Search

Foreign language learners frequently use words from their previously acquired language(s) in the target language, especially if these languages are related (Ringbom, Håkan. 2001. Lexical transfer in L3 production. In Jasone Cenoz, Britta Hufeisen & Ulrike Jessner (eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives, 59–68. Clevedon: Multilingual Matters). Such insertions are referred to as 'lexical transfer', commonly divided into 'transfer of form' and 'transfer of meaning' (Bardel, Camilla. 2015. Lexical cross-linguistic influence in third language development. In Hagen Peukert (ed.), Transfer effects in multilingual language development, 111–128. Amsterdam: John Benjamins; Ringbom, Håkan. 2001. Lexical transfer in L3 production. In Jasone Cenoz, Britta Hufeisen & Ulrike Jessner (eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives, 59–68. Clevedon: Multilingual Matters). Lexical transfer challenges the monolingual habitus prevailing in foreign language classes which requires students to rely exclusively on the target language and inhibit other influences. Thus, in such English classes, students should avoid the use of different languages and ideally only produce monolingual English output. In this context, the current study investigates the use of lexical transfer instances in short English texts written by bilingual (Russian/Turkish-German) and monolingual (German) secondary school students (initially attending year 7) from a longitudinal perspective. It assesses i) whether the students increasingly adhere to the imposed normative rules and ii) what influence background variables such as language background (mono- vs. bilingual), type of school (higher vs. lower academic track), gender (female vs. male), or age (four measurement points over a period of 2.5 years) exert on the use of lexical transfer instances. Apart from gender, all factors impact lexical transfer in a statistically significant way, evoking different norm-based explanations. [ABSTRACT FROM AUTHOR]

The current study adds to research investigating the influence of bilingualism on third language (L3) acquisition, more specifically the assumption that the two previously acquired languages enhance the acquisition of an additional language. We here rely on data from 1,409 bilingual (Russian-/Turkish-German) and monolingual (German) students of grades seven and nine, sampled in schools across Germany. The relevant literature yields mixed and controversial results regarding bilingual advantages, yet it also suggests that L3 acquisition is a multidimensional process potentially affected by various linguistic and extra-linguistic factors. Thus, we examine the relationship between English proficiency (L2 or L3), reading comprehension in German and the heritage languages Turkish and Russian along with cognitive ability and socio-economic status by using several multi-group path analyses, a type of structural equation modelling. The proposed structural equation model of English proficiency can be successfully fitted for all participants investigated, i.e. for both the monolingual and bilingual learners, with the exception of the Turkish-German group when analyzed separately. Overall, the results do not suggest any obvious bilingual facilitation effects or general differences across the learner groups, yet minor differences between the monolingual and bilingual groups in various componential relationships are detected. [ABSTRACT FROM AUTHOR]

The article discusses the mutual relevance between language typology and variation studies. Topics discussed include typology exploring grammatical encoding methods in samples of genetically independent languages from attested languages, and the difference between grammatical variation and grammatical phenomena.

In this study we discuss the distribution of gender exponents in Old and early Middle English based on an analysis of two historical documents (Orosius, Peterborough Chronicle). The gender exponents investigated include demonstratives, adjectives, numerals and pronouns. We analyzed 179 noun phrases from the Orosius and 1,090 noun phrases from the Peterborough Chronicle. While the Orosius illustrates a highly consistent distribution of gender exponents, the Peterborough Chronicle contains substantial variation. As for the Peterborough Chronicle, we can demonstrate that the number of gender exponents that is used in conflict to the Old English gender system increases over time. In addition, we investigate the most important factors responsible for the observable variation focusing on the properties of the head nouns and their referents. Our results show that noun phrase internal and noun phrase external gender exponents behave differently. Moreover, formal properties of the head noun (structural and morphological case, number) are better predictors for gender variation than the properties of the referent (abstractness, degree of individuation). [ABSTRACT FROM AUTHOR]

The study discusses the use of reflexive pronouns as markers of middle situation types and questions the traditional generalization that only light or weak reflexives (e.g., German sich, Spanish se) appear as such markers. Based on an analysis of approximately 2000 examples drawn from the British National Corpus, it explores if and to what extent the English heavy reflexive itself can be found in such contexts. Moreover, it provides a typology of the middle situation types in which the form itself occurs and analyzes the processes that give rise to the use of itself in such contexts. While some incipient grammaticalization processes can be found, the study argues that self-intensification as well as various lexicalization processes need to be considered, too. It also provides an extensive quantitative analysis of the contexts in which itself occurs. The study concludes that morphologically complex or heavy reflexives can occur as markers of middle situation types, contrary to widely accepted accounts. Moreover, it argues that the traditional grammaticalization account given for the occurrence of reflexive pronouns as markers of middle situation types is too simplistic and needs to be revised. [ABSTRACT FROM AUTHOR]

Recent studies into the syntax and semantics of intensifying self-forms (e.g. [John HIMSELF] came) have shown that a distinction needs to be drawn between two uses of such expressions: a juxtaposed or adnominal use (cf. above), and a nonjuxtaposed use (e.g. John [came HIMSELF]). This differentiation allows us to reconsider a number of issues relating to the synchronic and diachronic relationship between SELF-intensifiers and reflexive anaphors. Assessing relevant crosslinguistic data against the background of the aforementioned distinction reveals a surprising fact: patterns of "formal relatedness" suggest a particularly strong empirical as well as conceptual tie-up between reflexives and SELF-intensifiers in their nonjuxtaposed rather than adnominal use. This is remarkable because it has generally been assumed that it is always the adnominal SELF-intensifier which gives rise to the development of reflexive markers. In the light of our crosslinguistic findings, we explore the synchronic and diachronic relationship between reflexives and SELF-intensifiers in their nonjuxtaposed use. We argue that the picture of a (unidirectional) development from adnominal SELF-intensifiers to reflexives needs to be modified insofar as reflexive markers often develop from nonjuxtaposed, rather than adnominal, intensifiers. Moreover, reflexive markers often form part of a strategy of SELF-intensification, which entails that the reflexives are older than the resulting intensifiers. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue about operations on argument structure.