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Input Input Processing and Processing and
Dative Dative AlternationAlternationPresenter: Denilson Amade Sousa(PPG – IEL – Unicamp - Brazil)
email: [email protected]
2008 SLA Graduate Symposium
Part 1: Descriptive
Dative Forms
Universal Grammar and L1 Acquisition
Universal Grammar and L2 Acquisition
Full Transfer/Full Access Model
Input Processing
Part 2: Experimental
Grammaticality Judgment
Classroom Interventions
Research Design
√Dative Alternation
Jane gave a present to Peter.
Jane gave Peter a present.
Other verbs: sell, send, show, tell, throw, bring
Jane baked a cake for Peter.
Jane baked Peter a cake.
Other verbs: buy, draw, find, get, make
Jane donated a car to the institution.
*Jane donated the institution a car.
Other Verbs: explain, repeat, say, shout, whisper
* Dative Alternation
Jane watched the children for Peter.
*Jane watched Peter the children.
Other verbs: finish, fix (repair), hold, keep, create
Joana deu um presente ao Pedro. Joana doou um carro `a instituicao.*Joana deu o Pedro um presente. *Joana doou a instituicao um carro. Joana assou um bolo para o Pedro. Joana olhou as criancas pro Pedro.*Joana assou o Pedro um bolo. *Joana olhou o Pedro as criancas.
1. Semantic – Possession Constraint 2. Morphological – Latinate Constraint: donate, contribute, transport, propel, release, declare, create, design,
purchase, obtain.
3. Narrow range rules: Constraints on certain subclasses of verbs which already satisfy the Possession Constraint but violate it somehow.
Constraints (Pinker, 1989)Phenomenon Description
Possession constraint: Argument structure “X verb Y to Z” (DatP) can be realized as “X verb Z Y” (DDO) if Z is a potential possessor of Y.
Examples:
(1) a. John sent a package to the border / boarder. b. John sent the *border / boarder a package.
(2) a. Bob made / got / stirred / tasted the cake for Phil. b. Bob made / got / *stirred / *tasted Phil the cake.
Language DDO - to-dative? DDO - for-dative?
English yes, but subject to the constraints mentioned
above.
yes, but subject to the constraints mentioned
above.
Portuguese no, just DatP. no, just DatP.
Brazilian Portuguese vs English
Brazilian intermediate English students will more easily accept the prepositional dative sentences and reject the double object ones (since these are inexistent in Brazilian Portuguese).
The advanced learners (English teachers), for supposedly having had more exposure to L2 input, will treat all dative sentences in a way similar to that of native speakers.
Hypothesis
Experiment I - Grammaticality Judgment Test
Based on Full Transfer/Full Access, Schwartz & Sprouse (1996) SLA model
• Grammaticality judgment task with a 7-point Likert scale: -3 -2 -1 0 +1 +2 +3•Number of analysed sentences: 40•Distractors: 10 •Instructions: Subjects read the sentences and judge them according to their intuition: -3 (the sentence is completely unacceptable in English), 0 (incapable of saying anything about the sentence), +3 (perfectly possible in English), including therein the intermediate values. •There was no time limit for the test.
Methodology
Experiment I - Grammaticality Judgment Test
Subjects
# students Average age Male Female
n=118 17,5 54 (46%) 64 (54%)
# students Average age Male Female
n=117 25,2 47 (40%) 70 (60%)
Native Americans
Brazilian Teachers
Brazilian Students (Intermediate Level)
# teachers Average age Male Female
n=90 33,8 9 (11%) 81 (89%)
DDO Gramaticais
012345678
n7 Ð Jane threw Peter the ball.n9 Ð Jane bought Peter a present.
n17 Ð Jane showed Peter the picture.
n19 Ð Jane drew Peter a picture.n26 Ð Jane brought Peter the cake.
n28 Ð Jane found Peter a plate.n35 Ð Jane sent Peter a postcard.
n39 Ð Jane got Peter a glass.n46 Ð Jane gave Peter present.n49 Ð Jane made Peter a cake.
Senten�as
Gramaticalidade
Nativos (n=118)
Professores Brasileiros (n=90)
Alunos Brasileiros (n=117)
Results I
Experiment I - Grammaticality Judgment Test
DDO Agramaticais
012345678
n3 Ð Jane explained Peter the exercise.n6 Ð Jane finished Peter the exercise.n13 Ð Jane repeated Peter the question.
n16 Ð Jane fixed Peter the car.n23 Ð Jane said Peter the answer.
n29 Ð Jane held Peter the door.
n32 Ð Jane shouted Peter the answer.n34 Ð Jane kept Peter the secret.
n42 Ð Jane whispered Peter the secret.n45 Ð Jane watched Peter the kids.
