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German is not SVOThe acquisition of verb placement and the (unused)
chances of second language tuition
Steffi WinklerVrije Universiteit Amsterdam
EuroSLA 19, September 4, 2009, Cork
Das Verb muss stehen am Ende
Main concern of my current work
How can we fruitfully use the multifarious findings
of language acquisition research
in the didactic praxis of classroom teaching?
Steffi Winkler, VU Amsterdam [email protected] 2
Outline of the talk
1 Background German clause structure and L1 transfer
2 Verb placement & finiteness in classroom curricula Textbook analysis and critical remarks
3 Verb placement & finiteness in naturalistic settings What unturored learners can teach us: Strategies and stepping
stones
4 The intervention study Concept, design, and expected outcome
Steffi Winkler, VU Amsterdam [email protected] 3
Background – German clause structure
• German: V2 language with SOV basic word order
• Structural consequences for declaritive main clauses:
• Vlex = V-final in clauses with compound verb forms (see 1a)
• Vlex = V2 in clauses with simple verb forms (see 1b)
(1) a. Marco will eine Pizza essen Marco wants a pizza eat
b. Marco issti eine Pizza ti
Marco eats a pizza
from a learner‘s perspective, German input data are highly ambigious with respect to the underlying position for the verb
both evidence for SOV (1a) and SVO (1b) in surface structureSteffi Winkler, VU Amsterdam [email protected] 4
essen
tiissti
Background – L1 transfer
Mechanism of L1 transfer
• consequence of surface structure alternation: learners whose L1 is SVO overgeneralize the SVO pattern of their native language in their early German interlanguage grammar(compare Alternation Hypothesis by Jansen et al. 1981)
• N.B.: no „blind“ L1 transfer, but structural transfer due to positive evidence for the L1 SVO structure in the L2 input data (Müller 1998)
Steffi Winkler, VU Amsterdam [email protected] 5
Background – L1 transfer
Corpus data evidence for L1 structural transfer in German L2
• ZISA corpus (Clahsen et al. 1983)• untutored adult learners• L1‘s: Italian, Spanish, Portuguese
• ESF corpus (Perdue 1993)• untutored adult learners• L1: Italian
• DiGS corpus (Diehl et al. 2000)• tutored child / adolescent learners• L1: French
• Pisa corpus (Ballestracci 2006)• tutored adult learners• L1: Italian
Steffi Winkler, VU Amsterdam [email protected] 6
Background – L1 transfer
Structures affected by L1 transfer (wrt declarative main clauses only)
(I) Root sentences (SVO)
(2) a. ein mann kaufen brot (Manuel P., ZISA) a man buy bread
b. ich ankomme hier in W. (Pascua S., ZISA) I arrive (on-come) here in W.
(II) Periphrastic constructions (sentence bracket missing or incomplete)
(3) a. ich habe warten 3, 4 Stunden (Anton, ZISA) I have wait 3, 4 hours
b. ich habe schon gemachtdie Militär (Marcello, ESF) I have already made the army
c. ich kann spielen Federball (Catherine, DiGS) I can play badminton
Steffi Winkler, VU Amsterdam [email protected] 7
Background – L1 transfer
Structures affected by L1 transfer
(III) Inversion ( no inversion / no inversion + no sentence bracket)
(4) a. ein klein buch ich habe gekauft a small book I have bought
(Anton S., ZISA)
b. nach 2 Uhr wir haben nach Hause zurückgekommen
after 2 o‘ clock we have to home returned
(anonymous, Pisa)
c. für die Urlaub ich habe gesachte mein schäfte for the leave I have said my boss
(Marcello, ESF)
Steffi Winkler, VU Amsterdam [email protected] 8
Background – L1 transfer
Negative influence of L1 transfer on acquisition of Germanclause structure (Haberzettl 2005)
• child L2 acquisition: L1 Russian (SVO) vs. L1 Turkish (SOV)
• Turkish children: initial SOV hypothesis structure building strategy, establishment of German clause structure / sentence bracket from right to left; successful acquisition process
(3)
Steffi Winkler, VU Amsterdam [email protected] 9
pre-field left SB middle field right SB
pizza essen
(ich) will pizza essen
(ich) esse pizza
I
II
III
N.B.: very similar patterns can be observed in child L1 acquisitionof German (Jordens 1990, Winkler in press)
Background – L1 transfer
Negative influence of L1 transfer on acquisition of Germanclause structure (Haberzettl 2005)
• Russian children: initial SVO hypothesis reorganization of the learner system in the acquisition process; acquisition problems can be observed
• didactic implications (Haberzettl 2006):
• early introduction of OV patterns as counterevidence to misleading SVO initial hypothesis
BUT
• children‘s textbook analysis: late introduction of OV structures
Steffi Winkler, VU Amsterdam [email protected] 10
Research question I
How is the phenomenon of word order and
verb placement dealt with in
German as a foreign language textbooks
for adults?
