The Reflection of First-Language-Derived Processes in Second Language Acquisition

In research on first language acquisition, similarities between children acquiring any language have been attributed to the operation of common, universal processes, such as the formation of rules and rule generalization. However, it is not necessarily the case that processes for interpreting linguistic input are well formed and remain completely constant from early childhood on. The goal of the present study was to examine the development of cognitive-linguistic knowledge, in particular that knowledge involved in interpreting and representing linguistic input, and associated expectations regarding new linguistic input. In this study, it was hypothesized that the rudimentary cognitive-linguistic knowledge, present when a child first begins to learn a language, is further developed and changed through the course of first language acquisition, so that second language acquisition may proceed "differently" from first language acquisition. Two factors were proposed as important for the description of acquisition: the specific character of the first language input, and the level of acquisition of the first language systems.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Zehler, Annette Marie

• Psychology, Developmental

Identifier

(UMI)AAI8303036

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/69620