Competing Structures in the Bilingual Mind: A Psycholinguistic Investigation of Optional Verb Number Agreement PDF
Preview Competing Structures in the Bilingual Mind: A Psycholinguistic Investigation of Optional Verb Number Agreement
The Bilingual Mind and Brain Book Series 2 Elif Bamyacı Competing Structures in the Bilingual Mind A Psycholinguistic Investigation of Optional Verb Number Agreement The Bilingual Mind and Brain Book Series Volume 2 Series editors Roberto R. Heredia Anna B. Cieślicka Praise for Competing Structures in the Bilingual Mind Jaklin Kornfilt This is an important study of syntax-semantics and syntax-pragmatics interfaces that looks at an interesting and understudied phenomenon in Turkish morphosyntax, namely the apparently optional person and number agreement marking on predicates, agreeing with third person plural subjects. Bamyacı carefully teases apart the various factors playing a role, by proposinganaccountwhichdividesuptheobserveddifferencesbetweenadefault, non-agreeingformandacontextuallyconstrainedovertform.Animacy,asemantic notion, and topicality, a pragmatic notion, are shown to be at the heart of the relevant constraints. This in-depth, original study is certain to inform future investigations of interface phenomena. AyşeGürelBamyacı’sworkmakesauniqueandsignificantcontributiontostudies in Turkish linguistics while also providing a new perspective to bilingualism research on interface structures. LeahRobertsInthisbook,ElifBamyacıpresentsacomprehensivesetofstudieson bilinguals’ processing of phenomena at the (semantics-morphosyntax/pragmatics- morphosyntax) interfaces. She investigates critical questions in SLA such as why processing at the interfaces should be more problematic for bilinguals than narrowsyntax,andbringsnovelinsightsviatheexaminationofphenomenathatare infactgradient(optionalverbmarkinginTurkish).Thisbookisahighlyimportant addition to our knowledge of cross-linguistic influences in L2 acquisition and bilingual processing, and is a must for students, researchers and theorists of both fields. Mike Sharwood Smith The research reported in this study deserves particular praise not just for exploring a new area of Turkish and its effects on Turkish-German bilingualism but especially because, at the end, the author goes beyond standard,low-levelconclusions:inconsequenceofthis,sheendsupwitha theoretically richeraccount ofwhytheresultsturnedoutasthey didbysettingher findings within a broader explanatory framework. More information about this series at http://www.springer.com/series/13841 ı Elif Bamyac Competing Structures in the Bilingual Mind A Psycholinguistic Investigation of Optional Verb Number Agreement 123 Elif Bamyacı University of Konstanz Konstanz Germany Thesisdefended atUniversity of KonstanzonFebruary 6,2015Referees: Prof. Barış Kabak,University of Konstanz andUniversity of Würzburg, Germany Prof. Artemis Alexiadou, Humboldt University, Germany Prof. CarstenEulitz, University of Konstanz,Germany TheBilingual Mind andBrainBook Series ISBN978-3-319-22990-4 ISBN978-3-319-22991-1 (eBook) DOI 10.1007/978-3-319-22991-1 LibraryofCongressControlNumber:2015954579 SpringerChamHeidelbergNewYorkDordrechtLondon ©SpringerInternationalPublishingSwitzerland2016 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission orinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar methodologynowknownorhereafterdeveloped. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfrom therelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authorsortheeditorsgiveawarranty,expressorimplied,withrespecttothematerialcontainedhereinor foranyerrorsoromissionsthatmayhavebeenmade. Printedonacid-freepaper SpringerInternationalPublishingAGSwitzerlandispartofSpringerScience+BusinessMedia (www.springer.com) To Hans Michael The Bilingual Mind and Brain Series WetakegreatjoyandhonorinpresentingTheBilingualMindandBrainSeriesto students,teachersofbilingualism,andthescientificcommunity.Thisbookseriesis intended to advance and contribute to our understanding of the bilingual/multilin- gual mind and brain, both as an academic discipline and as a maturing research field. The Bilingual Mind and Brain Series is interdisciplinary in its scope and examines the bilingual mind/brain from such perspectives as psycholinguistics, cognitive psychology, cognitive science, and cognitive neuroscience, as well as applied linguistics and pedagogical approaches to second/foreign language learning. The Bilingual Mind and Brain Series seeks to publish cutting-edge and provocativecollectivevolumesandmonographsabouthowthebilingualmindand brain process, learn, and store information, and it is intended for the growing number of bilingual researchers and practitioners interested in understanding the behavioral aspects and neurobiology of bilingualism, as well as the dynamic character of the bilingual/multilingual/second language learner’s mind. Its purpose is to provide updates of the most current work in the behavioral and neuropsy- chological research in the fields of bilingualism/multilingualism and second language acquisition. The books in the Bilingual Mind and Brain Series are intended to contribute to the development and establishment of the Bilingual Cognitive Psychology and Bilingual Cognitive Neuroscience disciplines as sub- fieldsofCognitivePsychologyandCognitiveNeuroscience,aswellastocontribute to our understanding of the bilingual mind and brain, and ultimately, the human brain. Roberto R. Heredia Anna B. Cieślicka vii Acknowledgments My Ph.D. journey, which has fortunately led to the production of this book, was a longoneandtherearemanypeopletowhomIwouldliketoexpressmygratitude. I dived into psycholinguistic research when working with Prof. Roeleien Bastiaanse, who had been a great inspiration to me. I am