DOCSLIB.ORG

Oct 2 3 1987 Libraries

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Oct 2 3 1987 Libraries GRAMMATICALIZING ASPECT AND AFFECTEDNESS by Carol Lee Tenny B.A., Oberlin College (1977) Submitted to the Department of Linguistics and Philosophy in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY at the MASSACHUSETTS INSTIT!'TE OF TECHNOLOGY August 1987 Q Carol Lee Tenny !987 The author hereby grants to MIT permission to reproduce and to distribute copies of this thesis document in whole or in part. Signature of Author- Department offinguistics and Philosophy August 1987 Certified by_ Kenneth Hale Thesis Supervisor Accepted by Morris Halle M4 A SSFUTrsNs)airman, Departmental Committee OCT 2 3 1987 LIBRARIES rCalvd IMLh ,- 77 Massachusetts Avenue Cambridge, MA 02139 MITLibraries http://Iibraries.mit.edu/ask DISCLAIMER NOTICE Due to the condition of the original material, there are unavoidable flaws in this reproduction. We have made every effort possible to provide you with the best copy available. Thank you. Some pages in the original document contain text that runs off the edge of the page. Missing Page Number 149 Grammaticalizing Aspect and Affectedness by Carol Lee Tenny Submitted to the Department of Linguistics and Philosophy on August 24, 1987 in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in Linguistics ABSTRACT This thesis is an investigation of the interaction of aspect and syntax. More particularly, the syntactic repercussions of the aspectual property of delimitedness are examined. Delimitedness -- the temporal boundedess of an event -- is shown to have an effect on a wide range of syntactic phenomena, including resultative secondary predicates, verb-particle constructions, and certain case phenomena. Affectedness is also shown to depend on delimitedness. The interaction between affectedness and syntax is proposed to take place in the Case module of the grammar. An analysis of the property of affectedness in aspectual terms leads to a theory in which the direct argument of a verb 'measures out' the event described by the verb over time, as if on a scale. Affected arguments are direct arguments that delimit the event on that scale. Non-affected direct arguments also 'measure out' the event, though they do not delimit it. This aspectual property of direct arguments is the first of a set of aspectual principles of argument structure. Three additional principles are proposed: An event may be delimited only by its internal arguments -- arguments within the verb phrase at deep structure. Indirect arguments may delimit the event parasitically through the direct argument, while external arguments may not delimit the event at all. Secondly, there may be only one 'delimiting' to a verb phrase. And finally, secondary objects are always delimiting elements. Two specifically syntactic issues are addressed. First, it is proposed that aspect is a syntactic category, and several possible instantiations of aspect in phrase structure are discussed. Secondly, the aspectual principles of argument structure are applied to verb-particle constructions, resultative secondary predicates, and double object constructions; and these principles are shown to shed some light on the syntactic behavior and structure of these constructions. The usefulness of aspect as a tool for syntactic investigations is demonstrated. -2- The' aspectual principles.of argument structure place constraints on the kind of event participants that can be internal arguments. In this way these principles provide a principled mapping between the 'meaning' of verbs and their syntactic representations. The Aspectual Interface Hypothesis is proposed, which maintains that the two systems 'communicate' only through a common aspectual vocabulary. Under this view only the aspectual information in thematic roles is visible to the syntax, and thematic hierarchies are not necessary in the mapping between 'meaning' and syntax. The Aspectual Interface Hypothesis is consonant with a highly autonomous syntax. Thesis Advisor: Dr. Kenneth Hale Title: Ferrari P. Ward Professor in Linguistics -3- Acknowledgements I wish to thank my committee: my thesis advisor Ken Hale, whose deep appreciation and feel for language was a source of guidance and inspiration; Noam Chomsky, who by challenging me at every turn forced me to struggle for clarity and precision; and Richard Larson, who kept me focused and disciplined, with my feet on the ground. I would like to thank three others who also made special contributions: