Utterance Structure: Developing grammars again

370 Pages·1992·29.83 MB·English

by  Wolfgang Klein

UTTERANCE STRUCTURE
STUDIES IN BILINGUALISM (SiBil)
EDITORS
KEES DE BOT THOM HUEBNER
University of Nijmegen San José State University
EDITORIAL BOARD
Michael Clyne (Monash University)
Theo van Els (University of Nijmegen)
Charles Ferguson (Stanford University)
Joshua Fishman (Yeshiva University)
François Grosjean (Université de Neuchâtel)
Wolfgang Klein (Max Planck Institut für Psycholinguistik)
Christina Bratt Paulston (University of Pittsburgh)
Suzanne Romaine (Merton College, Oxford)
Charlene Sato (University of Hawaii at Manoa)
Merrill Swain (Ontario Institute for Studies in Education)
Richard Tucker (Center for Applied Linguistics, Washington)
Volume 5
Wolfgang Klein and Clive Perdue
Utterance Structure
(Developing Grammars Again)
UTTERANCE STRUCTURE
(Developing Grammars Again)
WOLFGANG KLEIN
and
CLIVE PERDUE
in cooperation with
Mary Carroll, Josée Coenen, José Deulofeu,
Thorn Huebner and Anne Trévise
JOHN BENJAMINS PUBLISHING COMPANY
AMSTERDAM/PHILADELPHIA
1992
The present volume is based on a much longer report to the European Science Founda­
tion (Second Language Acquisition by Adult Immigrants. An Additional Activity of the
European Science Foundation). Two more volumes based on this report, one on Refer
ence to Space and the other on Temporality, will be published in Studies in Bilingualism.
Library of Congress Cataloging-in-Publication Data
Klein, Wolfgang, 1946-
Utterance structure : developing grammars again / Wolfgang Klein and Clive Perdue
; in cooperation with Mary Carroll ... [et al.].
p. cm. - (Studies in bilingualism ; v. 5)
Includes bibliographical references (p. ) and index.
1. Second language acquisition. 2. Grammar, Comparative and general-Syntax. I.
Perdue, Clive. II. Title. III. Series: Studies in bilingualism ; vol. 5.
P118.2.K57 1992
401'.93--dc20 92-12958
ISBN 90 272 4106 5 (Eur.)/l-55619-349-l (US) (alk. paper) CIP
© Copyright 1992 - 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 75577 · 1070 AN Amsterdam · The Netherlands
John Benjamins North America · 821 Bethlehem Pike · Philadelphia, PA 19118 · USA
Contents
Preface xi
1 Introduction 1
1.1 Aims and scope 1
1.2 "Second language acquisition by adult immigrants": The Euro­
pean Science Foundation project 4
1.2.1 Motivation and organisation 4
1.2.2 Design 4
1.3 Data base: The Charlie Chaplin retelling 7
2 Framework 11
2.1 Introduction 11
2.2 The learner's problem of arranging words 12
2.3 Transfer and universal principles 15
2.4 A sample analysis: Vito 19
2.4.1 The informant 19
2.4.2 Vito's linguistic repertoire 20
2.4.3 The shipyard episode 23
2.4.4 Vito's basic patterns 37
2.4.5 Summary 44
2.5 Some guiding hypotheses 44
2.5.1 Phrasal conditions 45
2.5.2 Semantic constraints 48
2.5.3 Pragmatic factors 49
2.5.4 Summary 55
vi CONTENTS
3 The acquisition of English 61
3.1 Introduction 61
3.1.1 The informants and data 61
3.1.2 Some notes on spoken English 61
3.1.3 Some notes on Punjabi 63
3.1.4 A note on spoken Italian 65
3.2 Punjabi - English: Madan 66
3.2.1 The informant 66
3.2.2 Cycle I 67
3.2.3 Cycle II 75
3.2.4 Cycle III 79
3.3 Punjabi - English: Comparative data 82
3.3.1 Ravinder 82
3.3.2 Punjabi - English: Summary 87
3.4 Italian ֊ English: Andrea 88
3.4.1 The informant 88
3.4.2 Cycle I 88
3.4.3 Cycle II 94
3.4.4 Cycle III 101
3.4.5 Conclusions 102
3.5 Italian - English: Comparative data 107
3.5.1 Santo 107
3.5.2 Italian - English: Summary 112
3.6 Summary of learners of English 116
3.6.1 Patterns 116
3.6.2 Referent introduction and reference maintenance 118
3.6.3 Verbal morphology and subordination 120
4 The acquisition of German 123
4.1 Introduction 123
4.1.1 Presentation of the chapter 123
4.1.2 Word order in German 124
4.1.3 A quote on word order in Turkish 126
4.2 Italian - German: Tino 129