Sentennas
Gramaticalidade
Nativos (n=118)
Professores Brasileiros (n=90)
Alunos Brasileiros (n=117)
Results II
Experiment I - Grammaticality Judgment Test
Neither the English teachers nor the students have knowledge of the dative alternation in English. In other words, the hypothesis was partially confirmed, for it was expected that the teachers’ intuition would be similar to that of the native speakers.
Conclusion
Experiment I - Grammaticality Judgment Test
Next question: How then, provide input to
teachers/students in order for them to acquire at least one
constraint on the Dative Alternation phenomenon?
- Any SLA theory must, somehow, take input into account. (Gass,1997);
- It is fundamental for the acquisition and necessary for the development of a mental representation of the linguistic system;
- One of the focuses of SLA research in the last 20 years has been to determine the links between the input and the developing system. One of these attempts is called Input Processing (IP), proposed by VanPatten & Cadierno (1993) and VanPatten (1993, 1996).
Input
Experiment II - Classroom intervention based on Input Processing
Input Processing (IP) VanPatten e Cadierno (1993) e VanPatten (1993, 1996)
Input Processing is what the learners do with the input during comprehension, in other words, how the intake is derived:
.
input intake developing system
I - input processingII - accomodation, restructuring
I II
Figure1 – VanPatten (1996)
Experiment II - Classroom intervention based on Input Processing
Processing Instruction (PI)
Experiment II - Classroom intervention based on Input Processing
A partir das considerações acerca de insumo, sobre PI e da postulação de quatro princípios de PI, VanPatten propõe um tipo de instrução gramatical ou foco na forma chamada por ele de Instrução para Processamento (Processing Instruction) (IP);
Objetivo da IP é alterar as estratégias (naturais) de processamento dos aprendizes e encorajá-los a realizar ligações de forma-significado mais adequadas. Para tal, a IP possui três componentes básicos:
Processing Instruction is an approach to grammar teaching that takes into account some input processing principles, either universal or L1 derived. Its main goal is to facilitate more adequate form-meaning connections and help learners acquire them.
It consists of three basic components:
Explanation:
Learners are provided with explicit information about grammar forms, structural properties, descriptions of rules and meanings.
Instructor must try to show the learner how to associate form and meaning and also show how forms encode meaning.
Example:
A):
Experiment II - Classroom intervention based on Input Processing
A)Explanation
Information about processing strategies:Learners are informed about a particular processing strategy that may negatively affect their picking up of the form or structure during comprehension.
Example:
B)
Experiment II - Classroom intervention based on Input Processing
B)ProcessingStrategies
Structured Input:Input from activities is manipulated in a way that it makes learners privilege the form so they have better chances of paying attention to its meaning. Learners are guided away from their natural processing tendencies in order to create more adequate form-meaning connections for a given form.
Example:
C)
Experiment II - Classroom intervention based on Input Processing
C) StructuredInput
Methodology
C) Control group (C)
C1) Pre-Test
C2) Post-test1 – following class
C3) Post-test2 – a month later (retention)
B) Indirect
Traditional Instruction Intervention (IT)
B1) Pre-Test
B2) Intervention
B3) Post-test1 – following class
B4) Post-test2 – a month later (retention)
A) Direct
Input Processing Intervention (IPI)
A1) Pre-Test
A2) Intervention
A3) Post-test1 – following class
A4) Post-test2 – a month later (retention)
Experiment II - Classroom intervention based on Input Processing
Pre-Test ExampleName:_____________________________________________Age:________Level:______I have been studying English for________ year(s) Date:____/____/______
Dative Alternation – Pre-Test
1. For each sentence, please put in a “C” if you think the sentence is grammatically correct or an “I” if you think the sentence is grammatically incorrect:a) Anna has given Michael a present. ( )b) Fred never buys his girlfriend flowers. ( )c) My mom made me take the medicine. ( )d) Ashley will drive her dad his car. ( )e) David keeps Natalie all the secrets. ( )f) Jessica loves it when her mom lets her to come back home after midnight. ( )g) Ben was sending his girlfriend an email when the connection failed. ( )h) I don’t know what will happen to me if I don’t find my boss a new apartment! ( ) i) Cameron thinks James is not good enough for her. ( )
2. Listen to the sentences your teacher will read and mark an X by “Unacceptable” if you think the sentence is not acceptable in grammatically correct English or mark an X by “Acceptable” if it is.a) ( ) Acceptable ( ) Unacceptable e) ( ) Acceptable ( ) Unacceptableb) ( ) Acceptable ( ) Unacceptable f) ( ) Acceptable ( ) Unacceptablec) ( ) Acceptable ( ) Unacceptable g) ( ) Acceptable ( ) Unacceptabled) ( ) Acceptable ( ) Unacceptable h) ( ) Acceptable ( ) Unacceptable
