Podcast
Questions and Answers
According to the Separate Development Hypothesis, what is the relationship between the morphosyntactic development of a bilingual child's two languages?
According to the Separate Development Hypothesis, what is the relationship between the morphosyntactic development of a bilingual child's two languages?
- The morphosyntactic development of one language has no fundamental effect on the morphosyntactic development of the other. (correct)
- The dominant language significantly accelerates the development of the weaker language.
- The development of one language fundamentally affects the morphosyntactic development of the other.
- The two languages develop in a synchronized manner, influencing each other at every stage.
A French-English bilingual child tends to use the Adjective-Noun (AN) order more frequently than native French speakers. How would the Interface Hypothesis explain this phenomenon?
A French-English bilingual child tends to use the Adjective-Noun (AN) order more frequently than native French speakers. How would the Interface Hypothesis explain this phenomenon?
- The child is simplifying French grammar to match the structure of Spanish, a more dominant language in their environment.
- English, with its single AN order, influences the child to overuse AN order in French, which has both AN and NA options. (correct)
- The child's dominant language is French, and its complex grammar overrides English influences.
- Overuse of AN order in French is unrelated to English and is caused by cognitive overload.
What is a key distinction between the Unitary Language System Hypothesis and the Differentiation Hypothesis regarding bilingual language acquisition?
What is a key distinction between the Unitary Language System Hypothesis and the Differentiation Hypothesis regarding bilingual language acquisition?
- The Unitary Language System Hypothesis posits a single, undifferentiated language system initially, whereas the Differentiation Hypothesis suggests separate languages from the beginning. (correct)
- The Unitary Language System Hypothesis posits two distinct language systems from the start, while the Differentiation Hypothesis proposes a merged system that gradually separates.
- The Unitary Language System Hypothesis focuses on vocabulary acquisition, while the Differentiation Hypothesis emphasizes grammar development.
- The Unitary Language System Hypothesis applies only to simultaneous bilinguals, while the Differentiation Hypothesis applies to sequential bilinguals.
Which of the following is NOT a condition specified by the Interface Hypothesis for crosslinguistic influence at the syntax-pragmatics interface?
Which of the following is NOT a condition specified by the Interface Hypothesis for crosslinguistic influence at the syntax-pragmatics interface?
A child is exposed to both Spanish and English from birth. According to the terminology described, which type of bilingual would this child be considered?
A child is exposed to both Spanish and English from birth. According to the terminology described, which type of bilingual would this child be considered?
According to the Unitary Language System Hypothesis, at which stage does a bilingual child begin to differentiate their two languages at the lexical level?
According to the Unitary Language System Hypothesis, at which stage does a bilingual child begin to differentiate their two languages at the lexical level?
How does the Interface Hypothesis explain instances where crosslinguistic influence occurs even when the influencing language is not dominant?
How does the Interface Hypothesis explain instances where crosslinguistic influence occurs even when the influencing language is not dominant?
Italian-English and Italian-Spanish bilinguals overuse overt pronouns in Italian, even though Italian and Spanish are pro-drop languages. How does this observation challenge the Interface Hypothesis?
Italian-English and Italian-Spanish bilinguals overuse overt pronouns in Italian, even though Italian and Spanish are pro-drop languages. How does this observation challenge the Interface Hypothesis?
According to the Competition Model, what is the primary mechanism through which cross-linguistic influence (CLI) occurs in multilingual individuals?
According to the Competition Model, what is the primary mechanism through which cross-linguistic influence (CLI) occurs in multilingual individuals?
How does the concept of 'inter-language priming' explain cross-linguistic influence (CLI)?
How does the concept of 'inter-language priming' explain cross-linguistic influence (CLI)?
What does the research regarding nominal compounds (like 'chairs flowers' or 'clown balloon') suggest about the nature of transfer errors in bilinguals?
What does the research regarding nominal compounds (like 'chairs flowers' or 'clown balloon') suggest about the nature of transfer errors in bilinguals?
Which experimental task is least likely to be affected by concerns about metalinguistic awareness?
Which experimental task is least likely to be affected by concerns about metalinguistic awareness?
Which statement accurately describes the trade-off between ecological validity and processing demands of experimental techniques used to study cross-linguistic influence?
Which statement accurately describes the trade-off between ecological validity and processing demands of experimental techniques used to study cross-linguistic influence?
How does the Visual World Paradigm (VWP) leverage eye-tracking to study language processing, and what key assumption underlies its methodology?
How does the Visual World Paradigm (VWP) leverage eye-tracking to study language processing, and what key assumption underlies its methodology?
What is an example of positive cross-language transfer in vocabulary acquisition, and how does it manifest?
What is an example of positive cross-language transfer in vocabulary acquisition, and how does it manifest?
How might multilingualism affect a child's acquisition of verb placement rules, based on the concept of positive transfer?
How might multilingualism affect a child's acquisition of verb placement rules, based on the concept of positive transfer?
According to research, which of the following is a potential cause of transfer errors (Cross-linguistic influence)?
According to research, which of the following is a potential cause of transfer errors (Cross-linguistic influence)?
What does CLI stand for in the context of Bilingualism?
What does CLI stand for in the context of Bilingualism?
Flashcards
Simultaneous Bilingualism (2L1)
Simultaneous Bilingualism (2L1)
Acquiring two languages from birth or very early childhood.
