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![Page 1: What linguistic advantages do heritage language speakers have over second language learners? Oksana Laleko (SUNY New Paltz) Maria Polinsky (Harvard) Seventh.](https://reader038.fdocuments.net/reader038/viewer/2022110116/5516376a550346b2068b4f44/html5/thumbnails/1.jpg)
What linguistic advantages do heritage language speakers have over second language
learners?Oksana Laleko (SUNY New Paltz)
Maria Polinsky (Harvard)
Seventh Heritage Language Research InstituteChicago, IL June 17-21
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HLSs and L2 learners: Acquisition scenarios
O Two distinct paths to (imbalanced) adult bilingualism
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HLSs and L2 learners: Acquisition scenarios
O Different circumstances of target language exposureO HLSs: early consecutive or sequential
bilinguals who begin acquisition in a family setting (cf. early L1 leaners)
O Adult L2s: late bilinguals, lg exposure in a structured setting
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HLSs and L2 learners: Points of convergence
O Both groups display deficits in the domain of inflectional morphology and narrow syntax O E.g., case, gender, agreement,
long-distance dependencies (Benmamoun et al. 2010; Montrul 2002; Montrul et al. 2008; Polinsky 1997, 2006; 2008a, b; 2011; Rothman 2007)
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HLSs and L2 learners: Points of convergence
O Both groups exhibit difficulties with discourse pragmaticsO Infelicitous linguistic choices in
contexts that require discourse tracking or resolving contextual optionality (Laleko 2010; Montrul 2004, Serratrice et al. 2004; Laleko & Polinsky, 2012; in press).
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What we learned last year
O Topic and subject marking in Japanese and Korean (Laleko & Polinsky, 2012; in press)
(1) a. Sakana-wa tai-ga oisii. J
fish-TOP red snapper-NOM delicious
‘Speaking of fish, red snapper is delicious’
b. Sayngsen-un yene-ka massissta. K
fish-TOP salmon-NOM delicious
‘Speaking of fish, salmon is delicious.’
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What we learned last year
O Topic marker: establishes discourse relations
(1) a. Sakana-wa tai-ga oisii. J
fish-TOP red snapper-NOM delicious
‘Speaking of fish, red snapper is delicious’
b. Sayngsen-un yene-ka massissta. K
fish-TOP salmon-NOM delicious
‘Speaking of fish, salmon is delicious.’
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What we learned last year
O Nominative case marker: marks the syntactic subject
(1) a. Sakana-wa tai-ga oisii. J
fish-TOP red snapper-NOM delicious
‘Speaking of fish, red snapper is delicious’
b. Sayngsen-un yene-ka massissta. K
fish-TOP salmon-NOM delicious
‘Speaking of fish, salmon is delicious.’
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What we learned last year
O1) TOP marking is more difficult than NOM marking for both HLSs and L2 learners in Japanese and in Korean (Laleko & Polinsky, 2012; in press)
O discourse > narrow syntax (Givón 1979, Koornneef 2008, Langacker 2000, Reuland 2011)
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What we learned last year
O2) The level of proficiency in the HL mattersO Higher-proficiency HLSs (Korean) > L2
learnersO Lower-proficiency HLSs (Japanese) =
L2 learners
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What we learned last year
O 3) Advantages exhibited by the higher-proficiency HLSs over L2 learners are selectiveO Korean HLSs were overall target-like
on all conditions involving NOM (syntax),
O but non-target-like on TOP omissions (discourse)
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New Questions
O What other areas of linguistic knowledge might reveal selective differences between HLSs and L2 learners?
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New Questions
O What would these results tell us about...O language architecture?O ways to optimize classroom
instruction?
