On the Acquisition of French (Null) Subjects and (In)Definiteness: Simultaneous and Early Sequential bi-, tri- and Multilinguals

The French non-null-subject parameter is set very early, irrespective of the number of languages acquired. By contrast, the acquisition of (in)definiteness marking takes place at age 11;0. For early parametrized grammatical phenomena, Tsimpli (Tsimpli, Ianthi Maria. 2014. Early, late or very late? Timing acquisition and bilingualism. Linguistic Approaches to Bilingualism 4(3). 283–313.) argues that age of onset (AoO) matters. For late acquired phenomena, language experience is crucial. We recruited 23 simultaneous and 34 early sequential L2 (eL2) learners of French (mean age 4;6). Using an elicitation task, we examined the production of French subjects and (in)definite articles. All children behaved similarly with respect to the (early) setting of the null-subject parameter. In contrast, (in)definite marking was sensitive to number of languages and age; AoO or input effects did not affect the results. Simultaneous multilinguals diverge from eL2 children, showing subject spell-out preferences, interpreted in terms of acquisition phases. We will discuss this result against a model of language acquisition in which the child proceeds in acquisition stages.

On the Acquisition of French (Null) Subjects and (In)Definiteness: Simultaneous and Early Sequential bi-, tri- and Multilinguals

The French non-null-subject parameter is set very early, irrespective of the number of languages acquired. By contrast, the acquisition of (in)definiteness marking takes place at age 11;0. For early parametrized grammatical phenomena, Tsimpli (Tsimpli, Ianthi Maria. 2014. Early, late or very late? Timing acquisition and bilingualism. Linguistic Approaches to Bilingualism 4(3). 283–313.) argues that age of onset (AoO) matters. For late acquired phenomena, language experience is crucial. We recruited 23 simultaneous and 34 early sequential L2 (eL2) learners of French (mean age 4;6). Using an elicitation task, we examined the production of French subjects and (in)definite articles. All children behaved similarly with respect to the (early) setting of the null-subject parameter. In contrast, (in)definite marking was sensitive to number of languages and age; AoO or input effects did not affect the results. Simultaneous multilinguals diverge from eL2 children, showing subject spell-out preferences, interpreted in terms of acquisition phases. We will discuss this result against a model of language acquisition in which the child proceeds in acquisition stages.