4.2.1 The informant 129
4.2.2 Cycle I 129
4.2.3 Cycle II 134
4.2.4 Cycle III 139
CONTENTS vii
4.2.5 Short summary 144
4.3 Italian - German: Angelina 144
4.3.1 The informant 144
4.3.2 Cycle I 145
4.3.3 Cycle II 150
4.3.4 Cycle III 152
4.3.5 Summary 155
4.4 Italian ֊ German: Comparative data 156
4.4.1 Gina « 156
4.4.2 Cycle I 157
4.4.3 Changes in the second and third cycle 161
4.4.4 A note on Vito 161
4.5 Summary of Italian learners 161
4.6 Turkish - German: Çevdet 162
4.6.1 The informant 162
4.6.2 Cycle I 162
4.6.3 Cycle II 165
4.6.4 Cycle III 169
4.6.5 Summary 171
4.7 Turkish - German: Ayshe 172
4.7.1 The informant 172
4.7.2 Cycle I 173
4.7.3 Cycle II 176
4.7.4 Cycle III 177
4.7.5 Summary of Turkish informants 179
4.8 Summary of German learners 179
4.8.1 Principles 180
4.8.2 Finite and infinite utterance organisation 181
4.8.3 Semantic and pragmatic constraints 185
4.8.4 Conclusion 187
5 The acquisition of Dutch 189
5.1 Introduction 189
5.1.1 Presentation of the chapter 189
5.1.2 Word order in Dutch 189
5.1.3 Some notes on Moroccan Arabic 191
viii CONTENTS
5.2 Turkish ֊ Dutch: Mahmut 193
5.2.1 The informant 193
5.2.2 Cycle II: First retelling 193
5.2.3 Cycle III: Second retelling 196
5.2.4 Cycle I: Personal narrative 199
5.2.5 A short summary 200
5.3 Turkish - Dutch: Ergün 201
5.3.1 The informant 201
5.3.2 Cycle II: First retelling 201
5.3.3 Cycle III: Second retelling 206
5.3.4 Cycle I: Personal narrative 208
5.3.5 A short summary 209
5.4 Moroccan - Dutch: Fatima 210
5.4.1 The informant 210
5.4.2 Cycle II: First retelling 211
5.4.3 Cycle III: Second retelling 214
5.4.4 Cycle I: Personal narrative 214
5.4.5 A short summary 214
5.5 Moroccan - Dutch: Mohamed 215
5.5.1 The informant 215
5.5.2 Cycle II: First retelling 215
5.5.3 Cycle III: Second retelling 220
5.5.4 Cycle I: Personal narrative 221
5.5.5 A short summary 222
5.6 Summary of learners of Dutch 223
6 The acquisition of French 225
6.1 Introduction 225
6.1.1 Presentation of the chapter 225
6.1.2 Word order in spoken French 225
6.1.3 The native speaker retelling 230
6.1.4 A note on word order in spoken Spanish 235
6.2 Moroccan - French: Zahra 237
6.2.1 The informant 237
6.2.2 Cycle I 238
6.2.3 Cycle II 243
6.2.4 Cycle III 248
CONTENTS ix
6.3 Moroccan - French: Comparative data 250
6.3.1 Abdelmalek 250
6.3.2 Summary and comparison with conversational data . . .. 254
6.4 Spanish - French: Paula 258
6.4.1 The informant 258
6.4.2 Cycle I 259
6.4.3 Cycle II . . 265
6.4.4 Cycle III 272
6.5 Spanish - French: Comparative data 279
6.5.1 Introduction 279
6.5.2 Pattern A 280
6.5.3 Pattern  282
6.5.4 Pattern  283
6.5.5 Internal structure of NP and pattern D 284
6.5.6 Subordination 285
6.5.7 Summary 288
6.6 Summary of learners of French 291
6.6.1 The representativity of the data 291
6.6.2 Linguistic repertoire 292
6.6.3 The acquisition of patterns 295
Conclusions 301
7.1 Introduction 301
7.2 Focus last, Controller first, and the finite-nonfinite distinction . . 305
7.2.1 Topic-focus, quaestio, and the interrelation between text
and utterance 305
7.2.2 Finite-nonfinite and the control asymmetry 308
7.3 The. "basic variety" - what it looks like, how it is approached, and
why development goes beyond 311
7.3.1 The basic variety 312
7.3.2 Towards the basic variety 312
7.3.3 Why go beyond the basic variety? 315
7.4 Competing constraints: development beyond the basic variety . . 316
7.4.1 Development of a third person pronoun system 316
7.4.2 Focalisation devices 320
7.4.3 Development of verb morphology and means for subordi­
nation 322
7.5 Possible influences of the source language 324
 CONTENTS
7.6 Uncontrolled factors 327
7.6.1 The retelling in relation to other activities 327
7.6.2 Individual variation 331
7.7 Towards a theory of the logic of acquisition 332
Glossary 339
References 343
Author Index 349
Subject Index 351