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acquisition</title></head><body>
<div>At 11:46 AM +0100 1/7/02, Jean Pierre Chevrot wrote:</div>
<blockquote type="cite" cite>Dear all<br>
One of my students is interested in the learning of the past tense
in<br>
English as second language (by French learners). One of her goals is
to<br>
consider the effect of the school learning of the rule on the
patterns of<br>
regularization. She has tried to get some references<br>
but she only managed to obtain the papers related to the acquisition
of the<br>
past tense in English as first language.<br>
Please, do you know some references about the learning of past tense
*in<br>
second language acquisition* ?<br>
Thanks for your help.<br>
Jean-Pierre Chevrot<br>
</blockquote>
<blockquote type="cite" cite>Jean-Pierre Chevrot, Université
Stendhal-Grenoble 3, BP 25, 38 240 Grenoble Cedex,
France.</blockquote>
<div><br></div>
<div><br></div>
<div>Claudia Brovetto, a graduate student in my lab, and I
recently</div>
<div>examined regular and irregular past-tense and plural
English</div>
<div>morphology (morpho-phonology) in late Spanish and Chinese
learners of English.</div>
<div>We had hypothesized, and we found, that whereas L1 English</div>
<div>speakers would show past-tense frequency effects for irregular
but not</div>
<div>regular forms, L2 English speakers would show frequency</div>
<div>effects for both past tense types. We take these data as
support</div>
<div>for the dual-system view that in L1 regular past-tense forms are
real-time</div>
<div>rule-products and irregular past-tense representations are
memory-retrieved,</div>
<div>whereas in L2 representations of both types of past-tenses</div>
<div>are memorized - because of a critical/sensitive-period
related</div>
<div>difficulty at learning rules, forcing learners to rely on
memorization.</div>
<div><br></div>
<div>Below are two references, one related to this study, and the
other</div>
<div>a theory paper discussing the issues.</div>
<div>I would be happy to email them (as pdfs) to anyone who is
interested.</div>
<div><br></div>
<div><font color="#000000">Brovetto, C., & Ullman, M. T. (2001).
First vs. second language: A differential reliance on grammatical
computations and lexical memory,<u> Proceedings of the Fourteenth
Annual CUNY Conference on Human Sentence Processing</u> (Vol. 14).
Philadelphia, PA: CUNY Graduate School and University
Center.<x-tab> </x-tab></font></div>
<div><font color="#000000"><br></font></div>
<div><font color="#000000">Ullman, M. T. (2001). The neural basis of
lexicon and grammar in first and second language: The
declarative/procedural model.<u> Bilingualism: Language and
Cognition, 4</u>(1), 105-122.</font></div>
<div><font color="#000000"><br></font></div>
<div><font color="#000000">Best,</font></div>
<div><font color="#000000"><br></font></div>
<div><font color="#000000">Michael Ullman</font></div>
<div><font color="#000000"><br></font></div>
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Georgetown University<br>
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