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Acquiring the Scope of Disjunction and Negation in L2: A Bidirectional Study of Learners of Japanese and English

机译：二语中析取与否定范围的获得：日语和英语学习者的双向研究

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摘要

While L1 transfer and L2 learnability have been studied extensively in the domain of syntax and the syntax/semantics interface, purely semantic phenomena have received little attention in the L2 literature. This paper presents two experiments examining the relative scope assigned to disjunction and negation by English-speaking learners of Japanese (Experiment 1) and Japanese-speaking learners of English (Experiment 2). Previous evidence from L1 acquisition shows a protracted initial default for the interpretation of the relative scope of disjunction and negation. Our results show no such default in L2 acquisition, contra the predictions of Epstein et al. (1996)7. Epstein, Samuel, Flynn, Suzanne and Martohardjono, Gita. 1996. “Second language acquisition: Theoretical and experimental issues in contemporary research”. In Brain and Behavioral Sciences Vol. 19, 677-758. View all references. Instead, we find evidence of L1 transfer, suggesting ‘Full Transfer’ at the L2 initial state extends to the domain of semantics. Results also show uneven success in the two L2 groups, which is explained through the different learnability scenarios that arise as a result of transfer and the availability of positive evidence in the L2 input.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10489223.2010.497403
机译：虽然已经在语法和语法/语义接口领域广泛研究了L1转移和L2可学习性，但是在L2文献中，纯语义现象很少受到关注。本文提出了两个实验，研究日语的英语学习者（实验1）和日语的英语学习者（实验2）分配给析取和否定的相对范围。从L1采集中获得的先前证据表明，对于析取和否定的相对范围的解释存在长期的初始违约。我们的结果表明，L2采集中没有这样的默认值，与Epstein等人的预测相反。 （1996）7。爱泼斯坦，塞缪尔，弗林，苏珊娜和吉塔·马托哈德约诺。 1996年。“第二语言习得：当代研究中的理论和实验问题”。在脑与行为科学。 19，677-758。查看所有参考。相反，我们找到了L1转移的证据，表明在L2初始状态的“完全转移”扩展到语义领域。结果还显示出两个L2组的成功率不均衡，这可以通过迁移和L2输入中提供积极证据而出现的不同可学习性场景来解释。查看全文下载全文相关的var addthis_config = {ui_cobrand：“ Taylor ＆Francis Online”，services_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10489223.2010.497403

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