Stability and change in one adult's second language english negation

Language Learning

Volumn 63, Issue 3, 2013, Pages 463-498

  Hauser, Eric ^a,b  

^a UNIVERSITY OF ELECTRO COMMUNICATIONS   (Japan)

^b UNIVERSITY OF HAWAII   (United States)

Author keywords

CA SLA; Formulaic speech; L2 English; L2 negation; Longitudinal research

Indexed keywords

EID: 84881544311     PISSN: 00238333     EISSN: 14679922     Source Type: Journal    
DOI: 10.1111/lang.12012     Document Type: Article

References (63)

1. Bardovi-Harlig, K. (2002). A new starting point? Investigating formulaic use and input in future expression. Studies in Second Language Acquisition, 24, 189-198.
2. Becker, A. (2005). The semantic knowledge base for the acquisition of negation and the acquisition of finiteness. In H. Hendriks (Ed.), The structure of learner varieties (pp. 263-314). Berlin: Mouton de Gruyter.
3. Berdan, R. (1996). Disentangling language acquisition from language variation. In R. Bayley & D. R. Preston (Eds.), Second language acquisition and linguistic variation (pp. 203-244). Amsterdam: Benjamins.
4. Bernini, G. (2000). Negative items and negation strategies in nonnative Italian. Studies in Second Language Acquisition, 22, 399-440.
5. Bernini, G. (2005). The acquisition of negation in Italian L2. In H. Hendriks (Ed.), The structure of learner varieties (pp. 315-351). Berlin: Mouton de Gruyter.
6. Brouwer, C. E., & Wagner, J. (2004). Developmental issues in second language conversation. Journal of Applied Linguistics, 1, 29-47.
7. Butterworth, G., & Hatch, E. (1978). A Spanish-speaking adolescent's acquisition of English syntax. In E. M. Hatch (Ed.), Second language acquisition: A book of readings (pp. 231-245). Rowley, MA: Newbury House.
8. Buttny, R. (1998). Putting prior talk into context: Reported speech and the reporting context. Research on Language and Social Interaction, 31, 45-58.
9. Cancino, H., Rosansky, E. J., & Schumann, J. H. (1978). The acquisition of English negatives and interrogatives by native Spanish speakers. In E. M. Hatch (Ed.), Second language acquisition: A book of readings (pp. 207-230). Rowley, MA: Newbury House.
10. Cekaite, A. (2007). A child's development of interactional competence in a Swedish L2 classroom. Modern Language Journal, 91, 45-62.
11. Dale, P. S., & Crain-Thoreson, C. (1993). Pronoun reversals: Who, when, and why? Journal of Child Language, 20, 573-589.
12. Dimroth, C. (2008). Age effects on the process of L2 acquisition? Evidence from the acquisition of negation and finiteness in L2 German. Language Learning, 58, 117-150.
13. Drew, P. (1997). "Open" class repair initiators in response to sequential sources of troubles in conversation. Journal of Pragmatics, 28, 69-101.
14. Ellis, N. C. (2003). Constructions, chunking, and connectionism: The emergence of second language structure. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 63-103). Malden, MA: Blackwell.
15. Eskildsen, S. W. (2009). Constructing another language-Usage-based linguistics in second language acquisition. Applied Linguistics, 30, 335-357.
16. Eskildsen, S. W. (2011). The L2 inventory in action: Conversation analysis and usage-based linguistics in SLA. In G. Pallotti & J. Wagner (Eds.), L2 learning as social practice: Conversation-analytic perspectives (pp. 327-364). Honolulu: University of Hawai'i, National Foreign Language Resource Center.
17. Eskildsen, S. W. (2012). L2 negation constructions at work. Language Learning, 62, 335-372.
18. Eskildsen, S. W., & Cadierno, T. (2007). Are recurring multi-word expressions really syntactic freezes? Second language acquisition from the perspective of usage-based linguistics. In M. Nenonen & S. Niemi (Eds.), Collocations and idioms 1: Papers from the First Nordic Conference on Syntactic Freezes, Joensuu, May 19-20, 2007. Studies in Languages, University of Joensuu, Vol. 41. Joensuu: Joensuu University Press. Retrieved September 11, 2012, from http://www.labschool.pdx.edu/research/current/Eskildsen%20&%20Cadiero.%202007.pdf
