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<p><div><br class="Apple-interchange-newline"><div>Le programme "Temporalité: Typologie et Acquisition" (temptypac) de<br>la Fédération "Typologie et Universaux Linguistiques" du CNRS a le<br>plaisir d'annoncer un exposé:<br><div><br>"Finiteness in early adult and child L2 German : Evidence from elicited imitation"</div><div><br></div><div>Sarah Schmike, SFL<br></div><div><br></div><div><br>Date : lundi 25 mai 2009<br>Lieu : 59 rue Pouchet, salle 159<br>Heure : 14h30-16h30<br>Métro : ligne 13, Guy Moquet ou Brochant; ligne C, Porte de Clichy<br><br>Un plan d'accès se trouve à :<br><a href="http://www.umr7023.cnrs.fr/article.php3?id_article=86">http://www.umr7023.<wbr>cnrs.fr/article.<wbr>php3?id_article=<wbr>86</a> [1]<br><br>Vous pouvez consulter le site web de temptypac à :<br><a href="http://www.ivry.cnrs.fr/~7023web/rubrique.php3?id_rubrique=31">http://www.ivry.<wbr>cnrs.fr/~<wbr>7023web/rubrique<wbr>.php3?id_<wbr>rubrique=<wbr>31</a> [2]</div><div><br></div><div><br></div><div>Résumé (notez que l'exposé sera en français bien que le résumé soit en anglais)</div><div><br></div><div>There is an ongoing debate about how to best describe the knowledge<br>underlying utterance structure in the production of beginning second<br>language learners: generative approaches to L2 acquisition often assume<br>that learners rapidly acquire a native-like phrase structure, and that<br>target-deviant utterances are performance errors (Prévost and White,<br>2000). Functional approaches assume that semantic rather than syntactic<br>principles govern early utterance structure (Dimroth et al., 2003).<br>Moroever, some theories assume that the acquisition process is different<br>depending on the age of the second language learner (Meisel, 2009).<br>In this talk, I'm going to present elicited production and imitation data<br>obtained with 48 adult and 19 child second language learners of German. In<br>both tasks, negated sentences were analysed in order to determine the<br>position of the verb with respect to the negator (syntactic finiteness).<br>In addition, the form of the verb (morphological finiteness) was also<br>taken into account. The results suggest that utterance structure is<br>determined by semantic principles at early stages, and that native-like<br>syntactic knowledge is then built up gradually. Data from child and adult<br>learners were strikingly similar, suggesting that both populations go<br>through a similar acquisition process. Child learners seem to pass through<br>the same stages much faster than adult learners, however.<br></div></div></div><br></p>
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