Pavesi, Maria Gabriella

2013-06-26T13:51:20Z

2013-06-26T13:51:20Z

1986

This study was set up to investigate the role of markedness in the acquisition of a second language. The definition of markedness chosen was in agreement with that of the Prague School, and in particular with the work of Trubetzkoy (1939), Jakobson (1939) and Greenberg (1966). Two areas of English were investigated: relative clauses and spatial prepositions. Two groups of Italian learners -- one formal, the other informal -- provided the cross-sectional data. Our first group of hypotheses predicted that the acquisition of the two areas would proceed from unmarked to marked as defined by the Accessibility Hierarchy for relative clause formation (Keenan and Comrie, 1977,1979) and by the structural markedness and semantic complexity of spatial prepositions (Clark, 1973; Traugott, 1974). It was further predicted that learners' interlanguage would exhibit a greater number of marked structures: 1. when learners were performing on a more formal task 2. if they had received: formal exposure to the language. The results of the investigation show first of all that markedness can be used as a valid predictor for the acquisition of relative clauses. As for spatial prepositions, markedness can account for the orders found only at a general level since other factors such as exposure conditions and mother tongue also seem to influence the process of acquisition. Second, in terms of task formality, learners performed better on more marked structures -- both relative clauses and spatial prepositions -- in the written (more formal) than in the oral (less formal) task. Third, evidence is provided showing that formal learners perform better than informal learners on some marked structures. The results obtained are discussed in terms of markedness, discoursal modes, and the features of each language system involved. Implications for second language acquisition theory and language pedagogy are finally suggested PUttim particular emphasis on the relationship between markedness and input in the acquisition process.

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374133

http://hdl.handle.net/1842/7209

eng

University of Edinburgh

Education

Linguistics

Study of markedness in second language acquisition

A study of markedness in second language acquisition

PhD Doctor of Philosophy