Marsden, Heather orcid.org/0000-0002-4885-3446, Whong, Melinda and Gil, Kook-hee (2018) What's in the textbook and what's in the mind:polarity item "any" in learner English. Studies in Second Language Acquisition. pp. 91-118. ISSN 1470-1545
Abstract
This paper presents an experimental study of the rarely explored question of how input through instruction interacts with L2 acquisition at the level ofmodular linguistic knowledge. The investigation focuses on L2 knowledge of the English polarity itemany, whose properties are only partially covered by typical language-teaching materials. We investigate Najdi-Saudi Arabic-speaking learners' knowledge of the distribution of any in contexts that are taught, contexts that are not taught but may be observable in the input, and contexts that are neither taught nor observable. We further test whether conscious awareness of instructed rules about any correlates with performance. Our findings suggest a role for instruction and for internal, UG-constrained acquisition, and that these two paths interact.We explore our findings in terms of SharwoodSmithandTruscott's (2014a, 2014b) framework ofmodular online growth and use of language, in which cognitive development is driven by processing.
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Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © Cambridge University Press 2017. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Arts and Humanities (York) > Language and Linguistic Science (York) |
Depositing User: | Pure (York) |
Date Deposited: | 17 Feb 2017 10:00 |
Last Modified: | 24 Nov 2024 00:25 |
Published Version: | https://doi.org/10.1017/S0272263117000018 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1017/S0272263117000018 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:112488 |
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