grateful to her for her enablingmetohavethisinvaluableexperienceandforhelpingmebuildconfidence in doing psycholinguistic research. The success I have achieved and the joy I felt during this research has sown the seeds for many other studies I have done sub- sequently.IwouldalsoliketothankProf.LoraineOblerforherencouragementand guidance;herattention,care,andthemotivationbroughtclaritytomythoughtsand encouraged me to proceed. I would like to thank Prof. Carsten Eulitz for opening the doors of his EEG lab andsharinghisknowledgeandexpertisewithme.IwouldliketothankProf.Frans Plankforinvitingmetodohismorphologycoursetutorials.Itwasexcitingtofulfill thistaskduringwhichIgainedmyveryfirstteachingexperience.MyPh.D.journey has continued with the invaluable experience of teaching linguistics courses at the University of Würzburg, which was made possible by Prof. Barış Kabak. I would liketothankhimforbringingthisexperienceintomylife,forsupportingmystudy, and for his insightful comments on my work. I would like to thank my colleague Dr. Jana Häussler for so generously sup- porting me from the very beginning to the very end of this journey. She provided her suggestions on experimental design, data analysis, and statistics and also on practical issues. She was thoughtful and encouraging enough to refer me to this book series where my book now appears. I very much appreciate the consideration, careful work and friendliness of the Springer editors and the editorial team. IwouldliketothankProf.Alexiadouforreviewingmyworkandtakingpartin my Ph.D. committee. Her interest in my work and her positivity has been encouraging and motivating me since I first met her to discuss my findings. I am morethangratefultoherforherinterestinmywork.ThemotivationIhavegained ix x Acknowledgments by her insightful comments has filled me with the strength that has enabled me to take the final and most difficult step in concluding my Ph.D. study. I would like to thank all my friends and colleagues in Turkey who have sup- ported my study by participating in my experiments and helping me to recruit others.Their genuinesupport always warms my heart and encouragesme tomove forward. I would also like to thank the students at the University of Würzburg for being so collaborative and for accepting my invitations to participate in my experiments. Their interest in my study and their compliments have been a great motivation. I would like to thank Prof. Klaus von Heusinger for enabling me to pursue my research career as a post-doctoral researcher. He is a great mentor and I am very much looking forward to the exciting research we will be carrying out over the coming years. I would like to express my gratitude to Prof. Petra Schumacher for her kindness, rapport, and friendliness, which is very special. I recently had the opportunity to meet Prof. Jaklin Kornfilt personally who was so kind to show interest in my work and to praise it. Her kind support means a lot to me. Her insightful comments have certainly guided me on what steps to take next. Finally, I would like to thank my sister, my mother, and my father, who were verypatientandreadytosupportmeineverypossiblewayduringthegoodandbad times I encountered on this long journey. They were so understanding about my longabsencesandmyveryshortandrarevisitshome.Iwouldalsoliketothankto my colleagues Dr. Michael Spangoland Dr. Brian Leahy for being a family to me with the generous love and support they provided throughout my study. I am lost for words to express my gratitude to Hans Michael. He has proved to bealoving,caring,thoughtfulpartner,handlingalltheupsanddownsIhavebeen through during my long Ph.D. journey. He has always believed in me, understood what I have been going through, and managed to provide me with all the help I could possibly need and all a partner could possibly provide. I am sorry for not mentioning many others who were there for me on various occasions; what I can do is thank my Ph.D. journey for providing me with the opportunity to meet so many wonderful people! Contents 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 Theoretical and Empirical Accounts of the “Modular Mind”. . . . . . 9 2.1 Historical Background of the Modular Mind . . . . . . . . . . . . . . . 10 2.1.1 The Modular Mind: Many Modules Linked by Interface Mechanisms. . . . . . . . . . . . . . . . . . . . . . . 10 2.1.2 The Language Faculty . . . . . . . . . . . . . . . . . . . . . . . . 12 2.1.3 Parallel Architecture Model. . . . . . . . . . . . . . . . . . . . . 17 2.2 Overview of Linguistic Interface Research: Evidence from Child and Agrammatic Speech. . . . . . . . . . . . . . . . . . . . . 20 2.2.1 Differentiating Narrow-Syntax and Interface-Syntax . . . . 21 2.2.2 Non-target-like Interface-Syntax in Children . . . . . . . . . 27 3 Linguistic Interfaces in Bilingualism Research. . . . . . . . . . . . . . . . . 31 3.1 Interface-Syntax in the Grammar of Bilingual Children. . . . . . . . 31 3.1.1 Overlapping Structures at the Interface-Syntax. . . . . . . . 32 3.1.2 CLI at Later Stages of Bilingual Acquisition. . . . . . . . . 35 3.1.3 Language Dominance Effects on the Direction of CLI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 3.1.4 Role of Input. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 3.2 Interface-Syntax in the Grammar of L1 Attriters . . . . . . . . . . . . 40 3.3 Interface-Syntax in the Grammar of Near-Native L2 Learners . . . 45 3.3.1 Interface Hypothesis, Version 1: Distinguishing Narrow-Syntax and Interface-Syntax. . . . . . . . . . . . . . . 45 3.3.2 Interface Hypothesis, Version 2: Differentiating the Internal and External Interfaces. . . . . . . . . . . . . . . . 49 3.3.3 Putting Different Strands of IH Research Together. . . . . 52 xi
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