General programme, activity sheet

Friday 19 September, 2014 Poster
Evidence from resolving pronominal reference in Basque
Authors: Maialen Iraola Azpiroz, Maria-José Ezeizabarrena


Linguistic phenomena at the syntax-discourse interface are principal loci of childhood delays. The uniform finding is that overt pronouns, typically used for expressing topic shift [+TS] as opposed to null pronouns [-TS], are overgeneralized to [-TS] contexts by children and attrited and L2 adults (Sorace 2011). The extended scope of the overt pronoun results in such a pronoun being the learner-default, which contrasts paradoxically with the notion of linguisticdefault, i.e. the null pronoun (Tsimpli 2011). Previous studies in one-referent predicates with 6-7-year-old L1 and L2 Basque children have shown a) a preference for null over overt subject pronouns regardless of [+/-TS] contexts in an acceptability judgment task and b) a non-adultlike general preference for coreference with the preceding subject, regardless of pronoun type in a PST. The current study is a follow-up of the latter in two-referent predicates, where again the two groups of children prefer to find an intrasentential antecedent for both null and overt pronouns. All child data obtained so far converge in revealing that both child groups show an immature knowledge of the discursive specificities of overt pronouns, consistent with child Italian and Spanish (Sorace et al. 2009; Shin and Cairns 2012). However, Basque child data do not face the paradox between the linguistic- and learnerdefault, which may be related to the fact that Basque is a threefold pro-drop language, allowing the omission of up to three arguments in contrast to Romance languages where only subjects can be dropped. In addition, the importance of the input in the acquisition of the discursive features of pronouns is compatible with a) the less adultlike interpretation of overt pronouns by L2ers compared to L1ers and b) with the convergence of the null pronoun as the linguistic-default in target Basque and as the learner-default in the developing grammar of Basque.
Shin, N. L. & Cairns, H. S. 2012. The development of NP selection in school-age children: Reference and Spanish subject pronouns. Language Acquisition 19, 3-38. Sorace, A. 2011. Pinning down the concept of "interface" in bilingualism. Linguistic Approaches to Bilingualism 1, 1-33. Tsimpli, I. M. 2011. External interfaces and the notion of ‘default’. Linguistic Approaches to Bilingualism 1, 101–103.
Further information:

Submited paper (8 KB)

Poster session
Place: Main Room

Other activities in Poster session
Poster

Grammatical and interpretive constraints on the development of wh-questions in L1 French
Poster

Comparative analysis of the acquisition of syllabic structure and errors in preschool children with SLI
Poster

Language development in cochlear implant users: A dual-stream neurolinguistic analysis
Poster

DPs as conflict sites in Papiamento-Dutch-Spanish multilingualism
Poster

Early interpretation of negated quantifiers
Poster

On the L1 acquisition of differential object marking: The role of semantic universals
Poster

Mood selection in early complement clauses of European Portuguese
Poster

How do German speakers acquire the Spanish tense system as a foreign language?
Poster

The use of discourse makers (connectors) in narrative and argumentative oral discourses produced by scholars in intermediate education.
14:00 h. to 15:30 h.Poster Session

Poster

Processing obviation in Spanish


Organizers, sponsors, collaborators