Sylvain Bromberger, who guided me through the pitfalls of linguistic philosophy (any mistakes in that department are my own); Beth Levin, who read numerous drafts with great care; and Morris Halle, who followed this work with interest, and whose lectures to me about Linguistics always turned out to be lectures on Life. I also received valuable comments and criticisms from: Steven Abney, Jim Higginbotham, John Lumsden, Betsy Ritter, Barry Schein and Peggy Speas. I am grateful to the MIT Lexicon Project and the Nippon Electric Company (and to Jay Keyser -- the mover and shaker) for support and funding of a project on Japanese verbs, in which I participated in the summer of 1985. I am also grateful to the MIT Japan Science and Technology Program and the Athena Language Project for a grant which I was awarded in 1985 to develop a set of parsing rules for Japanese. The members of the MIT linguistics community, full-timers and passers-through, who have contributed in one way or another to my education and experience here are almost too numerous to mention. Here are a few I must thank, with apologies to those whose names slipped through: Steven Abney, Mark Baker, Andy Bares, Maggie Browning, Maggie Carracino, Hyon Sook Choe, Jennifer Cole, Viviene Duprez, David Feldman, Naoki Fukui, Alicia Gorecka, Carol Goslant, Isabelle Haik, Jim Harris, Jim Higginbotham, Ewa Higgins, Alana Johns, Kyle Johnson, Myung Yoon Kang, Kate Kearns, Mary Laughren, Beth Levin, Juliette Levin, John Lumsden, Dinette Massam, Kiyoko Masunaga, Jim McCloskey, Janis Melvold, Shigeru Miyagawa, Shin Oshima, Nancy Peters, Tova Rapoport, Betsy Ritter, Luigi Rizzi, Marc Ryser, Doug Saddy, Mamoru Saito, Barry Schein, Ur Schlonsky, Gabriel Segal, Concepta Siembab, Brian Sietsema, Michelle Sigler, Kelly Sloan, Peggy Speas, Richard Sproat, Donca Steriade, Lisa Travis, Loren Trigo, Robert Van Valin. I also wish to thank the Department of Linguistics for taking me on when, in my late twenties, with a confused history of work and study' behind me, I proposed to do graduate work in a field I had never studied. In spite of all frustrations, I have been grateful for the opportunity to study what fascinates me. -4- For moral support during the writing of this thesis I owe a special thanks to Steve and Nina Abney, Keith Bupp, Jennifer Cole, Kim Jonas, John Lumsden, Kiyoko Masunaga, Jim Page, Ann Renner, Betsy Ritter and her mother, Mrs. Kkthe Ritter, Kelly Sloan; Ruth and Fred Hall, and my parents, brother and sister. Finally, a thanks to the dinosaurs in the Royal Ontario Museum, who gave me my best idea. This thesis is dedicated to my parents, Francis Briggs Tenny and Nancy Naramore Tenny, who taught me curiosity, and to do things for the right reasons. "Anybody knows that if you believe what we tell you here it's your own fault." -- Morris Halle -6- Table of Contents Chapter 1. Introduction 9 1.1 Introduction 9 1.2 Aspect 12 1.3 Delimitedness 17 Appendix: Overview of literature on aspectual verb classes 28 Chapter 2. The Grammatical Reality of Affectedness and 4elimitedness 36 2.1 English verb-particle combinations 36 2.2 English resultative secondary predicates 42 2.3 Finnish accusative and partitive case. 47 2.4 Morphological aspect 51 2.5 Affectedness 58 2.5.1 English middles and noun phrase passivization 59 2.5.2 Japanese numeral quantifiers 63 2.5.3 Total affectedness 66 2.5.4 Affectedness and transitivity 69 Chapter 3. An Aspectual Theory of Affectedness 75 3.1 Affectedness as an aspectual property 75 3.1.1 Verbs of consumption and creation 76 3.1.2 Verbs of change of physical state 87 3.1.3 Verbs of abstract change of state 99 3.1.4 Achievement verbs 100 3.1.5 Verbs of motion 102 3.1.6 Affectedness as an aspec+4al property 105 3.2 Lexical entries for affectedness verbs 107 3.3 Affectedness and the compositionality of delimitedness 112 3.3.1 Translation of spatial delimitedness into temporal delimitedness 112 3.3.2 Parallels between the count/mass and delimited/non-delimited distinctions 120 3.3.3 Some semantic approaches to the compositionality of delimitedness: Verkuyl, Hinrichs, Dowty 125 3.4 Total affectedness 137 3.5 Delimitedness and case 142 Chapter 4. Aspectual Principles of Argument Structure 147 4.1 Introduction 147 4.2 Direct arguments 149 4.2.1 Verbs of imparting motion 151 4.2.2 Unergatives, reflexives and cognate objects 153 4.2.3 Verbs describing events with no change in the internal argument 155 4.2.4 Conative and antipassive alternations 158 4.3 External arguments 162 -7- 4.3.1 External arguments and thematic roles 162 4.3.2 External arguments and the translation of spatial delimitedness into temporal delimitedness 174 4.3.3 Summary 179 4.4 Oblique arguments 179 4.4.1 Delimiting oblique arguments 180 4.4.2 A delimiting requirement on secondary arguments 185 4.5 Summary 189 Chapter 5. Syntax of a Theory of Aspect 191 5.1 Introduction 191 5.2 Aspect and phrase structure 193 5.2.1 Semantic independence of tense/modality and aspect 194 5.2.2 Syntactic independence of tense/modality and aspect 202 5.2.3 Against a purely featural approach to aspect