Experiment II - Classroom intervention based on Input Processing
Post-Test2 Example
Name:_____________________________________________Age:________Level:______I have been studying English for________ year(s) Date:____/____/______
Dative Alternation – Post-test2
1. Listen to the sentences your teacher will read and mark an X by “Unacceptable” if you think the sentence is not acceptable in grammatically correct English or mark an X by “Acceptable” if it is.a) ( ) Acceptable ( ) Unacceptable e) ( ) Acceptable ( ) Unacceptableb) ( ) Acceptable ( ) Unacceptable f) ( ) Acceptable ( ) Unacceptablec) ( ) Acceptable ( ) Unacceptable g) ( ) Acceptable ( ) Unacceptabled) ( ) Acceptable ( ) Unacceptable h) ( ) Acceptable ( ) Unacceptable
2. For each sentence, please put in a “C” if you think the sentence is grammatically correct or an “I” if you think the sentence is grammatically incorrect:a) When I was young, my grandfather used to give me lots of candy. ( ) b) Have you ever bought yourself an Easter egg? ( ) c) Husbands shouldn’t make their wives do things they don’t want to. ( ) d) I was a little drunk last night so I asked my friend to drive me my car. ( ) e) The government has been trying to keep the locals their jobs and homes. ( ) f) Sally’s parents never let her to take the chance of going to school. ( ) g) Maggie thought her boyfriend would send her flowers, but he never did. ( ) h) Have you found your dad that cool book you had been searching for so long? ( ) i) I can't make a decision about anything these days. ( )
Experiment II - Classroom intervention based on Input Processing
T-Test to check:
Immediate learning: means between Pre-test and Post-test1
Long-term learning: means between Pre-Test and Post-test2
Retention: means between Post-test1 and Post-test2
Methodology
Experiment II - Classroom intervention based on Input Processing
Subjects
# students Average age Male Female
n=22 24,15 7 (32%) 15 (68%)
# students Average age Male Female
n=24 22,3 8 (33%) 16(67%)
A) Group (IPI): Intervention based on Input Processing.
Experiment II - Classroom intervention based on Input Processing
# students Average age Male Female
n=31 21,7 18 (59%) 13 (41%)
B) Group (IT): Intervention based on Traditional Instruction
C) Group (C): Control
Hypothesis
Intervention based on Input Processing will have a significant effect on making learners acquire the possession constraint underlying Dative Alternation and, therefore, there will be a significant difference among the three groups (Processing Instruction – PI, Traditional Instruction – TI, and control – C).
Experiment II - Classroom intervention based on Input Processing
Results - Average scores for each test in each group
Experiment II - Classroom intervention based on Input Processing
Results – Paired T-Test of the samples
Experiment II - Classroom intervention based on Input Processing
Group A – Processing Instruction Intervention
Immediate significant (p ≤ 0,05) result only.
Did not last after a month.
Hypothesis partially confirmed: Good results were expected to have been
retained by learners.
Group B – Traditional Instruction Intervention
No statistically significant improvement from Pre-Test to Post-test1.
Post-test2 scores were worse than those of Post-test1 (p ≤ 0,1). This suggests
that the last Post-test may have been more difficult than the one before it.
Conclusion
Experiment II - Classroom intervention based on Input Processing
Discussion
Research reveals interesting facts about the efficiency of different treatments.
Processing Instruction only had an immediate effect. Why? Possible problems:
No feedback?
No output (production)?
Lack of explanation about the pragmatic/discursive motivation of DDO sentences? ( “Who did Jane give the present to?” or “Where’s the present?”
a) Jane gave the present/it to Peter. “What did Jane give to Peter” or “Why is Peter so happy?”
b) Jane gave Peter/him the present.)
Future research: what can be done in order to promote retention of the immediately acquired knowledge?
Experiment II - Classroom intervention based on Input Processing
Pragmatic/discursive motivation of DDO sentences
New information usually comes at the end of the sentence:
“Who did Jane give the present to?” or “Where’s the present?”a) Jane gave the present to Peter.
“What did Jane give to Peter” or “Why is Peter so happy?”b) Jane gave Peter the present.
Pragmatic/discursive motivation of DDO sentences.
Experiment II - Classroom intervention based on Input Processing
Full Transfer/Full Access, SLA model of Schwartz & Sprouse (1996): - Initial state in L2: L1 grammar, i.e. when starting to acquire an L2,
what the learner has is his/her L1 parameters. Hence full transfer. - When the L1 grammar cannot account for properties of the L2,
the learner has access to Universal Grammar (UG) properties. Hence full access.
- Two kinds of evidence support this hypothesis: f) Existence of L1 properties in the learner’s interlanguage and g) Evidence of interlanguage restructuring, which yields to it
properties of UG, distinct from the learner’s L1 grammar.
Base Model for Experiment I Hypothesis
Experiment I - Grammaticality Judgment Test