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Phenomena to be discussed
O Lower-proficiency HLSs (Japanese)O Subject honorificationO Word order variations (scrambling)O Use of classifiers
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Phenomena to be discussed
O Higher-proficiency HLSs (Korean)O Word order variationsO Use of classifiers
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Japanese
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Subject HonorificationO Japanese is rich in linguistic encoding of
formality; multiple “polite forms” (Shibatani, 1990; Iwasaki, 2002)
O Subject Honorification (SH): a formal (morpho-syntactic) way of marking the speaker’s respect for individuals who hold a socially high rankO Cf. agreement in other lgs
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Subject HonorificationO Expressed by the verbal complex o-VERB-ni
naru
(2) Syachou -ga daijina -koto -o o -hanashi –ni naru
President -NOM important-things-ACC HON–talk-HON
‘The president is discussing important things’
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Subject HonorificationO Individuals judged to be worthy of
respect (Harada, 1976; Shibatani, 1977).
(3) a. Gakusei-ga Mary-o matu.student-NOM Mary-ACC wait‘The student waits for Mary’
b. Sensei-ga Mary-o o-mati-ni naru.
teacher-NOM Mary-ACC HON-wait-HON‘The teacher waits for Mary’
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Subject HonorificationO Individuals judged to be worthy of
respect (Harada, 1976; Shibatani, 1977).
(3) a. Gakusei-ga Mary-o matu.student-NOM Mary-ACC wait‘The student waits for Mary’
b. Sensei-ga Mary-o o-mati-ni naru.
teacher-NOM Mary-ACC HON-wait-HON‘The teacher waits for Mary’
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Subject HonorificationO In addition to pragmatic
appropriateness, appropriate use of SH requires the linguistic knowledge ofO syntaxO morphologyO phonology
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SH: Syntactic Knowledge
OSH only applies to subjects!O Hence often used as a formal
linguistic diagnostic of subjecthood in Japanese
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SH: Syntactic Knowledge
(4) a. * Gakusei-ga kouchousensei-o o-naguri-ni naru
Student–NOM school president-ACC HON-hit-HON
‘A student hit the school president.’
b. * Dorobou-ga kyouzyu -no ofisu-o o-yogoshi-ni naru
thief-NOM professor–GEN office-ACC HON-dirty-HON
‘A thief broke into the professor’s office’
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SH: Morphological Knowledge
O Obligatory morphological marking with the circumfix o-…-ni
(5) Syachou -ga daijina -koto -o *(o)-hanashi-*(ni) naru
president -NOM important-things-ACC HON–talk-HON ‘The president is discussing important things’
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SH: Phonological Knowledge
O Vowel epenthesis with roots that end in consonantsO verb root ends in a vowel: o-VERB-ni
yame ‘quit’ o-yame-ni naruO verb root ends in a consonant: o-
VERB-i-nikak ‘write’ o-kak-i-ni naru
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SH: Questions for Our Study
O Which aspects of the SH construction are problematic for heritage language speakers and L2 learners?O phonologyO syntaxO morphology
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SH: Questions for Our Study
O In what areas, if any, might HLSs exhibit advantages over L2ers?
