The development of subordinate clauses in German and Swedish as L2s: a theoretical and methodological comparison

In this article, we aim to contribute to the debate about the use of subordination as a measure of language proficiency. We compare two theories of SLA—specifically, processability theory (PT; Pienemann, 1998) and dynamic systems theory (de Bot, Lowie, & Verspoor, 2007)—and, more particularly, their addressing of the development of subordinate clauses. Although DST uses measures from the complexity, accuracy, and fluency (CAF) research tradition (see Housen & Kuiken, 2009), PT uses the emergence criterion to describe language development. We will focus on the development of subordinate clauses and compare how subordination as such is acquired and how the processing procedures related to a specific subordinate clause word order is acquired in the interlanguage (IL) of second language German and Swedish learners. The learners’ language use shows that the use of subordination (as measured by a subordination ratio) fluctuates extensively. From the beginning of data collection, all learners use subordinate clauses, but their use of subordinate clauses does not increase linearly over time, which is expected by DST. When focusing on processability and the emergence of subordinate clause word order, however, a clear linear developmental sequence can be observed, revealing a clear difference between the nonacquisition and the acquisition of the subordinate clause word order rules. Our learner data additionally reveal a different behavior regarding lexical and auxiliary or modal verbs

Against Full Transfer - evidence from Swedish learners of German

The role of the first language in the acquisition of a second language is an important issue in second language acquisition research and different stands have been taken during the past decades. From the perspective of Universal Grammar, Schwartz & Sprouse 1994, 1996 have proposed a Full Transfer/Full Access model according to which the final state of L1 acquisition is used as the initial state of L2 acquisition. They base their argument on the acquisition of German by Turkish learners. In this paper, it will be argued that stuctures that look as transfer on the surface are parts of universal developmental stages. The assumption is that syntactic rules are not transferable, but the L2 learners are building a new grammar from the lexicon. The order of appearance of syntactic structures can be predicted by Pienemann’s Processability Theory. Evidence from Swedish learners show that the German syntactical rules emerge in the same implicational order as in the Turkish learners. The fact that the Swedish learners, unlike the Turkish learners, have the same type of subject-verb inversion in their native languages does not change the order of the sequenc

Tense morphology and verb-second in Swedish L1 children, L2 children and children with SLI

This paper compares the development of tense morphology and verb-second in different learner populations. Three groups of Swedish pre-school children are investigated longitudinally; ten L1 children, ten L2 children and ten children diagnosed with Specific Language Impairment (SLI). Data was collected twice, with an interval of six months. The results at Time I reveal a significant difference between normally developing L1 children on the one hand and L2 children and children with SLI on the other. The L1 children use verb-second correctly in topicalized declaratives, whereas both L2 children and children with SLI use structures with the verb in third position (XSV structures) as an intermediate step towards verb-second. There is a clear development between the two data collection sessions for the L2 children and the children with SLI, diminishing the difference between them and the unimpaired L1 children. The similarity that is found between L2 children and children with SLI in this study bears important implications for the discussion of the role of transfer in L2 research and for the question of a defective linguistic representation in SLI research

Language impairment from a processing perspective

Abstract is not availabl

Developmental stages challenging cross-linguistic transfer: L2 acquisition of Norwegian adjectival agreement in attributive and predicative contexts

This study presents cross-sectional data on adjectival agreement in second-language (L2) learners of Norwegian with four different first languages (L1s). The target language has full noun phrase agreement between article, adjective and noun, and the source languages represent different agreement conditions, similar to or different from the target language. Sixteen learners participated in the study, and their oral production of adjective agreement was analysed individually. Two hypotheses were proposed. First, learners will develop adjectival agreement in a piecemeal way and follow the developmental stages predicted by Processability Theory (Pienemann, 1998), with attributive and predicative agreement implicationally ordered. Second, learners with adjective agreement in the L1 will transfer that into the L2, whereas learners without agreement in the L1 will not use agreement. Under the first hypothesis, we expect the learners to be distributed along a developmental scale, with some learners applying agreement in attributive positions only and others applying agreement in both the attributive and predicative positions. Under the second hypothesis, we anticipate a difference between the groups: Learners with agreement in their L1 will mark agreement in all contexts where it occurs in the L1, whereas learners who do not have agreement in their L1 will fail to mark agreement overall. The comparison demonstrates larger differences within the L1 groups than between the L1 groups. This suggests a gradual acquisition of agreement, with the agreement features and positions emerging one by one rather than being transferred from the L1.publishedVersio

A unified approach towards the development of Swedish as L2: a processability account