Load more

Recommended publications
  • Research Statementfinal
    Research Statement My research contributions lie in the areas of bilingualism and language contact, with a focus on (i) cross-linguistic influence and (ii) code-switching (CS) in Spanish. In both research areas I address aspects of the formal generative tradition while applying data-driven approaches to my analyses, specifically those used in the variationist literature. My particular contribution within this field is the comparison of linguistic situations that involve two different language pairings: Spanish-English bilingualism in the U.S. and Spanish-Catalan bilingualism in Minorca, Spain. Both are linguistic situations of prolonged, extended, and intense contact, while only in Minorca both languages enjoy official status. Crucially, Spanish and Catalan share more linguistic characteristics than English and Spanish, a contrast which allows me to discriminate between possible sources of differences between monolingual and bilingual Spanish. The contrast between Spanish in contact with English and in contact with Catalan has been particularly productive in my research on subject expression. Subjects can be lexical (Nimbus es inteligente ‘Nimbus is intelligent’), pronominal (Él es inteligente ‘He is intelligent’) or null (∅ Es inteligente ‘*∅ is intelligent’) in Spanish and Catalan and only overt in English. These differences make subject expression an ideal phenomenon to test hypotheses about the possible sources of cross-linguistic influence. For instance, some authors have proposed that in language contact situations differences between monolingual and bilingual speech can be traced back to the contact language (Cross- linguistic influence hypothesis). The Simplification hypothesis, on the other hand, states that bilingual speakers may optimize their resources by resorting to less cognitively costly forms, in this case overt subjects.
    [Show full text]
  • Thinking the Interface Hypothesis and Its Implications for Language Teaching
    Teixeira, J. (2016). (Re)thinking the Interface Hypothesis and its implications for language teaching. In T. Harrison, U. Lanvers & M. Edwardes (eds.), Breaking theory: New directions in Applied Linguistics. Proceedings of the 48th Annual Meeting of the British Association for Applied Linguistics (pp.93-109). London: Scitsiugnil Press. (Re)thinking the Interface Hypothesis and its Implications for Language Teaching Joana Teixeira CLUNL, Faculdade de Ciências Sociais e Humanas, Universidade NOVA de Lisboa [email protected] Introduction1 The interface between syntax and other domains has recently become a key area of interest in Generative Second Language Acquisition (GenSLA). Much of the research on linguistic interfaces has been influenced by the Interface Hypothesis (IH), which was proposed by Sorace & Filiaci (2006) in an attempt to explain the non-target-like behaviour found at very advanced stages of second language (L2) acquisition. Originally, the IH claimed that narrow syntactic properties are acquirable, whereas properties at the interface between syntax and other domains may not be fully acquirable (cf. Sorace & Filiaci, 2006). In its most recent version, the IH specifies that properties at grammar-external interfaces (i.e. interfaces which connect the grammar to external domains) are more likely to be a source of problems in end-state grammars than properties involving grammar-internal interfaces (i.e. interfaces which link different modules within the grammar) (cf. Sorace & Serratrice, 2009; Tsimpli & Sorace, 2006; Sorace, 2011). The IH is, therefore, an account of non-target patterns at the level of ultimate attainment. While some studies have supported the IH’s predictions (e.g. Belletti & Leonini, 2004; Belletti, Bennati & Sorace, 2007; Bohnacker & Rosén, 2007; Lozano, 2006; Madeira, Xavier & Crispim, 2009; Sorace & Filiaci, 2006; Wilson, 2009; among others), others have produced results which disconfirm them (e.g.
