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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: 'Reexamining The Fundamental Difference Hypothesis'
Author: SilvinaAMontrul
Email: click here to access email
Homepage: 'http://www.linguistics.illinois.edu/people/montrul'
Institution: 'University of Illinois at Urbana-Champaign'
Linguistic Field: 'Language Acquisition'
Abstract: The fundamental difference hypothesis (FDH), as formulated by Bley-Vroman (1990), claims that SLA tends to be nonconvergent because domain-specific linguistic mechanisms available in early childhood cannot be used for language learning in adulthood: Instead, second language (L2) learners deploy domain-general problem solving skills. I claim that nonconvergence is also true of some cases of unbalanced early bilingualism, when the target language was acquired in childhood, suggesting that nontarget attainment in these cases may have different roots—namely, inefficient learning mechanisms in L2 learners but insufficient input in early bilinguals. The FDH then predicts that early bilinguals should still be more successful at attaining nativelike knowledge than the L2 learners due to their early age of acquisition. This review article examines this prediction in light of recent studies of postpuberty L2 learners and unbalanced early bilinguals with nonconvergent knowledge of their first language. I show that the incidence of nativelike achievement is higher in the early bilingual groups than in the L2 groups and that differential performance by the two populations on different tasks lends some support to the processing claims of the FDH.

CUP at LINGUIST

This article appears in Studies in Second Language Acquisition Vol. 31, Issue 2, which you can read on Cambridge's site or on LINGUIST .



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