Native and Nonnative Interpretation of Pronominal Forms: Evidence from French and Turkish

Autor/inn/en	Schimke, Sarah; Colonna, Saveria
Titel	Native and Nonnative Interpretation of Pronominal Forms: Evidence from French and Turkish
Quelle	In: Studies in Second Language Acquisition, 38 (2016) 1, S.131-162 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263115000303
Schlagwörter	French; Turkish; Second Language Instruction; Second Language Learning; Grammar; Cues; Native Speakers; Questionnaires; Syntax; Form Classes (Languages) + Suchen Sie Ihr Suchwort? Französisch; Türkisch; Fremdsprachenunterricht; Zweitsprachenerwerb; Grammatik; Stichwort; Muttersprachler; Fragebogen; Analytischer Sprachbau
Abstract	This study investigates the influence of grammatical role and discourse-level cues on the interpretation of different pronominal forms in native speakers of French, native speakers of Turkish, and Turkish learners of French. In written questionnaires, we found that native speakers of French were influenced by discourse-level cues when interpreting ambiguous overt subject pronouns in French, whereas native speakers of Turkish were mainly influenced by a syntactic cue--subjecthood--when interpreting null subjects (pro) in Turkish translation equivalents. When interpreting implicit subjects of nonfinite dependent clauses (PRO), native speakers of both French and Turkish were influenced by subjecthood. Finally, Turkish learners of French were influenced by discourse-level cues in the interpretation of overt pronouns as well as PRO and showed no subject preference in either case. These results are in line with approaches to second language (L2) acquisition that stress the role of discourse-level principles in the processing and use of a L2 (Clahsen & Felser, 2006; Klein & Perdue, 1997). (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01