    [Show full text]
  • Testing the Interface Hypothesis: L2 Acquisition of English Subjects and Articles by Turkish Learners
    TESTING THE INTERFACE HYPOTHESIS: L2 ACQUISITION OF ENGLISH SUBJECTS AND ARTICLES BY TURKISH LEARNERS A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY ECEM GEYDİR IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN THE DEPARTMENT OF ENGLISH LANGUAGE TEACHING JULY 2020 Approval of the Graduate School of Social Sciences __________________________ Prof. Dr. Yaşar Kondakçı Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Arts. __________________________ Prof. Dr. Çiğdem Sağın Şimşek Head of Department This is to certify that I have read this thesis and that in my opinion it is fully adequate, in scope and quality, as a thesis for the degree of Master of Arts. __________________________ Prof. Dr. Çiğdem Sağın Şimşek Supervisor Examining Committee Members Assoc. Prof. Dr. Elena Antonova-Ünlü (Hacettepe Uni., IMT) ___________________ Prof. Dr. Çiğdem Sağın Şimşek (METU, FLE) ___________________ Assist. Prof. Dr. Duygu Özge (METU, FLE) ___________________ PLAGIARISM I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name: Ecem, Geydir Signature: iii ABSTRACT TESTING THE INTERFACE HYPOTHESIS: L2 ACQUISITION OF ENGLISH SUBJECTS AND ARTICLES BY TURKISH LEARNERS Geydir, Ecem M.A., Department of English Language Teaching Supervisor: Prof. Dr. Çiğdem Sağın Şimşek July 2020, 126 pages This thesis aims to expand the testing grounds of the Interface Hypothesis (IH) by investigating the acquisition of English subjects operating with pure syntax and article uses of (in)definiteness and genericity in English governed with external and internal interfaces respectively by L1-Turkish learners.
    [Show full text]
  • BUCLD 44 Schedule and Abstracts | Conference on Language Development
    11/7/2019 BUCLD 44 Schedule and Abstracts | Conference on Language Development Linguistics Conference on Language Development BUCLD 44 Schedule and Abstracts THE 44TH BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 7–10, 2019 GEORGE SHERMAN UNION, BOSTON UNIVERSITY Registration opens at 8:00am each day starting on Friday. Please note that this year’s Student Workshop will be held on Thursday, November 7th following the Society for Language Development Symposium at 6:30pm, with refreshments available starting at 6. Fri | Sat | Sun | Alternates | Fri posters | Sat posters Thursday, November 7, 2019 STUDENT WORKSHOP (East Balcony) 6:30 – 7:30 Careers in the Field of Communication Sciences and Disorders*: Why and How *also known as Speech, Language, and Hearing Sciences. Sudha Arunachalam (New York University) Abstract(s) for presentation(s) above Careers in the Field of Communication Sciences and Disorders*: Why and How *also known as Speech, Language, and Hearing Sciences Sudha Arunachalam (New York University) The field of communication disorders (sometimes called CSD; Speech, Language, and Hearing Sciences; or clinical linguistics) is an interdisciplinary field that draws from linguistics, psychology, and neuroscience, as well as clinical approaches to language and communication disorders (speech-language pathology). Many of you probably already have research programs or research interests that would fit well in this field. In this session, we’ll talk about how your research might fit into such a department and about the academic career path. We’ll also talk about how to position yourself to be competitive on this track, considering all ranks from those just planning to go to graduate school through to postdocs currently on the job market.