This paper has two main objectives: (a) to put the vast body of research on Swedish as a second language (SSL) into one coherent framework; and (b) to test the predictions deriving from processability theory (Pienemann, 1998a, 1998b) for Swedish against this empirical database. We will survey the 14 most prominent research projects on SSL covering wide areas of syntax and morphology in longitudinal and cross-sectional studies. This survey is the first to be carried out for Swedish, and it will bring the body of two decades of research into one unified framework. We proceed in the following steps: First, a brief summary of processability theory is given. Then the theory is used to generate a unifying framework for the development of the specific L2 grammatical system (Swedish). Finally, the new framework is tested in the above-mentioned empirical studies

Comprehension and production of relative clauses: a comparison between Swedish impaired and unimpaired children

The aim of the present study is to investigate the relationship between language comprehension and language production in Swedish children. This was done longitudinally with 10 children with specific language impairment (SLI), aged 4;0 to 6;3 at Time I, and 10 children with unimpaired language development, aged 3;1 to 3;7 at Time I. The target structure was subordination, more precisely relative clauses. The children's comprehension was tested with picture pointing, act-out and oral response tests. Their production was tested with elicited imitation and sentence completion tests. Data were collected twice, with an interval of six months. The results from the unimpaired children at Time I showed a difference between comprehension and production. At Time II these children scored higher on production than on comprehension. The children with SLI scored significantly higher on comprehension than on production at Time I. In half of the SLI group there was a clear development between the two data collection sessions, diminishing the dissociation. On neither testing did the children with SLI differ significantly from the unimpaired children in comprehension. At both testings, however, the children with SLI had significantly more responses where they did not insert the complementizer in relative clauses. The results indicate that the relationship between comprehension and production is different at different stages in development. They also show that structures involving dependency relations are particularly difficult to produce for children with SLI

Tumor necrosis factor and its receptors in the neuroretina and retinal vasculature after ischemia-reperfusion injury in the pig retina

Numerous studies have been performed aimed at limiting the extent of retinal injury after ischemia, but there is still no effective pharmacological treatment available. The aim of the present study was to examine the role of tumor necrosis factor (TNF)α and its receptors (TNF-R1 and TNF-R2), especially considering the neuroretina and the retinal vasculature since the retinal blood vessels are key organs in circulatory failure

PT som andrespråkspedagogisk verktøy i barnehage og skole

I artikkelen argumenteres det for et sterkere fokus på utviklingsperspektiv i språklig kartlegging og opplæring av barn og unge som lærer norsk som andrespråk, og for at det er behov for et kartleggingsverktøy med klare og presise kriterier for vurdering av grammatiske strukturer. Med utgangspunkt i Prosessbarhetsteorien beskrives en stadiemodell som kan fungere som et verktøy for lærere for å følge barn og unges andrespråksutvikling over tid. I artikkelen vises hvordan en gruppe lærere i barnehage og skole har brukt stadiemodellen, og hvilke erfaringer de har gjort seg i dette arbeidet. Resultatet viser at lærerne finner modellen hensiktsmessig for å få øye på hvordan andrespråket gradvis vokser fram i forutsigbare stadier.acceptedVersio

Mitogen-activated protein kinases in the porcine retinal arteries and neuroretina following retinal ischemia-reperfusion

PURPOSE: The aim of the present study was to examine changes in the expression of intracellular signal-transduction pathways, specifically mitogen-activated protein kinases, following retinal ischemia-reperfusion. METHODS: Retinal ischemia was induced by elevating the intraocular pressure in porcine eyes, followed by 5, 12, or 20 h of reperfusion. The results were compared to those of the sham- operated fellow eye. The retinal arteries and neuroretina were isolated separately and examined. Tissue morphology and DNA fragmentation were studied using histology. Extracellular signal-regulated kinase 1 and 2 (ERK1/2), p38, c-junNH(2)-terminal kinases (JNK), and c-jun protein and mRNA expression were examined using immunofluorescence staining, western blot, and real-time PCR techniques. RESULTS: Pyknotic cell nuclei, terminal deoxynucleotidyl transferase dUTP nick end labeling (TUNEL)-positive cells, and glial fibrillary acidic protein mRNA expression were increased in ischemia, suggesting injury. Phosphorylated ERK1/2 protein levels were increased in the neuroretina following ischemia, while mRNA levels were unaltered. p38 protein and mRNA levels were not affected by ischemia. Immunofluorescence staining for phosphorylated p38 was especially intense in the retinal blood vessels, while only weak in the neuroretina. Phosphorylated JNK protein and mRNA were slightly decreased in ischemia. Phosphorylated c-jun protein and mRNA levels were higher in the neuroretina after ischemia-reperfusion. CONCLUSIONS: Retinal ischemia-reperfusion alters expression of mitogen-activated protein kinases, particularly ERK1/2, in the neuroretina and retinal arteries. The development of pharmacological treatment targeting these intracellular transduction pathways may prevent injury to the eye following retinal circulatory failure