The Acquisition of Pronominal Case-Marking by Japanese Learners of English

Autor/inn/en	Suda, Koji; Wakabayashi, Shigenori
Titel	The Acquisition of Pronominal Case-Marking by Japanese Learners of English
Quelle	In: Second Language Research, 23 (2007) 2, S.179-214 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658307076545
Schlagwörter	Form Classes (Languages); Sentence Structure; English (Second Language); Second Language Learning; Grade 7; Grade 8; Linguistic Theory; Japanese; Transfer of Training; Native Speakers; Grammar; Morphemes; Foreign Countries + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; Satzbau; Satzstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Linguistische Theorie; Japaner; Japanisch; Training; Transfer; Ausbildung; Muttersprachler; Grammatik; Morphem; Ausland
Abstract	Eighty-one seventh- and eighth-grade students (age 12-14) learning English in Japanese classrooms were tested on their knowledge of English case-marked pronouns in sentences like "He likes her," "He likes she" and "Him likes her." The aim of the study was to evaluate the predictions of three theories of second language (L2) development against the results obtained. Given the case-marking properties of Japanese, the Full Transfer/Full Access model of Schwartz (1998) and Schwartz and Sprouse (1994; 1996; 2000), the Minimal Trees model of Vainikka and Young-Scholten (1994; 1996a; 1996b; 1998) and the Lexical Learning/Lexical Transfer model of Wakabayashi (1997; 2002) make different predictions about the kinds of patterns of case-marked pronouns that will be found in the second language English of early learners with Japanese first language (L1). It is argued that the results are consistent with the predictions of the Lexical Learning/Lexical Transfer model, but with neither Full Transfer/Full Access nor Minimal Trees. (Contains 8 figures, 6 tables and 20 footnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10