    [Show full text]
  • Slabakova-Adult L2A-Shorter
    Adult second language acquisition: A selective overview with a focus on the learner linguistic system1 Roumyana Slabakova University of Iowa Abstract This review article selects and elaborates on the important issues of adult second language acquisition research in the second decade of the twenty-first century. The fundamental question of whether adult second language acquisition and child first language acquisition are similar or different is addressed throughout the article. The issues of a critical period for acquisition, the importance of the linguistic input, and processing are discussed. Generative as well as usage- based perspectives are considered. Future research concerns and promising areas of investigation are proposed. Key words: Critical Period Hypothesis, the Bilingual Turn, linguistic input, generative approaches to SLA, usage-based approaches to SLA, processing 1 I am grateful to three anonymous reviewers for giving me excellent suggestions on clarity as well as substance, I regret that I could not incorporate even more of their suggestions than I did. Thanks also go to Tiffany Judy, who read the whole text in a preliminary version and helped me to enhance the accessibility of the exposition. All errors and opinions are mine. 1 1. Introduction In every review of an extensive body of research (such as, for example, the body of work investigating adult second language acquisition, SLA, or L2A), the author is inevitably faced with the hard choice of what issues to cover, from what perspective, and whether to go for a chronological or for a current-situation approach. In making these choices, then, I have been guided primarily by two considerations.
    [Show full text]
  • Generative Second Language Acquisition
    SLABAKOVA ET AL. SLABAKOVA Most human beings grow up speaking more than one language; a lot of us also acquire an additional language or languages other than our mother tongue. This Element in the Second Language Acquisition series investigates the human capacity to learn additional languages later in life and introduces the seminal processes involved in this acquisition. The authors Second Language discuss how to analyze learner data and what the findings tell us about language learning; critically assessing a leading Acquisition theory of how adults learn a second language: Generative SLA. This theory describes both universal innate knowledge and individual experiences as crucial for language acquisition. This Element makes the relevant connections between first Second Language Acquisition Generative and second language acquisition and explores whether they are fundamentally similar processes. Slabakova et al. provide Generative fascinating pedagogical questions that encourage students and teachers to reflect upon the experiences of second language learners. Second Language Acquisition About the Series Series Editors Second Language Acquisition showcases Alessandro Benati a high-quality set of updatable, concise The University of works that address how learners come to Hong Kong internalize the linguistic system of another John W. Schwieter Roumyana Slabakova, language and how they make use of that Wilfrid Laurier linguistic system. Contributions reflect the University, Ontario interdisciplinary nature of the field, drawing Tania Leal, on theories, hypotheses, and frameworks from education, linguistics, psychology, Amber Dudley and and neurology, among other disciplines. Micah Stack Cover image: Giovanni Cancemi / Shutterstock Downloaded from https://www.cambridge.org/core. IP address: 95.115.93.183, on 01 Oct 2020 at 09:20:50, subject to theISSN Cambridge 2517-7974 Core (online) terms of use, available at https://www.cambridge.org/core/terms.
    [Show full text]
  • What Is Easy and What Is Hard to Acquire in a Second Language?
    What Is Easy and What Is Hard to Acquire in a Second Language? Roumyana Slabakova University ofIowa 1.Introduction Inrecent years, therehas been increasedinterest in examiningandexplaining thedifferential difficulty of acquisitionoflanguagemodules, interfaces, operations, andconstructions(Lardiere2005, 2008; Slabakova 2006, 2008; White, 2003). For example, a recent GASLA plenary, Lardiere 2005, argued that morphological competence should be accorded a special status and highlighted its difference from syntactic competence. This line of thought led Lardiere to propose the Feature Assembly Hypothesis. In a nutshell, the hypothesis postulates that learning a second language (L2) involves figuring out how to reconfigure the formal features of the native language and those available from UG into new or different configurations in the L2. It is precisely this assembly and re-assembly of formal features (which is almost never straightforward mapping) that is at the core of language acquisition. White (2003), chapter 4, asks the question of whether knowledge of inflectional morphology drives learning the syntax, or the other way around, knowledge of syntax comes before knowledge of inflectional morphology. She dubs the two views “morphology-before-syntax” and “syntax-before-morphology” (see more on this below). Slabakova (2006), building on White’s and Lardiere’s insights and viewing the issue from the point of modular critical periods in SLA, argues that there is no critical period for the acquisition of semantics; that is, meaning comes for free if the functional morpho-syntactic competence is already in place. It is critical that we use principled distinctions, well understood in linguistic theory, and solid bodies of data in defining this relative demarcation of linguistic processes and modules.