Steffi Winkler, VU Amsterdam [email protected] 11
Textbook analysis – Overview
Berliner Platz Schritte International Tangram aktuell studio d
• popular textbooks (based on a survey in adult education courses in Germany and Goethe Institutes worldwide)
• level A1 according to Common European Reference Frame (CERF), equals to 80 – 200 hours of instruction
• present analysis based on an (assumed) mean of 140 hours of instruction
Steffi Winkler, VU Amsterdam [email protected] 12
Textbook analysis – Legend
SVO structures with lexical simple verbs
SVO structures with lexical particle verbs
SOV structures with modal verbs
SOV structures with auxiliary verbs
inverted structures
Steffi Winkler, VU Amsterdam [email protected] 13
Textbook analysis – Results
SVO lex verbs SVO part verbs SOV modals SOV aux
Steffi Winkler, VU Amsterdam [email protected] 14
Textbook
No. of lessons
Berliner Platz
SchritteInternational
Tangram aktuell
studio d
1-20SVO SVO SVO SVO
21-40
41-60
SVO Inve
rsio
n
SVO
Inve
rsio
n
Inve
rsio
n
Inve
rsio
n61-80
SOVSVO
SOV
SOV81-100 SOV
SOV SVO101-120SOV
121-140 SOV SOV
Textbook analysis – Summary
Introduction order in textbook curricula
• early dominance of SVO patterns
• relatively late evidence for underlying SOV structure
• introduction of inversion before modal and auxiliary verbs
• sentence bracket is established from left to right
(5) pre-field left SB middle field right SB
I Marco isst eine Pizza
II Marco isst die Pizza auf
III Morgen isst M. eine Pizza
IV Marco will eine Pizza essen
V Marco hat eine Pizza gegessen
Steffi Winkler, VU Amsterdam [email protected] 15
Textbook analysis – Critical remarks
Two main points of criticism
1. Dominance of SVO patterns in early acquisition phases
• support for learners‘ misleading SVO hypothesis
2. Divergence of classroom acquisition orders and natural acquisition sequences
• establishment of sentence bracket from left to right
• introduction of V2 phenomena and inversion before modal and auxiliary verbs
Steffi Winkler, VU Amsterdam [email protected] 16
Textbook analysis – Critical remarks
Why should second language tuition respect naturalacquisition sequences?
• acquisition orders have shown to be robust also in classroom settings
• reference study: ZISA project (Clahsen et al. 1983)
• Ellis (1989) for L1 English
• Pienemann (1989) for L1 English
• Tschirner (1999) for L1 English
• Diehl et al. (2000) for L1 French
• Ballestracci (2006) for L1 Italian
Classroom tuition “can not change any of the inherent processes in SLA“ (vanPatten 2003: 88)
Steffi Winkler, VU Amsterdam [email protected] 17
What untutored learners can teach us
Finiteness and verb placement in untutored acquisition
• Basic Variety approach (Klein & Perdue 1992, 1997)
• Nominal Utterance Organization (NUO) Pre-Basic Variety
• Infinite Utterance Organization (IUO) Basic Variety
• Finite Utterance Organization (FUO) Post-Basic Variety I & II
Step 1: The copula (Becker 2005)
• copula form is: first verbal element for the expression of finiteness
(7) mein mann is in arbeite (Angelina, ESF corpus)
my husband is in work
copula is : assertion marker (AST), establishment of a relation of validation between topic and predicate, thus serves the expression of semantic properties of finiteness (Klein 2006)Steffi Winkler, VU Amsterdam [email protected] 18
What untutored learners can teach us
• copula form is as a „dummy auxiliary“ (van de Craats 2009)
(8) frau is kauf brotwoman is buy bread
dann frau is geld an mann (Manuel P., ZISA corpus)
then woman is money to man
