Nativelike Right-Dislocation in Near-Native French

Autor/in	Donaldson, Bryan
Titel	Nativelike Right-Dislocation in Near-Native French
Quelle	In: Second Language Research, 27 (2011) 3, S.361-390 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658310395866
Schlagwörter	Second Language Learning; Syntax; Interlanguage; French; Native Speakers; Pragmatics; Linguistic Theory; Grammar; Computational Linguistics + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Zielsprache; Französisch; Muttersprachler; Pragmalinguistik; Linguistische Theorie; Grammatik; Linguistics; Computerlinguistik
Abstract	Recent research on advanced and near-native second-language (L2) speakers has focused on the acquisition of interface phenomena, for example at the syntax-pragmatics interface. Proponents of the Interface Hypothesis (e.g. Sorace, 2005; Sorace and Filiaci, 2006; Tsimpli and Sorace, 2006; Sorace and Serratrice, 2009) argue that (external) interfaces present difficulties for L2 grammars, resulting in permanent deficits even in near-native grammars. Other research, however, has argued that interfaces are acquirable, albeit with delays (Ivanov, 2009; Rothman, 2009). This study examines right-dislocation (RD) in experimental and production data from near-native French. Right-dislocation marks topic in discourse and thus requires the integration of syntactic and discourse-pragmatic knowledge. Participants were 10 near-native speakers of French who learned French after age 10 and whose grammatical competence was comparable to the near-native speakers of French in Birdsong (1992), and 10 French native speakers. The data come from two experimental tasks and an 8.5-hour corpus of spontaneous informal dyadic conversations. The near-natives demonstrated nativelike judgments, preferences, and use of RD in authentic discourse. Only one near-native displayed evidence of first-language (L1) transfer, which resulted in non-nativelike use of RD. On the whole, the results suggest nativelike acquisition of this area of the syntax-pragmatics interface and fail to provide support for the Interface Hypothesis. (Contains 7 notes and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10