Representational Deficits in SLA: Studies in honor of Roger Hawkins (Language Acquisition and Language Disorders)

279 Pages·2009·4.68 MB·English

by  Neal Snape

Representational Deficits in SLA
Language Acquisition and Language Disorders
(LALD)
Volumes in this series provide a forum for research contributing to theories of
language acquisition (first and second, child and adult), language learnability,
language attrition and language disorders.
Series Editors
Harald Clahsen Lydia White
University of Essex McGill University
Editorial Board
Melissa F. Bowerman Luigi Rizzi
Max Planck Institut für Psycholinguistik, University of Siena
Nijmegen
Bonnie D. Schwartz
Katherine Demuth University of Hawaii at Manoa
Brown University
Antonella Sorace
Wolfgang U. Dressler University of Edinburgh
Universität Wien
Karin Stromswold
Nina Hyams Rutgers University
University of California at Los Angeles
Jürgen Weissenborn
Jürgen M. Meisel Universität Potsdam
Universität Hamburg
Frank Wijnen
William O’Grady Utrecht University
University of Hawaii
Mabel Rice
University of Kansas
Volume 47
Representational Deficits in SLA. Studies in honor of Roger Hawkins
Edited by Neal Snape, Yan-kit Ingrid Leung and Michael Sharwood Smith
Representational Deficits in SLA
Studies in honor of Roger Hawkins
Edited by
Neal Snape
Gunma Prefectural Women's University
Yan-kit Ingrid Leung
University of Hong Kong
Michael Sharwood Smith
Heriot-Watt University
John Benjamins Publishing Company
Amsterdam / Philadelphia
TM The paper used in this publication meets the minimum requirements of
8
American National Standard for Information Sciences – Permanence of
Paper for Printed Library Materials, ansi z39.48-1984.
Library of Congress Cataloging-in-Publication Data
Representational deficits in SLA : studies in honor of Roger Hawkins / edited by Neal
Snape, Yan-kit Ingrid Leung, Michael Sharwood Smith.
p. cm. (Language Acquisition and Language Disorders, issn 0925-0123 ; v. 47)
Includes bibliographical references and index.
1. Second language acquisition. 2. Grammar, Comparative and general--Syntax.
3. Generative grammar. I. Hawkins, Roger (Roger D.) II. Snape, Neal. III.
Leung, Yan-kit Ingrid. IV. Sharwood Smith, Michael, 1942- V. Series: Language
acquisition & language disorders ; v. 47.
P118.2.R45 2009
418.0071--dc22 2008045265
isbn 978 90 272 5308 8 (Hb; alk. paper)
isbn 978 90 272 8999 5 (eb)
© 2009 – John Benjamins B.V.
No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any
other means, without written permission from the publisher.
John Benjamins Publishing Co. · P.O. Box 36224 · 1020 me Amsterdam · The Netherlands
John Benjamins North America · P.O. Box 27519 · Philadelphia pa 19118-0519 · usa
Table of contents
Dedication vii
Preface i x
Acknowledgements xiii
Introduction x v
Neal Snape, Yan-kit Ingrid Leung and Mike Sharwood Smith
Prosodic transfer and the representation of determiners in Turkish-English
interlanguage 1
Heather Goad and Lydia White
Exploring Mandarin Chinese speakers’ L2 article use 27
Neal Snape
Successful features: Verb raising and adverbs in L2 acquisition under
an Organic Grammar approach 5 3
Anne Vainikka and Martha Young-Scholten
Non-permanent representational deficit and apparent target-likeness
in second language: Evidence from wh-words used as universal quantifiers
in English and Japanese speakers’ L2 Chinese 6 9
Boping Yuan
Acquisition of the local binding characteristics of English reflexives and the
obligatory status of English objects by Chinese-speaking learners 105
Lin Jiang
Selective deficits at the syntax-discourse interface: Evidence from the
CEDEL2 corpus 127
Cristóbal Lozano
 Representational Deficits in SLA
Clitic doubling and clitic left dislocation in Spanish and Greek L2 grammars 167
Teresa Parodi
Aspect and the interpretation of motion verbs in L2 Greek 187
Ianthi Maria Tsimpli and Despina Papadopoulou
Associating meaning to form in advanced L2 speakers: An investigation into
the acquisition of the English present simple and present progressive 229
Sarah Ann Liszka
Name index 247
Subject index 249
Dedication
This volume is dedicated to someone who has played, and is playing a key role in
both European and international second language acquisition studies. Roger
Hawkins, along with a small handful of researchers in the UK has not only helped to
nurture a local tradition of scholarship in this widely scattered but still numerically
modest community of researchers, he has made his mark internationally, both in his
close association with one major hypothesis about the nature of second language
acquisition but also in his extremely important contributions to the journal, Second
Language Research, both as reviews editor and latterly, and especially, as editor.
Effectively, to have what is, to all intents and purposes, a ‘festschrift’ dedicated
to you, it is not sufficient to have excelled in your own field, both in terms of your
personal research record, your contributions as a guest-editor, and the kind of
valuable gate-keeping service you deliver as the editor of a leading international
journal – I add this last bit with the briefest of blushes: you also have to have a long
line of ‘academic children’, postgraduate students, that is, who can bear witness to
the dedication and skill with which you have brought new generations of SLA re-
searchers into the world, who subsequently go on themselves to become estab-
lished international figures in the field. As Florence Myles makes abundantly clear
in her preface to this volume, Roger scores excellently on all counts and does this
with characteristic meticulousness and modesty.
In a sense much of the discussion in the following chapters is about failure,
failure that is, in a very technical, theoretical sense. Let there be no misunder-
standing, however: if there is one feature on the SLA landscape that never fails, it
has to be Roger Hawkins and, hopefully, the contributors to this volume will be
seen to be following in his footsteps.
Mike Sharwood Smith
Edinburgh, March 2008

