Adverb Placement and Scope of Negation

2018 ◽  
Vol null (46) ◽  
pp. 197-215
Author(s):  
강승만
Keyword(s):  
Adverb Placement

Transatlantic variation in English adverb placement

2013 ◽  
Vol 25 (2) ◽  
pp. 179-200 ◽  
Author(s):  
Cathleen Waters
Keyword(s):  
Social Factors ◽  
Generative Syntax ◽  
Social Correlates ◽  
Vernacular English ◽  
Adverb Placement

AbstractThis study examines the placement of an adverb with respect to a modal or perfect auxiliary in English (e.g., It might potentially escape / It potentially might escape). The data are drawn from two large, socially stratified corpora of vernacular English (Toronto, Canada, and York, England) and thus allow a cross-dialect perspective on linguistic and social correlates. Using quantitative sociolinguistic methods, I demonstrate similarity in the varieties, with the postauxiliary position generally strongly favored. Of particular importance is the structure of the auxiliary phrase; when a modal is followed by the perfect auxiliary (e.g., It might have escaped), the rates of preauxiliary adverb placement are considerably higher. As the variation is chiefly correlated with linguistic, rather than social factors, I apply recent proposals from Generative syntax to further understand the grammar of the phenomenon. However, the evidence suggests that the variability seen here is a result of postsyntactic, rather than syntactic, processes.

Adverb placement: A case study in anti-symmetric syntax

Language ◽  
2000 ◽  
Vol 76 (1) ◽  
pp. 222-223
Author(s):  
Eric Potsdam
Keyword(s):  
Adverb Placement

Verb movement in the L2 acquisition of English by adult native speakers of French

2005 ◽  
Vol 5 ◽  
pp. 35-76 ◽  
Author(s):  
Dalila Ayoun
Keyword(s):  
Native Speakers ◽  
Judgment Task ◽  
Production Task ◽  
L2 Acquisition ◽  
Verb Movement ◽  
School Students ◽  
Grammaticality Judgment ◽  
Performance Effects ◽  
Adverb Placement ◽  
Syntactic Properties

This study investigates the acquisition of English verb movement phenomena by two groups of adult French native speakers: a group of secondary school students and a group of university students. A group of English native speakers served as controls. Participants were administered a written questionnaire composed of a controlled production task, a grammaticality judgment task, and a preference/grammaticality judgment task, to test acquisition of the syntactic properties associated with the verb movement parameter (Pollock 1989, 1997). Instead of substantiating the anecdotal evidence that suggests that adverb placement errors persist into very advanced stages of English L2 acquisition, the present data support the successful acquisition of English adverb placement by French native speakers. It is argued that the advanced group has acquired the appropriate L2 parametric value as measured by the controlled production task; while results on the other two tasks are explained by performance effects.

Positive evidence in second language acquisition: some long-term effects

1996 ◽  
Vol 12 (2) ◽  
pp. 111-139 ◽  
Author(s):  
Martha Trahey
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Long Term Results ◽  
Long Term Effects ◽  
L2 Acquisition ◽  
Linguistic Data ◽  
Adverb Placement ◽  
One Year ◽  
L1 Acquisition

It has been proposed (Krashen, 1981; 1982; 1985; Schwartz and Gubala- Ryzak, 1992; Schwartz, 1986; 1988; 1993) that L2 acquisition proceeds in essentially the same manner as L1 acquisition (the L1 = L2 position). That is, learners acquire underlying unconscious knowledge of a language (called lin guistic competence) simply by being exposed to the linguistic input (called primary linguistic data) in the environment. Instruction and error correction play no role in the development of competence in the L2. This article reports the long-term results of a study investigating the role of primary linguistic data in the acquisition of linguistic competence - in par ticular, the rules of adverb placement in English. This study examines the knowledge of adverb placement of 52 grade-6 francophone students (aver age age: 12 years, 2 months) learning English as a second language (ESL) in Québec schools. A year earlier, these subjects had been exposed over a two- week period to a flood of primary linguistic data on adverb placement in English. Immediately after the input flood, it was found that while the sub jects had learnt which adverb positions were grammatical in English, they still used positions which were ungrammatical in English but grammatical in the L1. The results of the follow-up test reported in this article reveal that one year after the input flood, the subjects' knowledge of adverb placement has not changed. They still use both the grammatical and the ungrammatical adverb positions, indicating that exposure to an abundance of primary lin guistic data on adverb placement did not lead to mastery of this structure. Possible explanations for these results and their implications for the L1 = L2 position are discussed.

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