abstractEnglish speakers expressing futurity have the choice of two primary verb forms, will or b... more abstractEnglish speakers expressing futurity have the choice of two primary verb forms, will or be going to (BGT). Previous studies establish that BGT has multiple meanings not associated with will. Langacker (1987) rejected a metaphoric analysis of BGT (time is motion) as inadequate and offered a binary feature analysis. Brisard (2001) expanded on this analysis and argued that manipulating the configurations of binary features explains the semantic differences between will and BGT. However, Brisard’s analysis overlooks the semantic overlap among will, BGT, and the simple present. Moreover, it does not provide a framework that treats will and BGT as part of the larger English modal verb system. Finally, it lacks a persuasive explanation of how the meanings associated with will versus BGT arose. We address these gaps by proposing a polysemy-based explanation that emphasizes invited inferences (e.g., Bybee, Perkins, & Pagliuca, 1994) and embodied experience; a particularly novel aspec...
This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in e... more This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in explaining the posited advantage of previous language experience in L3 learning, as well as the potential role of amount of L2 exposure in modulating these relationships. We examine a unique L2-L3 language pairing, Arabic and Latin respectively, among native speakers of English. Like Sanz, Park, and Lado (2015), we employ Bates and MacWhinney’s (1989) Competition Model (CM), a functional-typological framework that allows for the examination of learners’ usage of language-specific cues in sentence processing. We build on this previous work by additionally investigating (1) whether there is a relationship between amount of classroom experience studying L2 Arabic and reliance on Arabic cues when learning L3 Latin, and (2) whether accuracy in L3 Latin is correlated with explicit knowledge of Latin cues and whether learners with more L2 Arabic experience are more likely to develop such explici...
Arizona Working Papers in Second Language Acquisition & Teaching, 2015
This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in e... more This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in explaining the posited advantage of previous language experience in L3 learning, as well as the potential role of amount of L2 exposure in modulating these relationships. We examine a unique L2-L3 language pairing, Arabic and Latin respectively, among native speakers of English. Like Sanz, Park, and Lado (2015), we employ Bates and MacWhinney's (1989) Competition Model (CM), a functional-typological framework that allows for the examination of learners' usage of language-specific cues in sentence processing. We build on this previous work by additionally investigating (1) whether there is a relationship between amount of classroom experience studying L2 Arabic and reliance on Arabic cues when learning L3 Latin, and (2) whether accuracy in L3 Latin is correlated with explicit knowledge of Latin cues and whether learners with more L2 Arabic experience are more likely to develop such...
a b st r a c t English speakers expressing futurity have the choice of two primary verb forms, wi... more a b st r a c t English speakers expressing futurity have the choice of two primary verb forms, will or be going to (BGT). Previous studies establish that BGT has multiple meanings not associated with will. Langacker (1987) rejected a metaphoric analysis of BGT (t i m e i s m o t i o n) as inadequate and off ered a binary feature analysis. Brisard (2001) expanded on this analysis and argued that manipulating the confi gurations of binary features explains the semantic diff erences between will and BGT. However, Brisard's analysis overlooks the semantic overlap among will , BGT , and the simple present. Moreover, it does not provide a framework that treats will and BGT as part of the larger English modal verb system. Finally, it lacks a persuasive explanation of how the meanings associated with will versus BGT arose. We address these gaps by proposing a polysemy-based explanation that emphasizes invited inferences (e.g., Bybee, Perkins, & Pagliuca, 1994) and embodied experience; a particularly novel aspect of the analysis is that all the meanings of BGT are related straightforwardly to components of the human walk cycle. Further, we argue that the shared future meaning of will and BGT represent inter-lexical polysemy (Evans, 2015b), thus providing additional evidence for the Theory of Lexical Concepts and Cognitive Models (LCCM). k e y w o r d s : Be going to , future , will , embodied experience .
This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in e... more This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in explaining the posited advantage of previous language experience in L3 learning, as well as the potential role of amount of L2 exposure in modulating these relationships. We examine a unique L2-L3 language pairing, Arabic and Latin respectively, among native speakers of English. Like Sanz, Park, and Lado (2015), we employ Bates and MacWhinney's (1989) Competition Model (CM), a functional-typological framework that allows for the examination of learners' usage of language-specific cues in sentence processing. We build on this previous work by additionally investigating (1) whether there is a relationship between amount of classroom experience studying L2 Arabic and reliance on Arabic cues when learning L3 Latin, and (2) whether accuracy in L3 Latin is correlated with explicit knowledge of Latin cues and whether learners with more L2 Arabic experience are more likely to develop such...