19. Forrester, M. A. (2008). The emergence of self-repair: A case study of one child during the early preschool years. Research on Language and Social Interaction, 41, 99-128.
20. Giuliano, P. (2003). Negation and relational predicates in French and English as second languages. In C. Dimroth & M. Starren (Eds.), Information structure and the dynamics of language acquisition (pp. 119-158). Amsterdam: John Benjamins.
21. Giuliano, P., & Véronique, D. (2005). The acquisition of negation in French L2: An analysis of Moroccan Arabic and Spanish "learner varieties." In H. Hendriks (Ed.), The structure of learner varieties (pp. 355-404). Berlin: Mouton de Gruyter.
22. Hakuta, K. (1974). Prefabricated patterns and the emergence of structure in second language acquisition. Language Learning, 24, 287-297.
23. Hansen, L. (1983). The acquisition and forgetting of Hindi-Urdu negation by English-speaking children. In K. Bailey, M. H. Long, & S. Peck (Eds.), Second language acquisition studies (pp. 93-103). Rowley, MA: Newbury House.
24. Hauser, E. (2011a). On the danger of exogenous theory in CA-for-SLA: A response to Hellermann and Cole (2009). Applied Linguistics, 32, 348-352.
25. Hauser, E. (2011b). Generalization: A practice of situated categorization in talk. Human Studies, 34, 183-198.
26. Hauser, E. (2013). Learning and the immediate use(fulness) of a new vocabulary item. Paper presented at the Thinking, Doing, Learning: Usage Based Perspectives on Second Language Learning Conference, Odense, Denmark.
27. Hauser, E. (in press). Expanding resources for marking direct reported speech. Pragmatics & Language Learning, 13.
28. Hellermann, J. (2006). Classroom interactive practices for developing L2 literacy: A microethnographic study of two beginning adult learners of English. Applied Linguistics, 27, 377-404.
29. Hellermann, J. (2007). The development of practices for action in classroom dyadic interaction: Focus on task openings. Modern Language Journal, 91, 83-96.
30. Hellermann, J. (2008). Social actions for classroom language learning. Clevedon, UK: Multilingual Matters.
31. Hellermann, J., & Cole, E. (2009). Practices for social interaction in the language-learning classroom: Disengagement from dyadic task interaction. Applied Linguistics, 30, 186-215.
32. Heritage, J. (1984). A change of state token and aspects of its sequential placement. In J. M. Atkinson & J. Heritage (Eds.), Structures of social action: Studies in conversation analysis (pp. 299-345). Cambridge, UK: Cambridge University Press.
33. Heritage, J., & Watson, R. (1979). Formulations as conversational objects. In G. Psathas (Ed.), Everyday language: Studies in ethnomethodology (pp. 123-162). New York: Irvington.
34. Hutchby, I. (2007). The discourse of child counselling. Amsterdam: John Benjamins.
35. Ishida, M. (2011). Engaging in another person's telling as a recipient in L2 Japanese: Development of interactional competence during one-year study abroad. In G. Pallotti & J. Wagner (Eds.), L2 learning as social practice: Conversation-analytic perspectives (pp. 45-85). Honolulu: University of Hawai'i, National Foreign Language Resource Center.
36. Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (Ed.), Conversation analysis: Studies from the first generation (pp. 13-31). Amsterdam: John Benjamins.
37. Jordens, P. (1997). Introducing the basic variety. Second Language Research, 13, 289-300.
38. Kasper, G., & Wagner, J. (2011). Conversation analysis as an approach to SLA. In D. Atkinson (Ed.), Alternative approaches to SLA (pp. 117-142). New York: Routledge.
