International Review of Applied Linguistics in Language Teaching
Ed. by Jordens, Peter / Roberts, Leah
IMPACT FACTOR increased in 2015: 0.800
Rank 72 out of 179 in category Linguistics in the 2015 Thomson Reuters Journal Citation Report/Social Sciences Edition
SCImago Journal Rank (SJR) 2015: 0.911
Source Normalized Impact per Paper (SNIP) 2015: 0.965
Impact per Publication (IPP) 2015: 0.860
Native-like attainment of dummy subjects in Dutch and the role of the L1
Citation Information: International Review of Applied Linguistics in Language Teaching. Volume 43, Issue 4, Pages 355–380, ISSN (Online) 1613-4141, ISSN (Print) 0019-042X, DOI: https://doi.org/10.1515/iral.2005.43.4.355, November 2005
- Published Online:
In this study, we test the prediction, derived from the Critical Period Hypothesis, that a native level in L2 grammar cannot be attained by learners who start acquiring a second language after childhood. We selected 43 very advanced late learners of Dutch (native speakers of German, French and Turkish) and compared their performance on a grammar test with that of 44 native speakers of Dutch. The test consisted of an elicited imitation task and a sentence preference task. In these tasks, participants were tested on their knowledge of dummy subject constructions. These construction types are known to be very hard to acquire for L2-learners of Dutch and are hardly covered in Dutch grammars or L2 Dutch textbooks. The results show that it is possible to attain a native level of proficiency for learners who start acquiring an L2 after puberty, even for learners with a typologically distant L1.
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