This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in e... more This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in explaining the posited advantage of previous language experience in L3 learning, as well as the potential role of amount of L2 exposure in modulating these relationships. We examine a unique L2-L3 language pairing, Arabic and Latin respectively, among native speakers of English. Like Sanz, Park, and Lado (2015), we employ Bates and MacWhinney’s (1989) Competition Model (CM), a functional-typological framework that allows for the examination of learners’ usage of language-specific cues in sentence processing. We build on this previous work by additionally investigating (1) whether there is a relationship between amount of classroom experience studying L2 Arabic and reliance on Arabic cues when learning L3 Latin, and (2) whether accuracy in L3 Latin is correlated with explicit knowledge of Latin cues and whether learners with more L2 Arabic experience are more likely to develop such explicit knowledge. Thirty-five native English-speaking learners of Arabic at three different levels completed computer-based training and testing tasks dealing with thematic role assignment in Latin following a pretest, posttest, delayed posttest design as well as a test of explicit knowledge of Latin cues. We replicate the findings in Sanz, Park, and Lado (2015), showing that learners in the early stages of L3 development start with an L1-based strategy (SVO word order). We add to these results evidence that with more exposure, participants showed increased accuracy on items requiring the use of Latin cues present in their L2 Arabic but not in their L1 English (i.e., subject-verb agreement and case). Importantly, there was emergent evidence that this increase in accuracy was mitigated by amount of Arabic experience. In addition, L3 explicit knowledge was a significant predictor of Latin performance and was also related to level of L2 experience. These results suggest that amount of L2 exposure may mediate CLI in L3 acquisition, and add to a growing body of evidence showing an important role for explicit knowledge in adult language learning, at least among classroom learners.
abstractEnglish speakers expressing futurity have the choice of two primary verb forms, will or b... more abstractEnglish speakers expressing futurity have the choice of two primary verb forms, will or be going to (BGT). Previous studies establish that BGT has multiple meanings not associated with will. Langacker (1987) rejected a metaphoric analysis of BGT (time is motion) as inadequate and offered a binary feature analysis. Brisard (2001) expanded on this analysis and argued that manipulating the configurations of binary features explains the semantic differences between will and BGT. However, Brisard’s analysis overlooks the semantic overlap among will, BGT, and the simple present. Moreover, it does not provide a framework that treats will and BGT as part of the larger English modal verb system. Finally, it lacks a persuasive explanation of how the meanings associated with will versus BGT arose. We address these gaps by proposing a polysemy-based explanation that emphasizes invited inferences (e.g., Bybee, Perkins, & Pagliuca, 1994) and embodied experience; a particularly novel aspec...
This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in e... more This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in explaining the posited advantage of previous language experience in L3 learning, as well as the potential role of amount of L2 exposure in modulating these relationships. We examine a unique L2-L3 language pairing, Arabic and Latin respectively, among native speakers of English. Like Sanz, Park, and Lado (2015), we employ Bates and MacWhinney’s (1989) Competition Model (CM), a functional-typological framework that allows for the examination of learners’ usage of language-specific cues in sentence processing. We build on this previous work by additionally investigating (1) whether there is a relationship between amount of classroom experience studying L2 Arabic and reliance on Arabic cues when learning L3 Latin, and (2) whether accuracy in L3 Latin is correlated with explicit knowledge of Latin cues and whether learners with more L2 Arabic experience are more likely to develop such explici...
