International Review of Applied Linguistics in Language Teaching
Ed. by Jordens, Peter / Roberts, Leah
4 Issues per year
IMPACT FACTOR 2017: 1.242
CiteScore 2017: 1.47
SCImago Journal Rank (SJR) 2017: 0.892
Source Normalized Impact per Paper (SNIP) 2017: 0.915
This paper addresses the issue of whether negative sentences containing auxiliary do in L1 and L2 English share the same underlying syntactic representation. To this end, I compare the negative sentences produced by 77 bilingual (Spanish/Basque)L2 learners of English with the corresponding data available for L1 acquirers reported on in Schütze (Carson, The status of he/she don't and theories of root infinitives, 2001), under the assumption that L1 and L2 grammars may be underspecified for Tense and/or Agreement features. I conclude that, despite similarities in the type of errors children and L2 learners produce, the L2 data do not show evidence of underspecification. Rather, it appears that L2 learners use a lexical strategy whereby they adopt don't as an independent preverbal negative marker.
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