39. Kitzinger, C. (2008). Developing feminist conversation analysis: A response to Wowk. Human Studies, 31, 179-208.
40. Klein, W., & Perdue, C. (1997). The basic variety (or: Couldn't natural languages be much simpler?). Second Language Research, 13, 301-347.
41. Labov, W., & Fanshel, D. (1977). Therapeutic discourse: Psychotherapy as conversation. New York: Academic Press.
42. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
43. Markee, N. (2008). Toward a learning behavior tracking methodology for CA-for-SLA. Applied Linguistics, 29, 404-427.
44. Meisel, J. M. (1997). The acquisition of the syntax of negation in French and German: Contrasting first and second language development. Second Language Research, 13, 227-263.
45. Moerman, M. (1988). Talking culture: Ethnography and conversation analysis. Philadelphia: University of Pennsylvania Press.
46. Mondada, L., & Pekarek-Doehler, S. (2004). Second language acquisition as situated practice: Task accomplishment in the French second language classroom. Modern Language Journal, 88, 501-518.
47. Myles, F., Hooper, J., & Mitchell, R. (1998). Rote or rule? Exploring the role of formulaic language in classroom foreign language learning. Language Learning, 48, 323-364.
48. Nguyen, T. H. (2011). A longitudinal microanalysis of a second language learner's participation. In G. Pallotti & J. Wagner (Eds.), L2 learning as social practice: Conversation-analytic perspectives (pp. 17-44). Honolulu: University of Hawai'i, National Foreign Language Resource Center.
49. Nguyen, T. H., & Kasper, G. (Eds.) (2009). Talk-in-interaction: Multilingual perspectives. Honolulu: University of Hawai'i, National Foreign Language Resource Center.
50. Pomerantz, A. (1984). Agreeing and disagreeing with assessments: Some features of preferred/dispreferred turn shapes. In J. M. Atkinson & J. Heritage (Eds.), Structures of social action: Studies in conversation analysis (pp. 57-101). Cambridge, UK: Cambridge University Press.
51. Schegloff, E. A. (1992). Repair after next turn: The last structurally provided defense of intersubjectivity in conversation. American Journal of Sociology, 97, 1295-1345.
52. Schegloff, E. A., Jefferson, G., & Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language, 53, 361-382.
53. Schumann, J. H. (1978a). The pidginization process: A model for second language acquisition. Rowley, MA: Newbury House.
54. Schumann, J. H. (1978b). Second language acquisition: The pidginization hypothesis. In E. M. Hatch (Ed.), Second language acquisition: A book of readings (pp. 256-271). Rowley, MA: Newbury House.
55. Shapira, R. G. (1978). The non-learning of English: Case study of an adult. In E. M. Hatch (Ed.), Second language acquisition: A book of readings (pp. 246-255). Rowley, MA: Newbury House.
56. Stivers, T. (2010). An overview of the question-response system in American English conversation. Journal of Pragmatics, 42, 2772-2781.
57. Tarone, E., & Swierzbin, B. (2009). Exploring learner language. Oxford, UK: Oxford University Press.
58. Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.
59. Tsui, A. B. M. (1991). The pragmatic functions of I don't know. Text, 11, 607-622.
60. Weinert, R. (1994). Some effects of a foreign language classroom on the development of German negation. Applied Linguistics, 15, 76-101.
61. Wootton, A. J. (1997). Interaction and the development of mind. Cambridge, UK: Cambridge University Press.
62. Young, R. F. (2009). Discursive practice in language learning and teaching. Malden, MA: Wiley-Blackwell.
63. Young, R. F., & Miller, E. R. (2004). Learning as changing participation: Negotiating discourse roles in the ESL writing conference. Modern Language Journal, 88, 519-535.