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The Study: Participants
Language
JAPANESE
Group L2
(N=31)
HL
(N=29)
Age 27.5 24.75
Age of arrival to U.S. N/A 4.0
Age of switch to English N/A 4.8
Daily use of Japanese (%) 12.4 22.9
Self-rated proficiency in Japanese (1-5) 3.01 3.62
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The Study: Procedure
O Compared with native monolingual controls (baseline speakers), N=13
O Ratings elicited on Amazon Mechanical Turk
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The Study: Procedure
O Sentences rated on a 1-5 scale in the following conditions:O Acceptable use O Phonological violationsO Syntactic violationsO Morphological violations
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Results
O Both HLSs and L2 learners differed significantly from the baseline controls in all conditions
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ResultsO For L2 learners, all aspects of the SH
construction were equally hardO For HLSs, not all aspects of the SH
construction were equally hard
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Results: L2
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Results: L2
no difference
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Results: Heritage
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Results: HL (Japanese)
no difference
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Results: Heritageratings more accurate
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Subject Honorifics: Summary
OFor HLSs, phonological constraints appear to be the least difficult aspect of the Subject Honorification constructionO morphology and syntax more
problematic
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Subject Honorifics: Summary
OFindings consistent with existing studies involving low-proficiency HLSs (Au, Knightly, Jun, & Oh, 2002)
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Subject Honorifics: Summary
OOverall, low-proficiency HLS of Japanese as a group do not demonstrate apparent advantage over L2 learners
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Subject Honorifics: Summary
OPossibly because the SH construction is mostly attested in formal registers, to which HLSs receive the least amount of exposureO HL =“home language,” informal
colloquial styles
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Phenomena attested in colloquial registers
OWord order variations (scrambling)O syntactic constraints
OUse of classifiersO semantic and syntactic constraints
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Scrambling
Taro bought comics at a bookstore.(6) a. Taroo-ga honya-de manga-o
katta.Taro-NOM bookstore-at comic-ACC bought
b. Taroo-ga manga-o honya-de katta.Taro-NOM comic-ACC bookstore-at
bought c. Manga-o honya-de Taroo-ga
katta.Comic-ACC bookstore-at Taro-NOM
bought
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Constraints on scrambling
OThe verb needs to come last(7) a. *Oishisouna tsukurimas yusyoku-o otouto-no-tameni Taroo-ga Deliciously make supper-ACC young brother-GEN-for Taro-NOM ‘Taro makes delicious supper for his young brother.’
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Constraints on scrambling
Restrictions on moving subjects out of embedded clauses (7) b. *Sono kukki-ga [Misaki-ga amai to omo -tteiru] That cookie-NOM Misaki-NOM sweet that think -ING ‘Misaki thinks that cookie is sweet.’
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Constraints on scrambling
O Case particles, conjunctions, and postpositions cannot be separated from their nouns
(7) c. *To Taroo-ga Hanako sugaku-o benkyou-shi-ta With Taro-NOM Hanako math-ACC study -do-past. ‘Taro studied math with Hanako.’
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Question for our study
Do HLSs and L2 learners have the syntactic knowledge that would allow them to recognize violations on scrambling in Japanese?
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Scrambling: Results
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Scrambling: Resultssignificant difference
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Scrambling: Results
no difference
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Scrambling: SummaryO The lack of significance may reflect
heritage speakers’ reluctance to rate ungrammatical sequences low (so called ‘yes’-bias, cf. Laleko and Polinsky, in press; Polinsky, in press; Orfitelli and Polinsky, submitted)
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ClassifiersO Mark a conceptual classification of
the noun’s referent (Tsujimura, 2007):
O San-nin “three people”O San-mai “three thin and flat objects”O San-bon “three long and cylindrical
objects”O San-gen “three houses”O San-biki “three animals”
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Classifiers
O A sentence containing a numeral must also contain the appropriate classifier:
(6) a. San-nin-no kodomo-ga uti-e kita. three-CL-GEN child-NOM house-to came‘Three children came to my house”
b. Taroo-ga san-mai-no kami-o katta. Taro-NOM three-CL-GEN paper-ACC bought
“Taro bought three sheets of paper”
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Classifiers
O A sentence containing a numeral must also contain the appropriate classifier:
(7) a. # San-mai-no kodomo-ga uti-e kita. three-CL-GEN child-NOM house-to came‘Three children came to my house”
b. # Taroo-ga san-nin-no kami-o katta. Taro-NOM three-CL-GEN paper-ACC bought
“Taro bought three sheets of paper”
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ClassifiersO In addition to semantic constraints
on the use of classifiers, there are syntactic constrains governing their use
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Classifiers
(8) a. San-nin-no kodomo-ga uti-e kita. three-GEN child-NOM house-to came‘Three children came to my house’
b. Kodomo-ga san-nin uti-e kita.child-NOM three house-to came‘Three children came to my house’
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Classifiers
(8) a. San-nin-no kodomo-ga uti-e kita. three-GEN child-NOM house-to came‘Three children came to my house’
b. Kodomo-ga san-nin uti-e kita.child-NOM three house-to came‘Three children came to my house’
Quantifier Float
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Classifiers
O Quantifier Float is subject to syntactic constraints (Fukuda and Polinsky,
2013 and further references therein):(9) a. Gakusei-ga san-nin [VP sake-o nonda].
student-NOM three sake-ACC drank‘Three students drank sake’
b. *Gakusei-ga [VP sake-o san-nin nonda]student-NOM sake-ACC three drank‘Three students drank sake’
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Classifiers: Main Question
O How do HLSs and L2 learners of Japanese perform with respect to semantic and syntactic violations on the use of classifiers?
