Norwegian: Norwegian learners variably accept English sentences with dependencies into embedded questions, but not into subject phrases. These results are consistent with models that permit transfer of abstract functional structure. Norwegians are still less likely to accept filler-gap dependencies into English embedded questions than Norwegian embedded questions. We interpret the latter finding as evidence that, despite transfer, Norwegian speakers may partially restructure their L2 English analysis. We discuss how indirect positive evidence may play a role in helping learners restructure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01