    [Show full text]
  • The Effects of Planned Focus on Form on Iranian EFL Learners' Oral Accuracy
    www.sciedu.ca/wje World Journal of Education Vol. 2, No. 1; February 2012 The Effects of Planned Focus on Form on Iranian EFL Learners‘ Oral Accuracy Farahman Farrokhi Department of English Language & Literature University of Tabriz, Tabriz, Iran E-mail: [email protected] Mohammad Hassan Chehrazad (Corresponding author) Department of English Language & Literature University of Tabriz, Tabriz, Iran Tel:98-914-405-4315 E-mail:[email protected] & [email protected] Received: August 26, 2011 Accepted: September 14, 2011 Published: February 1, 2012 doi:10.5430/wje.v2n1p70 URL: http://dx.doi.org/10.5430/wje.v2n1p70 Abstract One of the limitations of the meaning focused instruction in an EFL situation such as Iran is that a communicative approach helps Iranian learners to become fluent, but is insufficient to ensure comparable levels of oral accuracy. The purpose of this study was to investigate whether planned focus on form, and also what type of corrective feedback, would be useful for Iranian EFL learners‘ oral accuracy. To this end, the study employed a quasi experimental design. Three intact classes were randomly selected as the control group (n=17), recast group (n=19) as experimental group 1, and delayed explicit and metalinguistic group (n=21) as the experimental group 2 respectively. All groups participated in six sessions of the task of story retelling. For all groups, learners were asked to read and summarize their own assigned story in a time limit of four minutes and retell it to the class. For the recast group, students were provided with recasts on their simple past tense errors; for the delayed explicit and metalinguistic group, the researcher corrected the learners' errors after they finished the retelling; and for the control group, there were no feedback on learners' errors.
    [Show full text]
  • The Syntax-Phonology Interface in Native and Near-Native Korean
    The Syntax-Phonology Interface in Native and Near-Native Korean The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Bae, Sun Hee. 2015. The Syntax-Phonology Interface in Native and Near-Native Korean. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845482 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA The Syntax-Phonology Interface in Native and Near-Native Korean A dissertation presented by Sun Hee Bae to The Department of Linguistics in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Linguistics Harvard University Cambridge, Massachusetts September 2015 © 2015 Sun Hee Bae All rights reserved. Dissertation Advisor: Maria Polinsky Sun Hee Bae The Syntax-Phonology Interface in Native and Near-Native Korean Abstract In this thesis, two types of non-native speakers are examined to advance our understanding of the language faculty. Filling a gap in literature, a production study of heritage language speakers of Korean and a comprehension study of heritage and non-heritage language speakers of Korean and of English for phenomena at the syntax-phonology interface are conducted. In the production study, narrative data collected from American heritage language speakers of Korean from the lower end to the higher end of the proficiency spectrum are examined for error analysis.