• reported by• Haberzettl (2003) for L2 German• van de Craats (2009) for L2 Dutch• Bernini (2003) for L2 Italian
• (slightly) different interpretations, but copula form is: expression of finiteness-related functions copula form is: structural precursor for V2 finiteness position
Steffi Winkler, VU Amsterdam [email protected] 19
What untutored learners can teach us
Finiteness and verb placement in untutored acquisition
Step 2: Auxiliaries and modal verbs (Becker 2005)
• finite forms of auxiliaries and modal verbs in utterance-second position
(9) a. er hat nicht die zug gesehen (Tino, ESF corpus)
he has not the train seen
b. du muss nich so mache (Tino, ESF corpus) you have-to not like-this make
Step 3: Lexical verbs and lexical particle verbs (Becker 2005)
• finite forms of lexical (particle) verbs in utterance-second position
(10) a. ich mache nicht auf (ESF corpus) I make not open
b. ich sage nicht deine name (ESF corpus) I say not your nameSteffi Winkler, VU Amsterdam [email protected] 20
What untutored learners can teach us
Why are functional verbs (i.e. copula, modals, auxiliaries) andlexical verbs treated differently?
Functional approaches (e.g. Becker 2005)
• periphrastic construction allow the learner to separate out finiteness information (FIN) and lexical information (LEX) encoded in the verbal complex
• information structural status / scope relations within the utterance can be expressed by means of surface linearization
(11) a. Marco will eine Pizza essenFIN LEX
b. Marco issti eine Pizza ti
LEX+FIN tlex
Steffi Winkler, VU Amsterdam [email protected] 21
[TOPIC] FIN < [PRED(Argument +LEX ]
[TOPIC] LEX+FIN < [PRED(Argument +tlex ]
What untutored learners can teach us
Why are functional verbs (i.e. copula, modals, auxiliaries) andlexical verbs treated differently?
Formal approaches (e.g. Parodi 2000)
• athematic, i.e . functional verbs, are interpreted as carrier of agreement features by the learner
• due to value [+Agr], these verbs appear in a raised position, i.e. in a structural position above VP / IP
Steffi Winkler, VU Amsterdam [email protected] 22
What untutored learners can teach us
The crucial role of auxiliaries
Dimroth et al. (2003), Jordens & Dimroth (2006)
• auiliaries function as a bootstrap into the target functional category system
• only after the acquisition of auxiliaries, phenomena such as V2 movement and inversion occur
Schimke (2009), Verhagen (2009)
• empirical evidence from production and comprehension for the crucial role of auxiliaries in untutored L2 acquisition
Steffi Winkler, VU Amsterdam [email protected] 23
What untutored learners can teach us
Naturalistic vs. classroom acquisition –
Critical summary of Section 2 and 3
With respect to L1 structural transfer, the early dominance of
SVO patterns provides support for learners‘ misleading SVO
initial hypothesis.
From a developmental point of view, classroom progression
runs counter to acquisition sequences observed in naturalistic
settings.
Steffi Winkler, VU Amsterdam [email protected] 24
What untutored learners can teach us
Naturalistic acquisition Classroom progression
I [+finite] copula I [+finite] lexical verbs
[+finite] copula
II [+finite] auxiliary verbs II [+finite] particle verbs
[+finite] modal verbs Inversion
III [+finite] lexical verbs III [+finite] modal verbs
[+finite] particle verbs [+finite] auxiliary verbs
Inversion
Steffi Winkler, VU Amsterdam [email protected] 25
Research question II
Following Dimroth (2009):
Against the background of these findings,
how should a didactic concept
for the classroom acquisition
of German verb placement look like?
