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Article published In: A cross-theoretical and cross-linguistic perspective on the L2 acquisition of case systems / L'acquisition de systèmes casuels en L2 : des études à travers plusieurs théories et langues
Edited by Kristof Baten and Saartje Verbeke
[Language, Interaction and Acquisition 11:1] 2020
► pp. 68–98

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A processability approach to the development of case in L2 Icelandic

 | University of Iceland
 | University of Iceland
Published online: 4 June 2020
DOI logo with link
https://doi.org/10.1075/lia.00008.gar
Abstract
This article presents the findings of a study on the development of case assignment in Icelandic as a second language within the context of Processability Theory (PT) and compares them with previous PT studies on the development of case in L2 German, Russian, and Serbian. We argue that initially, learners are only able to appropriately mark subjects and objects in canonical positions (e.g., subjnom v objacc). Later they are also able to mark arguments with the appropriate case in sentences that deviate from canonical word order (e.g., objacc/dat v subjnom). In order to examine the case development in L2 Icelandic, 148 learners were asked to fill in the blanks of sentences with missing core arguments. Our results replicate for the most part the previous findings for L2 German, Russian, and Serbian. As such, the present study adds to the typological plausibility of PT as a framework that predicts and explains developmental sequences.
Résumé
Cet article présente les résultats d’une étude sur le développement de l’assignation des cas en islandais langue seconde dans le contexte de la théorie de la processabilité (PT) et les compare avec des études précédentes sur le développement de cas en L2 allemand, russe et serbe. Nous soutenons qu’au départ de leur apprentissage, les apprenants ne sont capables de marquer correctement les sujets et les objets que dans des positions canoniques (par exemple, SUBJNOM V OBJACC). Plus tard, ils sont également capables de marquer les arguments avec le cas qui convient dans les phrases qui s’écartent de l’ordre canonique des mots (par exemple, OBJACC/DAT V SUBJNOM). Afin d’examiner le développement des cas en islandais L2, 148 apprenants ont été invités à remplir les blancs des phrases avec les arguments de base manquants. Nos résultats confirment pour l’essentiel les résultats précédents pour l’allemand L2, le russe L2 et le serbe L2. La présente étude ajoute à la plausibilité typologique de la théorie de la processabilité (PT) en tant que cadre qui permet de prédire et d’expliquer les séquences du développement.
Article outline
  • 1.Introduction
  • 2.Case in Icelandic
  • 3.Processability theory and L2 case development
    • 3.1Theoretical tenets
    • 3.2Case acquisition in L2 German, Serbian, and Russian: A developmental hypothesis
  • 4.The study
    • 4.1Participants
    • 4.2Data collection
    • 4.3Data analysis
  • 5.Findings and discussion
    • 5.1The nominative subject
    • 5.2The accusative direct object
    • 5.3The dative indirect object
  • 6.Discussion and conclusion
  • Notes
  • References
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Cited by one other publication

Kawaguchi, Satomi, Bruno Di Biase & Yumiko Yamaguchi
2023. Processability Theory, second language learning and teaching in the Asia-Pacific region. In Processability and Language Acquisition in the Asia-Pacific Region [Processability Approaches to Language Acquisition Research & Teaching, 9], ► pp. 1 ff. DOI logo

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