Missing Surface Inflection or Impairment in second language acquisition? Evidence from tense and agreement

By P. Prévost, Lydia White. 2000

796 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/9786072cb711838ffd77c8a04b3cbfbf5ab6aa08

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In Developmental and Educational Psychology

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Citations in the corpus

Fossilization in steady state L2 grammars: Persistent problems with inflectional morphology (2003, background): “Rather, the data are consistent with claims such as the MISSING SURFACE INFLECTION HYPOTHESIS (Haznedar and Schwartz, 1997; Prévost and White, 2000) or the mapping problem (Lardiere, 2000).”
Processing tense/aspect-agreement violations on-line in the second language: A self-paced reading study with French and German L2 learners of English (2013, background): “Such selective differences help to inform debates on whether Universal Grammar is fully available to older L2 learners (e.g. Lardiere, 1998a, 1998b, 2000; Prévost and White, 2000; Schwartz and Sprouse, 1996; Vainikka and Young-Scholten, 1996a) or whether it is only partially available (e.”
Assessing the role of current and cumulative exposure in simultaneous bilingual acquisition: The case of Dutch gender* (2012, methodology): “…to acquisition (Blom, Polišenskà & Weerman, 2008a; Gathercole & Thomas, 2005, 2009), and that non-target performance on the production task can be explained by the Missing Surface Inflection Hypothesis (Haznedar & Schwartz, 1997; Prévost & White, 2000; Weerman, Duijnmeijer & Orgassa, 2011).”
Age and input in the acquisition of grammatical gender in Dutch (2008, background): “Bruhn de Garavito and White (2002: 170) suggest, following Lardiere (2000) and Prévost and White (2000), that learners experience a mapping problem between syntax and morphology, that is, they experience ‘difficulties in relating underlying abstract features to appropriately inflected surface…”
The syntax–discourse interface in near-native L2 acquisition: Off-line and on-line performance* (2009, methodology): “For the syntax–morphology interface, Prévost and White (2000), in their Missing Surface Inflection Hypothesis, similarly argue that problems in the suppliance of target inflection among adult L2 speakers are due to the computational effort required in lexical access to inflectional forms and the…”
Learning (not) to predict: Grammatical gender processing in second language acquisition (2016, background): “…McCarthy, 2008); (3) that L2 learners fall short of mapping gender forms to features in real-time processing (Missing Surface Inflection Hypothesis; Prévost and White, 2000); (4) additionally, more recent proposals relate L2 problems in processing syntactic gender agreement to variability in…”
The representation of English articles in second language grammars: Determiners or adjectives?* (2008, background): “Whether new syntactic categories and features could be acquired in L2A is a subject of intense debate in the literature (Clahsen, 1988; Tsimpli and Roussou, 1991; Smith and Tsimpli, 1995; Hawkins and Chan, 1997; Lardiere, 2000; Prévost and White, 2000; inter alia).”
Articles, adjectives and age of onset: the acquisition of Dutch grammatical gender (2008, background): “French root 1 Others confirm the dissociation, but argue that late learners show native knowledge of syntax in combination with non-native lexical representations (Lardiere, 1998; Prévost and White, 2000; White, 2003).”
Morphological insensitivity in second language processing (2004, background): “However, other researchers (e.g., Haznedar & Schwartz, 1997; Prévost & White, 2000) argue that instances of correct use of grammatical morphemes suggest that related morphological knowledge have been internalized.”
Interpretation of English multiple wh-questions by Japanese speakers: a missing uninterpretable feature account (2006, background): “…to argue that non-target-like performance may under-represent abstract grammatical knowledge (see, for example, Lardiere, 1998a; 1998b; 2000; Prévost & White, 2000; White, 2003a; Goad, et al., 2003), there has been a tendency to assume that performance cannot ‘over-represent’ knowledge,…”