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Classifiers: Results
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Classifiers: Results
more accurate
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Classifiers: Results
O Both groups diverged from the L1 controls (HLS = L2)O no apparent advantage of being
heritage
O Both groups had more difficulties with semantics than with syntax
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Summary so far
ODifficulties are not equalO discourse > syntax (HLS and L2)O semantics > syntax (HLS and L2)O morphosyntax > phonology (HLS)
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Summary so far
OLow-proficiency HLSs do not exhibit apparent advantage over L2 learnersO Statistically indistinguishable from L2
(classifiers) or outperformed by L2 (scrambling)
OWhat about high-proficiency HLS?
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Korean
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Participants
Language
KOREAN
Group L2 (N=16) HL (N=35)
Age 25.8 24.5
Age of arrival to U.S. N/A 3.2
Age of switch to English N/A 3.0
Daily use of Korean (%) 23.5 29.6
Self-rated proficiency in Korean (1-5) 3.39 4.35
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Phenomena to be examined
O Same conditions as in Japanese:O Scrambling (~syntax)O Use of classifiers (~syntax and
semantics)
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Question for our studyO Do HLSs and L2 learners have the
syntactic knowledge that would allow them to recognize violations on scrambling in Korean?
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Scrambling: Results
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Scrambling: Resultssignificant difference
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Scrambling: Resultsno difference
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Scrambling: Results
O L1 and HL groups exhibit a significant difference (p < 0.05) between grammatical and ungrammatical conditions
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Scrambling: Results
O L2 group are not sensitive to syntactic violations on scrambling (p > 0.05)
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Scrambling: Results
O High-proficiency HLS > L2 on syntax
O What about semantics?O Let’s consider classifiers
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Classifiers
O Same design as in JapaneseO Main questions:
O Is there a difference between HLSs vs. L2?
O Is there a difference in processing syntax vs. semantics?
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Classifiers: Results
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Classifiers: Resultssignificant difference
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Classifiers: Resultsno difference
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Classifiers: Results
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Classifiers: Resultsdifferent
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Classifiers: Resultsdifferent
same
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Classifiers: Results
O High-proficiency HLSs:O pattern with L1 controls in
recognizing semantic and syntactic violations on the use of classifiers
O no difference in syntax vs. semantics
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Classifiers: ResultsO L2 speakers:
O Non-target-like knowledge of classifiers
O Syntax is easier than semantics
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SummaryO What areas of linguistic knowledge
are more difficult?O Discourse more difficult than syntax
(Laleko, 2010; Laleko & Polinsky, 2012: in press)
O Semantics more difficult than syntax for L2 (Korean)
O Semantics more difficult than syntax for L2 and HLSs (Japanese)
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The big picture
O The hierarchy of structure-building and interpretation (cf. Givon, 1979; Langacker, 2000; Reinhart, 2006; Kornneef, 2008; Reuland, 2011)
syntax < semantics < discourse [less costly] ↔ [more costly]
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SummaryO What advantages do HLSs exhibit
over L2 learners?O Phonology (Japanese)O Semantics (Korean)O Syntax?
O Japanese HLS < L2 or HLS = L2O Korean HLS > L2
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Summary
O Advantage varies across the proficiency continuum
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Thank you!O And thanks to Aika Taguchi, Shin
Fukuda, Sandy Kim, Sun-Hee Bae, Miwako Hisagi
O Funding: Funding: Heritage Language Resource Center (UCLA), CASL (U of Maryland)