    [Show full text]
  • Preposition Stranding in Heritage Speakers of Spanish1
    Preposition Stranding in Heritage Speakers of Spanish Item Type text; Article Authors Depiante, Marcela; Thompson, Ellen Publisher University of Arizona Linguistics Circle (Tucson, Arizona) Journal Coyote Papers: Working Papers in Linguistics, Linguistic Theory at the University of Arizona Rights http://rightsstatements.org/vocab/InC/1.0/ Download date 28/09/2021 03:32:30 Item License Copyright © is held by the author(s). Link to Item http://hdl.handle.net/10150/271017 ©Marcela Depiante and Ellen Thompson Coyote Papers 21 (2013) UA Linguistics Tucson, AZ, U.S.A. Preposition Stranding in Heritage Speakers of 1 Spanish Marcela Depiante University of Wisconsin, Eau Claire [email protected] Ellen Thompson Florida International University [email protected] Abstract In this research, we explore the linguistic structure of the Spanish of Heritage Speakers, those who have acquired Spanish as the home language in a minority language context (Iverson, 2010). We contribute to the discussion of the properties of Heritage Languages here by examining Preposition Stranding in Heritage Speakers versus native monolingual speakers of Spanish. We claim that the distinct behavior of Heritage Speakers of Spanish supports the claim that Heritage Languages may differ from native monolingual language in the narrow syntax, affecting uninterpretable features of the grammar. 1 We would like to thank for all of their help: Joshua Brown and Beth Kranz from the University of Wisconsin, Eau Claire, Reyneiro Hernandez Castro from Miami Dade College, Jorge Hankamer from UCS anta Cruz, Roberto Aranovich from M*Modal, Amui Chong, Simone deLemos and Stephanie Pi from Florida International University, and Ivan Nunez. We would also like to thank the audience at ALC6 in Tucson, Arizona for comments and suggestions.
    [Show full text]
  • The 14Th Generative Approaches to Second Language Acquisition Conference
    GASLA14 The 14th Generative Approaches to Second Language Acquisition Conference 7–9 April 2017 Welcome! We are delighted to welcome you to the 14th edition of the Generative Approaches to Second Language Acquisition conference. GASLA 14 is being held at the University of Southampton from 7 to 9 April 2017. It is our pleasure to host you here in the United Kingdom for the first European edition of this conference. We are honoured to have Heather Marsden (University of York), Mike Sharwood Smith (Heriot Watt University and Edinburgh University) and Marit Westergaard (The Arctic University of Norway and The Norwegian University of Science and Technology) as plenary speakers. Jason Rothman (University of Reading and The Arctic University of Norway) is the invited speaker for the special session on linguistic input, which will take place on Sunday. The rest of the schedule features twenty- four papers in the main session, three papers in the special session on input, and twenty-six posters. All of these were selected from the one hundred submitted abstracts which went through an anonymous review process. The two poster sessions take place at lunchtime on Friday and Saturday. There will be a wine reception on Friday evening at Avenue Campus which all attendees are invited to attend. The conference dinner on Saturday evening will take place at the Ceno restaurant, a short walk from the conference venue (see details in the conference pack). We would like to take this opportunity to thank everybody involved in the organisation of this conference, in particular, Erin Forward, who has provided valuable administrative support, and Charlotte Wood from the Conference, Events and Hospitality Office.
    [Show full text]
  • Revisiting the Interface Hypothesis: a Theoretical Discussion of Its Claims
    Revisiting the Interface Hypothesis: A Theoretical Discussion of its Claims and Predictions for Second Language Acquisition Lindsay Hracs, University of Calgary The issue: The original formulation of the Interface Hypothesis (IH) argued that phenomena at the interfaces of syntax and other linguistic domains are more difficult to acquire than those that are exclusively syntactic (Sorace, 2005; Sorace & Filiaci, 2006). The IH was later refined to propose developmental differences between grammar-internal (e.g. syntax-phonology, syntax-semantics) and grammar-external (e.g. syntax-discourse) interfaces (Tsimpli & Sorace, 2006; Sorace, 2011). Specifically, the refined IH suggests that phenomena at grammar-external interfaces may not be fully acquirable. Using support from an analysis of the Focus Sensitive Particle (FSP) only, I show that the current formulation of the IH is problematic for two reasons: (i) it is based on treating focus exclusively as the formal feature [±F], an analysis which does not include requisite discourse information, and (ii) evidence from L2 studies (past and current) suggests that phenomena at the grammar-external interface are acquirable. Essentially, I argue that the original formulation of the IH should be revisited in future work. To that end, this study addresses the following research questions: what interfaces are involved in the processing of the FSP only? and does the revised version of the IH hold up against empirical findings? The interfaces: FSPs are operators that take scope over a specific constituent leading that constituent to be interpreted as the focus (König, 1991a,b; Rooth, 1992; Beck, 2016; GrosZ, 2016). The most recogniZable property of FSPs is their positional variability.
    [Show full text]