MARC 主機 00000nam  2200361   4500 
001    AAI3018598 
005    20070813113134.5 
008    070813s2001                        eng d 
020    9780493299952 
035    (UMI)AAI3018598 
040    UMI|cUMI 
100 1  McKay, Linnea Pauline Wahlstrom 
245 14 The acquisition and use of verb-second structures by 
       second-language learners of German 
300    179 p 
500    Source: Dissertation Abstracts International, Volume: 62-
       07, Section: A, page: 2403 
500    Supervisor:  Sarah M. B. Fagan 
502    Thesis (Ph.D.)--The University of Iowa, 2001 
520    Studies investigating the acquisition of German syntax by 
       second-language learners of German disagree on the 
       accuracy of the ZISA order (or Multidimensional Model) of 
       syntactic acquisition. The primary disagreement centers on
       the stage of subject-verb inversion and the accompanying 
       acquisition of verb-second structures. Early studies by 
       Clahsen, Meisel, and Pienemann and by Rod Ellis support 
       the order of acquisition, while later studies by Dykstra-
       Pruim, Knebler, Wahlstrom, and Tschirner, with instructed 
       language learners, show a superiority in learner use of 
       interrogative verb-second structures over declarative verb
       -second structures. The present study investigates 
       statistical differences between the two verb-second 
       contexts and seeks an explanation for them 
520    The speech production of 79 L2 learners of German at a 
       major American university was analyzed. The speech data 
       was recorded using the German Speaking Test, transcribed 
       for analysis, and coded for linguistic features such as 
       clause type, accuracy of verb-placement, and subject-verb 
520    The results of the present study show statistically 
       significant differences between the types of verb-second 
       contexts. Wh-word questions are produced with an accuracy 
       rate significantly above that of declaratives, even though
       both linguistic contexts have XVS word order. These 
       results hold for the whole subject population and for its 
       subpopulations of third semester and fourth semester 
       students. Fourth semester students show improvement over 
       third semester students in accurate placement of the 
       finite verb in declarative contexts 
520    Contrary to the ZISA model's prediction, acquisition of 
       subject-verb inversion is not sufficient to explain the 
       learners' production of XVS clauses. Several factors 
       affect verb placement, including formulaic language, the 
       transfer of English, and verb-first use of inversion. In 
       particular, learning the constraints on clausal first 
       constituents is a primary factor in student achievement of
       accurate verb-second clauses. The implications for the 
       ZISA model and for theory-building in second-language 
       acquisition are twofold: inversion and verb-second 
       placement need to be accounted for separately; and the 
       fixedness of the model should be reexamined 
590    School code: 0096 
590    DDC 
650  4 Language, Linguistics 
650  4 Language, Modern 
690    0290 
690    0291 
710 20 The University of Iowa 
773 0  |tDissertation Abstracts International|g62-07A 
856 40 |u