Early Sequential Bilingualism (eL2)
Early Sequential Bilingualism (eL2)
Learning a second language early in childhood, but after the first language has already begun to develop.
Second Language Learners (L2)
Second Language Learners (L2)
Individuals who learn a second language later in life, typically after childhood.
Unitary Language System Hypothesis
Unitary Language System Hypothesis
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Competition Model
Competition Model
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Separate Development Hypothesis
Separate Development Hypothesis
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No Cross-Linguistic Influence
No Cross-Linguistic Influence
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CLI as Inter-Language Priming
CLI as Inter-Language Priming
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Interface Hypothesis
Interface Hypothesis
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Transfer errors as epiphenomenon
Transfer errors as epiphenomenon
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Interface Hypothesis: Language Influence
Interface Hypothesis: Language Influence
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Representation Problem
Representation Problem
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Performance Limitations
Performance Limitations
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Eye-tracking in Visual World Paradigm (VWP)
Eye-tracking in Visual World Paradigm (VWP)
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Positive Cross-Language Transfer
Positive Cross-Language Transfer
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Cognate Facilitation Effect
Cognate Facilitation Effect
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Positive Transfer in Grammar Acquisition
Positive Transfer in Grammar Acquisition
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Languages always "compete"
Languages always "compete"
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Study Notes
- Bilinguals can be simultaneous (2L1), early sequential (eL2), or second language learners (L2).
- L3 acquisition differs qualitatively from L2 acquisition, influencing bilingualism and multilingualism.
- The prevalence of English impacts multilingual language acquisition.
Theories on Language System Interaction
- The Unitary Language System Hypothesis suggests one language system initially.
- The Differentiation Hypothesis states that languages are separate from the start, emphasizing autonomous development.
- The Interface Hypothesis and Competition Model propose systematic interaction through crosslinguistic influence.
- Inter-language priming highlights language interaction.
Unitary Language System Hypothesis Stages
- Stage I: Single language system.
- Stage II: Split on the lexical level but a single set of syntactic rules.
- Stage III: Complete differentiation of two languages
Separate Development Hypothesis
- The morphosyntactic development of one language does not fundamentally affect the development of the other.
- It posits no cross-linguistic influence.
- Utterances maintain correct word order and morphosyntactic structures within each language.
Interface Hypothesis
- Crosslinguistic influence occurs at the syntax-pragmatics interface.
- It requires structural overlap at the surface level and is independent of language dominance.
- If Language A has two structural options and Language B has one, Language B can influence Language A, causing errors.
- French-English bilinguals might overuse the adjective-noun order because English only has one option (AN).
Problems with Interface Hypothesis
- Italian-English and Italian-Spanish bilinguals overuse overt pronouns in Italian, despite both languages being pro-drop.
- Dominance plays a role, wherein cross-linguistic influence from English to Greek occurs only in English-dominant bilinguals.
- Cross-linguistic influence can occur in narrow syntax, such as subject placement in what-embedded interrogatives in Greek.
- English-French bilinguals make adjective placement errors in English.
Competition Model
- Languages always compete in the multilingual mind.
- The dominant language (usually L1) influences the weaker language (L2) more.
- Transfer can occur in pronunciation, vocabulary, morphology, and syntax.
Cross-Linguistic Influence as Inter-Language Priming
- Within-language priming involves repeating the same syntactic construction.
- Inter-language priming reuses shared syntactic structures.
- Inter-language priming requires shared syntax.
- English and Dutch possessives show both within- and between-language priming effects, stronger in more proficient bilinguals.
Level of Transfer
- Transfer errors may be secondary effects of speech production.
- Bilinguals show more reversals in the production of nominal compounds without comprehension differences.
Possible Causes of Transfer Errors
- Representation problems such as deviant or missing knowledge.
- Performance limitations include competition, failure to inhibit the other language, lexical retrieval, and retrieval of morphosyntactic elements.
Cross-Linguistic Influence in Receptive Tasks
- Evident in Picture Selection Tasks and Grammaticality Judgment Tasks.
Problems with Grammaticality Judgment Tasks
- It relies on metalinguistic awareness, which does not equal grammatical ability.
- Age restrictions and ecological validity are a concern.
- Implicit processing tasks might reveal greater sensitivity.
Alternatives to Grammaticality Judgment Tasks
- Self-paced listening offers ecological validity but has a high processing load and age restrictions.
- Eye-tracking in Visual World Paradigm uses eye gaze to reflect attention without needing a task, thus allowing for natural language processing.
Positive Cross-Language Transfer
- L1 (Spanish) vocabulary and word processing skills at age 2 predict L2 English vocabulary at age 4.
- Cognate facilitation effect makes it easier for bilinguals to learn, retrieve, and use words.
- Translation equivalents that are cognates emerge faster in the other language.
- English-Spanish bilinguals acquire English copulas faster and develop verb morphology comprehension faster than monolinguals.
- Multilingualism helps German-speaking children with verb placement in sentence-final position.
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Description
Explore bilingual language acquisition stages: simultaneous, early sequential, and L2 learners. Understand theories like the Unitary Language System Hypothesis and the Differentiation Hypothesis. Learn about language system interactions through crosslinguistic influence.
