Languages in Contrast - Volume 8, Issue 1, 2008

This paper tackles the concepts of ‘Variation’ and ‘Specialization’, frequently used in grammaticalization theory, within the context of progressive aspectual periphrases and from a comparative perspective French-Dutch. Drawing on historical and contemporary data, it is shown that these periphrases (i) have a disambiguating function, (ii) vary as to the level of Specialization operating on them, and (iii) manifest a relatively high level of formal fusion and semantic uniformity, due to processes of ‘metaphorization’, ‘reanalysis’ and ‘desemanticization’. The synergy between ‘Variation’ and ‘Specialization’ as proposed in this analysis allows for a comprehensive account of linguistic phenomena which are subject to (especially incipient) grammaticalization.

The typical informational density in German non-fictional prose often triggers sentence splitting in translations into Norwegian. Information given as VP- or NP-adjunctions in the monosentential source versions is extracted and rendered as independent sentences or conjuncts in coordinative structures in the target version. Typically, subordination in the source version signals that the information should not be seen as the main focus of the sentence. Hence, an important means of guiding the reader with regard to discourse function is lost in the translated version. This article aims at showing how certain choices of target version form can be explained by the goal of preserving the discourse structure of the original. A recurring strategy is the use of coordinated clauses or VPs in the target version. Coordination — at least in narratives licensing consequential readings between the first and second conjunct — is exploited as a device of ’downgrading’ the information of the first conjunct to a background role, preserving the second conjunct as the main focus equivalent to the original. Thus, coordination seems to compensate for the more restricted use of syntactic subordination in Norwegian.

This study examines the emergence of lower-level ESL sentence processing skills involved in integrating English words into predicate structures on-line. The aim of the present study is to examine how the L1 phrase structure and corresponding L1 word integration skills of ESL learners influence their corresponding ESL sentence processing skills in an on-line English sentence reading task. The study examined the English predicate and verb phrase processing skills of a group of Chinese ESL learners whose language has right-branching L1 verb phrase structures (head-complement word order) and a group of proficiency-matched Korean ESL learners whose native language only allows left-branching L1 verb phrase structures (i.e., complement-head word order). The Chinese ESL group (n = 20) was significantly faster than the Korean ESL group (n = 18) in reading and integrating direct object nouns into English predicate phrase structures, though there were no significant differences comprehending the sentences. In addition, the Chinese ESL group was significantly more accurate in reading and comprehending transitive sentences in which the direct objects had an embedded relative clause. The results suggest that L1 word integration skills influence and shape the emergence of on-line ESL word integration

Native-like use of preterit and imperfect morphology in all contexts by English learners of L2 Spanish is the exception rather than the rule, even for successful learners. Nevertheless, recent research has demonstrated that advanced English learners of L2 Spanish attain a native-like morphosyntactic competence for the Preterit/Imperfect contrast, as evidenced by their native-like knowledge of associated semantic entailments (Goodin-Mayeda and Rothman 2007, Montrul and Slabakova 2003, Slabakova and Montrul, 2003, Rothman and Iverson 2007). In addition to an L2 disassociation of morphology and syntax (e.g., Bruhn de Garavito 2003, Lardiere 1998, 2000, 2005, Prévost and White 1999, 2000, Schwartz 2003), I hypothesize that a system of learned pedagogical rules contributes to target-deviant L2 performance in this domain through the most advanced stages of L2 acquisition via its competition with the generative system. I call this hypothesis the Competing Systems Hypothesis. To test its predictions, I compare and contrast the use of the Preterit and Imperfect in two production tasks by native, tutored (classroom), and naturalistic learners of L2 Spanish.