Transfer Effects in Learning a Second Language Grammatical Gender System

Autor/inn/en	Sabourin, Laura; Stowe, Laurie A.; de Haan, Ger J.
Titel	Transfer Effects in Learning a Second Language Grammatical Gender System
Quelle	In: Second Language Research, 22 (2006) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1191/0267658306sr259oa
Schlagwörter	Second Language Learning; Semantics; Familiarity; Romance Languages; Nouns; Native Speakers; German; Grammar; Indo European Languages; Transfer of Training; Task Analysis + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Semantik; Romanische Sprache; Muttersprachler; Deutscher; Grammatik; Indoeuropäisch; Training; Transfer; Ausbildung; Aufgabenanalyse
Abstract	In this article second language (L2) knowledge of Dutch grammatical gender is investigated. Adult speakers of German, English and a Romance language (French, Italian or Spanish) were investigated to explore the role of transfer in learning the Dutch grammatical gender system. In the first language (L1) systems, German is the most similar to Dutch coming from a historically similar system. The Romance languages have grammatical gender; however, the system is not congruent to the Dutch system. English does not have grammatical gender (although semantic gender is marked in the pronoun system). Experiment 1, a simple gender assignment task, showed that all L2 participants tested could assign the correct gender to Dutch nouns (all L2 groups performing on average above 80%), although having gender in the L1 did correlate with higher accuracy, particularly when the gender systems were very similar. Effects of noun familiarity and a default gender strategy were found for all participants. In Experiment 2 agreement between the noun and the relative pronoun was investigated. In this task a distinct performance hierarchy was found with the German group performing the best (though significantly worse than native speakers), the Romance group performing well above chance (though not as well as the German group), and the English group performing at chance. These results show that L2 acquisition of grammatical gender is affected more by the morphological similarity of gender marking in the L1 and L2 than by the presence of abstract syntactic gender features in the L1. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10