Age effects on the process of L2 acquisition? Evidence from the acquisition of negation and finiteness in L2 German

It is widely assumed that ultimate attainment in adult second language (L2) learners often differs quite radically from ultimate attainment in child L2 learners. This article addresses the question of whether learners at different ages also show qualitative differences in the process of L2 acquisition. Longitudinal production data from two untutored Russian beginners (ages 8 and 14) acquiring German under roughly similar conditions are compared to published results on the acquisition of German by adult immigrants. The study focuses on the acquisition of negation and finiteness as core domains of German sentence grammar. Adult learners have been shown to produce an early nonfinite learner variety in which utterance organization relies on principles of information structure rather than on target language grammar. They then go through a couple of intermediate steps in which, first, semantically empty verbs (auxiliaries) serve as isolated carriers of finiteness before lexical verbs become finite. Whereas the 14-year-old learner of this case study basically shows a developmental pattern similar to that of adults, the 8-year-old child produces a different order of acquisition: Not only is the development of finite morphology faster, but finite lexical verbs are acquired before auxiliary constructions (Perfekt). Results suggest a stronger tendency for young learners to incrementally assimilate input patterns without relying on analytic steps guided by principles of information organization to the same extent as older learners

L'acquisition de la finitude en allemand L2 à différents âges

Ultimate attainment in adult second language learners often differs tremendously from the end state typically achieved by young children learning their first language (L1) or a second language (L2). The research summarized in this article concentrates on developmental steps and orders of acquisition attested in learners of different ages. Findings from a longitudinal study concerned with the acquisition of verbal morpho-syntax in German as an L2 by two young Russian learners (8 and 14 years old) are compared to findings from the acquisition of the same target language by younger children and by untutored adult learners. The study focuses on the acquisition of verbal morphology, the role of auxiliary verbs and the position of finite and non finite verbs in relation to negation and additive scope particles

Additive Particles in Romance and Germanic Languages: Are They Really Similar?

The starting point of this paper is the observation of an unequal frequency of the additive particle auch in German as compared to the paucity of its French counterpart aussi, in L1 and L2 developmental data as well as in adult native speakers' production, which leads to an investigation of the reasons for the observed difference in language use. The paper brings together findings on the structure and discourse integration of utterances containing additive particles (translation equivalents of also) in written sources from French and German and in oral production data from speakers of French and Italian, German and Dutch. Next to data from native speakers, developmental data from learners of French and German (as L1 and L2) are shown to be relevant sources of information about the integration of the optional particles into utterances and at the discourse level. The developmental data reveal a difference between Romance and Germanic languages, concerning not only the frequency of additive particles, but also their interaction with early markers of assertion: auch/ook function as precursors of the assertive value, in competition with the expression of assertion through finiteness, whereas no such interaction is attested for aussi/anche. A comparison of native speakers' preferential choices concerning the information unit highlighted to enhance discourse cohesion confirms the differences between the two language families: speakers of Germanic languages preferentially use particles and Verum Focus, i. e. anaphoric links operating on the assertion value of the relevant utterances, whereas speakers of Romance languages choose anaphoric links operating on the utterance's descriptive content (entities and predicate). Although additive particles across languages share a similar basic meaning, only the Germanic ones are integrated in a system of assertion-related items that push their speakers to apply a discourse perspective oriented towards a comparison of assertions

N-terminal amino acid sequences of the subunits of the Na+-translocating F1F0 ATPase from Propionigenium modestum

AbstractWe report here the N-terminal protein sequences of the subunits of the ATPase from Propionigenium modestum. Subunits c, b, δ, α and β start with an N-terminal methionine residue, the γ and ε subunits have an alanine N-terminus, from which N-formylmethionine was hydrolyzed by posttranslational modification, and subunit a contains a blocked N-terminus. Each of the N-terminal sequences exactly matches a portion of the DNA sequence in the gene encoding the respective subunit protein on the unc operon. Thus, the exact translational start for each subunit protein can be identified and the primary structures of the protein transcripts can be clearly defined. Based on these data the putative size of the open reading frame that was envisaged from the DNA sequence had to be revised for the α and δ subunits

