L1-L2 Convergence in Clausal Packaging in Japanese and English

Autor/inn/en	Brown, Amanda; Gullberg, Marianne
Titel	L1-L2 Convergence in Clausal Packaging in Japanese and English
Quelle	In: Bilingualism: Language and Cognition, 16 (2013) 3, S.477-494 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-7289
DOI	10.1017/S1366728912000491
Schlagwörter	Bilingualism; Second Language Learning; Language Proficiency; Phrase Structure; Japanese; English (Second Language); Motion; Contrastive Linguistics; Transfer of Training; Linguistic Theory + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Phrasenstruktur; Japaner; Japanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Bewegungsablauf; Linguistics; Kontrastive Linguistik; Training; Transfer; Ausbildung; Linguistische Theorie
Abstract	This study investigates L1-L2 convergence among bilinguals at an intermediate (CEFR-B2) level of L2 proficiency, focusing on the clausal packaging of Manner and Path of motion. Previous research has shown cross-linguistic differences between English and Japanese in this domain (Allen et al., 2003; Kita & Ozyurek, 2003, though note Brown & Gullberg, 2012). We compared descriptions of motion from monolingual English and Japanese speakers to L1 and L2 descriptions from Japanese users of English as a second (ESL) and foreign (EFL) language. Results showed no significant difference between the monolinguals, who predominately used single-clause constructions packaging Manner and Path. However, bilinguals, both ESL and EFL speakers, used significantly more multi-clause constructions in both their L1 and L2. Following Pavlenko (2011a), findings are interpreted as evidence for L1-L2 convergence. We discuss potential bi-directional cross-linguistic influences underpinning the L1-L2 convergence and implications for the restructuring of bilingual systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10