Arizona Working Papers in Second Language Acquisition & Teaching, 2015
This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in e... more This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in explaining the posited advantage of previous language experience in L3 learning, as well as the potential role of amount of L2 exposure in modulating these relationships. We examine a unique L2-L3 language pairing, Arabic and Latin respectively, among native speakers of English. Like Sanz, Park, and Lado (2015), we employ Bates and MacWhinney's (1989) Competition Model (CM), a functional-typological framework that allows for the examination of learners' usage of language-specific cues in sentence processing. We build on this previous work by additionally investigating (1) whether there is a relationship between amount of classroom experience studying L2 Arabic and reliance on Arabic cues when learning L3 Latin, and (2) whether accuracy in L3 Latin is correlated with explicit knowledge of Latin cues and whether learners with more L2 Arabic experience are more likely to develop such...
a b st r a c t English speakers expressing futurity have the choice of two primary verb forms, wi... more a b st r a c t English speakers expressing futurity have the choice of two primary verb forms, will or be going to (BGT). Previous studies establish that BGT has multiple meanings not associated with will. Langacker (1987) rejected a metaphoric analysis of BGT (t i m e i s m o t i o n) as inadequate and off ered a binary feature analysis. Brisard (2001) expanded on this analysis and argued that manipulating the confi gurations of binary features explains the semantic diff erences between will and BGT. However, Brisard's analysis overlooks the semantic overlap among will , BGT , and the simple present. Moreover, it does not provide a framework that treats will and BGT as part of the larger English modal verb system. Finally, it lacks a persuasive explanation of how the meanings associated with will versus BGT arose. We address these gaps by proposing a polysemy-based explanation that emphasizes invited inferences (e.g., Bybee, Perkins, & Pagliuca, 1994) and embodied experience; a particularly novel aspect of the analysis is that all the meanings of BGT are related straightforwardly to components of the human walk cycle. Further, we argue that the shared future meaning of will and BGT represent inter-lexical polysemy (Evans, 2015b), thus providing additional evidence for the Theory of Lexical Concepts and Cognitive Models (LCCM). k e y w o r d s : Be going to , future , will , embodied experience .
This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in e... more This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in explaining the posited advantage of previous language experience in L3 learning, as well as the potential role of amount of L2 exposure in modulating these relationships. We examine a unique L2-L3 language pairing, Arabic and Latin respectively, among native speakers of English. Like Sanz, Park, and Lado (2015), we employ Bates and MacWhinney's (1989) Competition Model (CM), a functional-typological framework that allows for the examination of learners' usage of language-specific cues in sentence processing. We build on this previous work by additionally investigating (1) whether there is a relationship between amount of classroom experience studying L2 Arabic and reliance on Arabic cues when learning L3 Latin, and (2) whether accuracy in L3 Latin is correlated with explicit knowledge of Latin cues and whether learners with more L2 Arabic experience are more likely to develop such...
This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in e... more This study investigates the roles of cross-linguistic influence (CLI) and explicit knowledge in explaining the posited advantage of previous language experience in L3 learning, as well as the potential role of amount of L2 exposure in modulating these relationships. We examine a unique L2-L3 language pairing, Arabic and Latin respectively, among native speakers of English. Like Sanz, Park, and Lado (2015), we employ Bates and MacWhinney’s (1989) Competition Model (CM), a functional-typological framework that allows for the examination of learners’ usage of language-specific cues in sentence processing. We build on this previous work by additionally investigating (1) whether there is a relationship between amount of classroom experience studying L2 Arabic and reliance on Arabic cues when learning L3 Latin, and (2) whether accuracy in L3 Latin is correlated with explicit knowledge of Latin cues and whether learners with more L2 Arabic experience are more likely to develop such explicit knowledge. Thirty-five native English-speaking learners of Arabic at three different levels completed computer-based training and testing tasks dealing with thematic role assignment in Latin following a pretest, posttest, delayed posttest design as well as a test of explicit knowledge of Latin cues. We replicate the findings in Sanz, Park, and Lado (2015), showing that learners in the early stages of L3 development start with an L1-based strategy (SVO word order). We add to these results evidence that with more exposure, participants showed increased accuracy on items requiring the use of Latin cues present in their L2 Arabic but not in their L1 English (i.e., subject-verb agreement and case). Importantly, there was emergent evidence that this increase in accuracy was mitigated by amount of Arabic experience. In addition, L3 explicit knowledge was a significant predictor of Latin performance and was also related to level of L2 experience. These results suggest that amount of L2 exposure may mediate CLI in L3 acquisition, and add to a growing body of evidence showing an important role for explicit knowledge in adult language learning, at least among classroom learners.
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