Tesis doctoral: KALT, S. E. Second Language Acquisition of Spanish Morpho-Syntax by Quechua-Speaking Children

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Tesis doctoral: KALT, S. E. Second Language Acquisition of Spanish
Morpho-Syntax by Quechua-Speaking Children
Acceso a la tesis:
http://www.rcc.mass.edu/Language/faculty/Sue_Kalt/Document/Kalt_Dissertation.pdf
Información de Linguist List: http://linguistlist.org/issues/19/19-2911.html
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1. Autora: Susan E. KALT

2. Título de la tesis:
Second Language Acquisition of Spanish Morpho-Syntax by
Quechua-Speaking Children
2.1 Número de páginas:
2.2 Palabras clave: Applied Linguistics, Language Acquisition,
Quechua, Cusco, Spanish

3. Fecha de lectura o defensa: 2002

4. Departamento, centro o laboratorio en el que se ha desarrollado:
University of Southern California
Department of Linguistics
EE.UU

5. Directores
Suzanne Flynn
William F. Rutherford

6. Proyecto o línea de investigación en el que se incluye

7. Resumen e índice

Assuming that persons acquiring a second language (L2) have continuous
access to the same Universal Grammar (UG) as monolingual children
acquiring their first language (Flynn and Martohardjono 1994), there
remains controversy as to how to best characterize UG, and whether or
not L2 acquirers transfer the functional features of their first
language in the initial state (Schwartz and Sprouse 1996).

One well-studied area regarding monolingual development and UG
constraints pertains to the ability to rule out the reflexive
interpretation of a non-reflexive element (Deutsch, Koster and Koster
1986, Chien and Wexler 1990, Padilla 1990, Baauw, Philip and Escobar
1997, Baauw 1999). Dutch and English monolinguals five to ten years
old are better able to rule out
non-reflexive readings of reflexive elements than vice versa, but
Spanish speaking children are not. Baauw (1999) proposed that Spanish
clitics, whose interpretation results from head movement, are exempt
from this reflexive privilege effect.

I measured the development of sixteen monolingual Bolivian Spanish and
eighty-four L2 Quechua-Spanish-speaking children's ability to
interpret reflexive vs. oblique and locative vs. possessive clitics
between ages five and fifteen years, using a culturally appropriate
picture selection task (Gerken and Shady 1996). I claimed that both
groups' performance should
illuminate the reflexive privilege effect, and that the L2 group
should perform better on locative clitics than possessives if
functional feature transfer from Quechua determined their initial
grammar of Spanish.

I found no evidence of reflexive privilege in the monolingual group,
whose performance was nearly perfect from the earliest age tested,
cohering with results for monolingual Spanish speaking children cited
above.

The L2 group displayed reflexive privilege beginning around age eight
and continuing throughout. I propose two explanations: reflexive
privilege is a processing phenomenon favoring successful
interpretation of the clitic bound in the most local domain, and/or
frequent OV sentences in this group's input discourages them from
interpreting clitics as resulting from head movement.

The L2 group performed better on oblique third person possessive
sentences than on oblique third person locatives. This pattern
provides evidence against initial feature transfer from L1.

ÍNDICE: http://www.rcc.mass.edu/Language/faculty/Sue_Kalt/Document/Kalt_Dissertation.pdf

8. Correo-e de la autora:
<sue_kalt at yahoo.com>

9. Cómo obtener la tesis:
http://www.rcc.mass.edu/Language/faculty/Sue_Kalt/Document/Kalt_Dissertation.pdf

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