Preface
I first met Roger Hawkins in 1982, when I arrived as a fresh faced undergraduate
entering the second year of an almost exclusively literary French BA at the Univer-
sity of Sheffield (being a French national, I was exempt from the first year of the
degree). I had never heard of linguistics before, having missed the first year intro-
ductory courses, but the two modules Roger offered, one in syntax and one in
psycholinguistics, aroused my curiosity and I signed up for both of them. I have
never looked back! Anyone who has ever been taught by Roger will agree that he
is an outstanding teacher; in his self-effacing and unassuming manner, he en-
thused and guided us in new ways of thinking about language. No question was
ever too obtuse to deserve an answer (and we DID ask some brainless questions!!),
and his dedication to his students was second to none. I was hooked!
During my final year, Roger convinced me that I should consider applying for
funding to do a new MA in French Language and Linguistics which he had just set
up. The thought was rather far from my mind, as my priority at that stage, given
my status as a mature student and my somewhat precarious financial circumstanc-
es, was to train as a teacher and get a job as quickly as I could in order to finally
earn a living. But thanks to Roger, the study of Linguistics had truly captivated me
and I agreed. Pretty clueless about how to fill in a British Academy application,
Roger did most of the work, and I received funding! One thing led to another, and
I became his first PhD student the following year, again with his help in securing
British Academy funding. So I blame him squarely for where I am now!!
If these introductory paragraphs are rather convoluted and self-indulgent, and
somewhat removed from my brief of introducing Roger as an academic, it is not
only because of Roger’s profound and lasting effect on my own career and think-
ing, but also because I believe those early years shaped Roger’s future career trajec-
tory in some significant ways. Roger had arrived in the French Department at
Sheffield in 1979, after a couple of years as a temporary lecturer in Portsmouth and
as research fellow in Leeds, still fresh from his BA in French and Linguistics at the
University of Edinburgh and his PhD in theoretical linguistics at the University of
Cambridge, on The semantic structure of adverbs in English. He found himself as
the lone linguist in an overwhelmingly literary department, a situation so charac-
teristic of French Departments in UK universities at the time. Such appointments
were commonplace, not because of a sudden awakening about the intellectual