exposé temptypac: Schimke

[Bridget Copley]

Le programme "Temporalité: Typologie et Acquisition" (temptypac) de
la Fédération "Typologie et Universaux Linguistiques" du CNRS a le
plaisir d'annoncer un exposé:

"Finiteness in early adult and child L2 German : Evidence from  
elicited imitation"

Sarah Schmike, SFL


Date : lundi 25 mai 2009
Lieu : 59 rue Pouchet, salle 159
Heure : 14h30-16h30
Métro : ligne 13, Guy Moquet ou Brochant; ligne C, Porte de Clichy

Un plan d'accès se trouve à :
http://www.umr7023.cnrs.fr/article.php3?id_article=86 [1]

Vous pouvez consulter le site web de temptypac à :
http://www.ivry.cnrs.fr/~7023web/rubrique.php3?id_rubrique=31 [2]


Résumé (notez que l'exposé sera en français bien que le résumé soit en  
anglais)

There is an ongoing debate about how to best describe the knowledge
underlying utterance structure in the production of beginning second
language learners: generative approaches to L2 acquisition often assume
that learners rapidly acquire a native-like phrase structure, and that
target-deviant utterances are performance errors (Prévost and White,
2000). Functional approaches assume that semantic rather than syntactic
principles govern early utterance structure (Dimroth et al., 2003).
Moroever, some theories assume that the acquisition process is different
depending on the age of the second language learner (Meisel, 2009).
In this talk, I'm going to present elicited production and imitation  
data
obtained with 48 adult and 19 child second language learners of  
German. In
both tasks, negated sentences were analysed in order to determine the
position of the verb with respect to the negator (syntactic finiteness).
In addition, the form of the verb (morphological finiteness) was also
taken into account. The results suggest that utterance structure is
determined by semantic principles at early stages, and that native-like
syntactic knowledge is then built up gradually. Data from child and  
adult
learners were strikingly similar, suggesting that both populations go
through a similar acquisition process. Child learners seem to pass  
through
the same stages much faster than adult learners, however.

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