Steffi Winkler, VU Amsterdam [email protected] 26
Intervention study – Concept
Two main foci
1. Provision of counter-evidence to an underlying SVO
structure in German
2. Orientation on strategies and „stepping stones“ employed by
successful untutored learners
Steffi Winkler, VU Amsterdam [email protected] 27
Intervention study – Concept
Guidelines for early input structuring
1. Dominance of (S)OV patterns
2. Minimization of lexical verbs in V2 position
3. Focus on the copula as early finiteness marker in V2
4. Early introduction of modals and auxiliary verbs
Steffi Winkler, VU Amsterdam [email protected] 28
Intervention study – Input design
Step 1: OV patterns establishment of V-final slot Copula in V2 establishment of finiteness position
Steffi Winkler, VU Amsterdam [email protected] 29
Copula constructions
Ich bin Steffi.I am Steffi
Mein Freund ist 41 J. alt.My boyfriend is 41 y. old
Das Sofa ist rot.The sofa is red
Die Stühle sind zu teuer.The chairs are too expensive
OV structures
Was kann man abends machen?What can one do in the evening?
Bier trinkenbeer drink
Freunde treffenfriends meet
ein Buch lesena book read
ins Kino gehento the cinema go
Intervention study – Input design
Step 2: Relation between V2 finiteness and V-final position Copula [-finite], modal verbs wollen (want), können
(can)
Steffi Winkler, VU Amsterdam [email protected] 30
Copula constructions
Was ist wichtig in Deutschland?What is important in Germany?
fleißig seindiligent be
pünktlich seinpunctually be
Ich bin pünktlich
pünktlich sein
OV structures
Was willst du abends machen?What do you want to do in the evening?
Ich will ein Buch lesenI want a book read
Ich will ins Kino gehenI want to the cinema go
sentence bracket
sentence bracket
Intervention study – Input design
Step 3: Further consolidation of sentence bracket
• Perfect auxiliary haben (to have) + regular past participles
Ich habe Deutsch gelerntI have German studied
Ich habe Essen gekochtI have food prepared
• Modal verbs müssen (have to), sollen (shall), dürfen (to be allowed to)
Ich muss Obst einkaufenI have to fruits buy
Ich soll meine Freundin anrufenI am supposed to my friend call
Steffi Winkler, VU Amsterdam [email protected] 31
Intervention study – Input design
Step 4: Sentence bracket with particle verbs
Ich muss Obst einkaufen
Ich kaufe Obst ein
Step 5: Present Perfect with auxiliaries haben and sein Irregular past participles
Ich kaufe Obst ein
Ich habe Obst eingekauft
Ich stehe um 9 Uhr aufI get at 9 o‘clock up
Ich bin um 9 Uhr aufgestandenI am at 9 o‘clock up-got
Steffi Winkler, VU Amsterdam [email protected] 32
Intervention study – Input design
Step 6: Lexical verbs as carrier of finiteness in V2
Ich mache jeden Tag 2 Stunden SportI do every day 2 hours of athletics
Step 7: Inversion with all verb / word order types
Nächsten Sommer will ich an die Ostsee fahren
next summer want I to the baltic see go
Am liebsten kaufe ich auf dem Markt einpreferably buy I at the market [particle]
Manchmal esse ich auch Fischsometimes eat I also fish
Steffi Winkler, VU Amsterdam [email protected] 33
Intervention study – Input design
Other aspects to be considered in input design
• introduction of sentential negation• (information structural) interaction with finiteness
• introduction of possessive haben (to have)• possessive haben is a precursor to auxiliary haben, both in language
acquisition and in historical development (van de Craats 2009, Kotin 1999, respectively)
• (early) chunk-like introduction of inversion, SVO vs. OVS• (Ich habe ein Fahrrad, aber eine Auto habe ich nicht)
I have a bike but a car have I not
• variable constituents are allowed in the pre-field
• focus on semantic function of finiteness, i.e. the linking of the topic element in pre-field with the focus constituent of the utterance
Steffi Winkler, VU Amsterdam [email protected] 34
Intervention study – Procedure
Participants
• university students with SVO native language
• novice learners of German, no SOV language as L2, L3 . . .
• test group and control group
Input / Instruction
• 80 hours of instruction (equals to level A1 in academic settings)
• test group: modified input sequence
• control group: traditional input sequence
Testing
• production and comprehension / processing of structures with sentence bracket and inverted structures
• immediately after the course, 2-4 weeks laterSteffi Winkler, VU Amsterdam [email protected] 35
Intervention study – Expected outcome
Expected outcome
Learners of the test group will do better wrt
• mastering of the sentence bracket
• acquisition of inversion
Thank you
Steffi Winkler, VU Amsterdam [email protected] 36
References
References
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References
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References
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References
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