Doctoral Dissertation Improvement Grant: Exploring the degree of nativelikeness in bilingual acquisition

博士论文改进补助金：探索双语习得的母语程度

• 批准号: 1122163
• 负责人: Silvina Montrul
• 金额: $ 1.18万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-08-15 至 2013-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1122163&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Improvement; Grant; Exploring

The dissertation project will explore the degree of native-likeness in bilingual acquisition of a gradient multi-factor linguistic phenomenon that requires implicit knowledge of complex stochastic patterns and poses many learnability problems for the learners. It will investigate how monolingual and bilingual learners acquire implicit knowledge of when to omit and when not to omit case in Korean ('case ellipsis') and whether bilinguals can successfully acquire sensitivity to multiple cues in a phenomenon that involves the interaction of syntactic, semantic, and discourse principles. It will also compare second language (L2) learners to heritage language (HL) learners to investigate how age of acquisition and the type and amount of input contribute to developing native-like competence. By using a set of oral and written elicited production experiments, the present project will test L2 adults, HL adults, and Korean-speaking adults and children on their knowledge and usage of case marking and case ellipsis. An oral picture description task and a written forced choice task that cross the factors of focus, animacy, and definiteness will be conducted to observe the speakers' patterns of case-marking in oral and written conversations. The experiments will help compare the types of cues that are more readily accessible than others and identify potential developmental stages. The present study will not only help increase our understanding of the nature of bilingual acquisition and characteristics of different types of bilinguals but will also contribute to the knowledge of the differences between monolingual and bilingual acquisition in interfaces of syntax and other linguistic domains. The results of this research will thus address theoretically significant questions in acquisition theory and also help identify L2 and HL learners' instructional needs. The results are expected to shed light on qualitative differences in the underlying linguistic knowledge of HL and L2 learners and help provide support for HL tracks in language classrooms.

论文项目将探讨双语获取梯度多因素语言现象的本地类似性的程度，该现象需要对复杂随机模式的隐式知识，并为学习者带来许多可学习性问题。它将调查单语和双语学习者如何获得有关何时省略以及何时不忽略韩语（“案例省略号”）的隐性知识，以及双语者是否可以成功地获得对涉及句法，语义和话语原理相互作用的现象中对多个线索的敏感性。它还将将第二语言（L2）学习者与遗产语言（HL）学习者进行比较，以调查收购年龄以及投入的类型和投入量如何有助于发展类似本土的能力。 通过使用一组口头和书面引起的生产实验，本项目将测试L2成年人，HL成年人以及讲韩语的成年人和儿童的知识和使用情况标记和案例省略号。口头图片描述任务和书面强制选择任务将跨越重点，动画和确定性的因素，以观察口头和书面对话中扬声器的案例标记模式。实验将有助于比较比其他人更容易访问的提示类型，并确定潜在的发展阶段。 本研究不仅将有助于我们对不同类型的双语者的双语获取性质和特征的性质的理解，而且还将有助于了解语法和其他语言领域界面中单语和双语获取之间的差异。因此，这项研究的结果将在理论上在获取理论中解决重要的问题，并有助于确定L2和HL学习者的教学需求。预计结果将阐明HL和L2学习者的潜在语言知识的定性差异，并有助于为语言教室中的HL轨道提供支持。