Den Erwachsenen überlegen: Kinder entwickeln beim Sprachenlernen besondere Techniken und sind erfolgreicher als ältere Menschen

The younger - the better? This paper discusses second language learning at different ages and takes a critical look at generalizations of the kind ‘The younger – the better’. It is argued that these generalizations do not apply across the board. Age related differences like the amount of linguistic knowledge, prior experience as a language user, or more or less advanced communicative needs affect different components of the language system to different degrees, and can even be an advantage for the early development of simple communicative systems

Word order and information status in child language

In expressing rich, multi-dimensional thought in language, speakers are influenced by a range of factors that influence the ordering of utterance constituents. A fundamental principle that guides constituent ordering in adults has to do with information status, the accessibility of referents in discourse. Typically, adults order previously mentioned referents (“old” or accessible information) first, before they introduce referents that have not yet been mentioned in the discourse (“new” or inaccessible information) at both sentential and phrasal levels. Here we ask whether a similar principle influences ordering patterns at the phrasal level in children who are in the early stages of combining words productively. Prior research shows that when conveying semantic relations, children reproduce language-specific ordering patterns in the input, suggesting that they do not have a bias for any particular order to describe “who did what to whom”. But our findings show that when they label “old” versus “new” referents, 3- to 5-year-old children prefer an ordering pattern opposite to that of adults (Study 1). Children’s ordering preference is not derived from input patterns, as “old-before-new” is also the preferred order in caregivers’ speech directed to young children (Study 2). Our findings demonstrate that a key principle governing ordering preferences in adults does not originate in early childhood, but develops: from new-to-old to old-to-new

Influence of Sb, Bi, Tl, and B on the incorporation of N in GaAs

Journal ArticleGaAs:N is an interesting material for many devices due to its unique compositional variation of band gap. Small amounts of N lead to a strong decrease in band gap energy as well as lattice constant. The further addition of In or Sb leads to quaternary alloys with band gap energies below 1.4 eV lattice matched to GaAs. One drawback of these alloys is the low solubility of N in GaAs. Some success has been obtained using low growth temperatures and V/III ratios during organometallic vapor phase epitaxy to kinetically limit phase separation. This article describes mechanisms for N incorporation into the GaAs crystal during growth and shows how surfactants like Sb, Bi, and Tl, as well as B, affect N incorporation. A decrease of the N content in GaAs was found for Sb, Bi, and Tl, which can be explained using a simple Langmuir model with competitive adsorption. The surface morphology of the epitaxial layers and the influence of surfactants was analyzed using atomic force microscopy

Polarity of liquid mixtures with components of limited miscibility

Binary mixtures of organic solvents with limited miscibility are investigated by a two parameter equation which reliably describes the polarity of mixtures as a function of their composition. A relation is found between limited miscibility and critical change of solvent structure

When contrasting polarity, the Dutch use particles, Germans intonation

This study compares how Dutch and German, two closely related languages, signal a shift from a negative to a positive polarity in two contexts, when contrasting the polarity relative to a different topic situation (In my picture the man washes the car following after In my picture the man does not wash the car, henceforth polarity contrast) and when correcting the polarity of a proposition (The man washes the car following after The man does not wash the car, henceforth polarity correction). Production data show that in both contexts German speakers produced Verum focus (i.e., a high-falling pitch accent on the finite verb), while Dutch speakers mostly used the accented affirmative particle wel. This shows that even lexically and syntactically close languages behave differently when it comes to signalling certain pragmatic functions. Furthermore, we found that in polarity correction contexts, both affirmative particles and Verum focus were realized with stronger prosodic prominence. This difference was found in both languages and might be due to a secondary (syntagmatic) effect of the information structure of the utterance (absence or presence of a contrastive topic)