THE ACQUISITION OF LEXICAL AND GRAMMATICAL ASPECT

By ZhaoHong Han. Studies in Second Language Acquisition, 2004

485 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b82202ba267383b9765755eb176baa47cc6c7ba4

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Citations in the corpus

Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing of acquisition and proficiency considered* (2013, background): “…manifests in transfer patterns for purposes related to the reducing of processing costs at various levels under the same logic argued for full L1 transfer in L2 acquisition (see Schwartz & Sprouse, 1996; White, 1989, 2003; as well as the large body of empirical work that supports it).”
Individual differences and language interdependence: a study of sequential bilingual development in Spanish–English preschool children (2009, background): “In other populations, linguistic transfer is extensively documented, as can be seen in the literature on language contact (Lehiste 1988; Muysken 2000), and in the field of second language acquisition (Liceras 1986; Hawkins 2002; White 1987, 2003).”
L3 syntactic transfer selectivity and typological determinacy: The typological primacy model (2011, background): “In line with a popularly held view of adult L2 acquisition (for discussion, see White, 2003; Slabakova, 2009), the type of bilingual (child vs. adult) that one studies as a multilingual learner is of considerable consequence for the research questions under investigation herein.”
SYNTACTIC AMBIGUITY RESOLUTION IN L2 LEARNERS (2003, background): “…a considerable amount of research is guided by the assumption that the learner is innately programmed with a predetermined set of decisions to make about the properties of the language being learned (e.g., for L1 acquisition, see Chomsky, 1981, 1995; for L2 acquisition, see White, 1989, 2003).”
The on-line application of binding Principle A in English as a second language* (2009, background): “…of Chomsky’s (1981) principles-and-parameters framework with the aim of uncovering details of the L2 interlanguage grammar (see Hawkins, 2001; White, 2003, for reviews), experimental psycholinguistic research on anaphor resolution has typically focused on questions such as what information…”
WHEN GENDER AND LOOKING GO HAND IN HAND (2013, background): “Central to this debate is whether or not adult L2 learners are able to acquire abstract grammatical features in the L2 that are not instantiated in the fi rst language (L1; e.g., Duffi eld & White, 1999 ; Epstein, Flynn, & Martohardjono, 1996 ; Schwartz & Sprouse, 1994 , 1996 ; White, 1989 , 2003 ).”
Current Issues in Heritage Language Acquisition (2010, background): “4 Other researchers consider that L2 learners have full access to Universal Grammar, like L1 learners, and deny the implication of maturational constraints (see White, 2003).”
The education of teachers of English as a lingua franca: a transformative perspective (2007, background): “…considers, for example, the disagreement between Quirk and Kachru concerning the meaning and importance of Standard English and the role of native speakers that took place in 1990–91 on the pages of English Today (Quirk 1990; Kachru 1991; for a presentation of the controversy, see Seidlhofer 2003).”
Beyond raw frequency: Incidental vocabulary acquisition in extensive reading (2008, background): “If we can assume that foreign language learning is not fundamentally different from child language development (cf. Slabakova, 2006; White, 2003), we can provide a plausible explanation for the preferential learning of nouns over other word classes in foreign language learning by adopting the…”
Back to basics: Incomplete knowledge of Differential Object Marking in Spanish heritage speakers* (2009, background): “The term ATTRITION implies that a grammatical system had a chance to develop completely 1 There are alternative perspectives on this issue; see White (2003).”
How similar are adult second language learners and Spanish heritage speakers? Spanish clitics and word order (2009, background): “These are the claims of the general full access view within generative approaches to L2 acquisition (White, 2003).”
Spanish gender agreement under complete and incomplete acquisition: Early and late bilinguals' linguistic behavior within the noun phrase* (2011, background): “Fossilization, though, “is attributable not to a breakdown in the grammar as such but, rather, to some kind of unreliability in the interface between the syntax and other areas of the grammar” (White, 2003, p. 201).”