UMD Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/3
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.
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Item Variation in Interlanguage: Evidence from Internal and External Patterning of Morphosyntactic Variability in the Speech of Second Language Learners(2022) Zheng, Qi; Jiang, Nan; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Language is inherently variable, and learner language is particularly variable. The variationist paradigm considers learner language a heterogeneously variable yet inherently rule-governed system. Specifically, learners’ alternation between native-like and nonnative-like variants of a variable or invariable target native speaker (NS) form constitutes learner language variation. Variation is also viewed as an indication of a transitional phase towards acquisition (e.g., Regan, 2013; Tagliamonte, 2011). With a particular concentration on second language (L2) morphosyntactic variation, this dissertation explored inter-learner variation and intra-learner variability together with interlanguage development by analyzing Japanese L2 learners’ oral performances in English oral proficiency interviews. The research observed and studied the variation pattern in the interview data and identified the linguistic, paralinguistic, and nonlinguistic factors and factor groups which may give rise to Japanese L2 learners’ repeated exercise of their interlanguage grammar for four morphosyntactic features: preposition/particle, article, object pronoun-dropping, and modal auxiliary verb. The data were analyzed by using classification trees, random forests, and mixed-effects variable rule methods which together identified a hierarchy of variable importance among potential factors and factor groups and the influential factor levels within each significant factor group. With modern mixed models, the dissertation concluded that the observed morphosyntactic variation is subject to inter-lingual and intra-learner factors. Additionally, learners may also have individualized baselines and grammar. More importantly, the findings of the current research have provided important theoretical and empirical justification on whether and how individual patterns mirror the interlanguage patterns and hence an inter-lingual developmental understanding of L2 morphosyntactic competence.Item Coordination without grammar-internal feature resolution(2021) Lyskawa, Paulina; Polinsky, Maria; Preminger, Omer; Linguistics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Morphological agreement with coordinate phrases involves a computation that takes as its input a set of features from each conjunct and outputs exactly one resolved set of features (number, person, grammatical gender/noun class, commonly labelled phi-features). Such resolution is typically taken to be grammar-internal because it relies on other grammar-internal ingredients (phi-features, agreement, coordination), and at least in some instances seems to follow systematic rules that may be captured by familiar grammatical operations. Exceptions to these apparent rules, if not ignored altogether, have received disparate analyses depending on the language, framework, and the particular features involved. In this thesis, I argue that it is such exceptions that are illuminating, and that the appearance of rigid rules is misleading. Treating variation in agreement with coordinate phrases as exceptional with respect to the otherwise deterministic output rules either delays the task of explaining the surface data, or risks weakening the language competence theory by adding the baroque stipulations that a purely grammar-internal treatment would require. Phi-agreement with coordinate phrases is subject to inter- and intra-speaker variability and ineffability; such variation is widespread in the world’s languages, even the ones with limited phi-agreement morphology like English. I therefore reject the grammar-internal approach to agreement with coordinate phrases and argue instead that the agreement morphology we observe on the surface is due to grammar-external mechanisms being recruited to determine the resulting agreement morphology. Under this approach, systematicity in agreement with coordinations is only apparent and can be manipulated. The reason a grammar-internal mechanism is unavailable is because it would have to take place on the agreeing head (e.g., Infl0 or v0), and what we know about agreement between a syntactic head and multiple arguments (e.g., from omnivorous agreement and the Person Case Constraint) renders it ill-suited for the task of coordination resolution.Item CROSS-LINGUISTIC DIFFERENCES IN THE LEARNING OF INFLECTIONAL MORPHOLOGY: EFFECTS OF TARGET LANGUAGE PARADIGM COMPLEXITY(2020) Solovyeva, Ekaterina; DeKeyser, Robert M.; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Inflectional morphology poses significant difficulty to learners of foreign languages. Multiple approaches have attempted to explain it through one of two lenses. First, inflection has been viewed as one manifestation of syntactic knowledge; its learning has been related to the learning of syntactic structures. Second, the perceptual and semantic properties of the morphemes themselves have been invoked as a cause of difficulty. These groups of accounts presuppose different amounts of abstract knowledge and quite different learning mechanisms. On syntactic accounts, learners possess elaborate architectures of syntactic projections that they use to analyze linguistic input. They do not simply learn morphemes as discrete units in a list—instead, they learn the configurations of feature settings that these morphemes express. On general-cognitive accounts, learners do learn morphemes as units—each with non-zero difficulty and more or less independent of the others. The “more” there is to learn, the worse off the learner. This dissertation paves the way towards integrating the two types of accounts by testing them on cross-linguistic data. This study compares learning rates for languages whose inflectional systems vary in complexity (as reflected in the number of distinct inflectional endings)—German (lowest), Italian (high), and Czech (high, coupled with morpholexical variation). Written learner productions were examined for the accuracy of verbal inflection on dimensions ranging from morphosyntactic (uninflected forms, non-finite forms, use of finite instead of non-finite forms) to morpholexical (errors in root processes, application of wrong verb class templates, or wrong phonemic composition of the root or ending). Error frequencies were modeled using Poisson regression. Complexity affected accuracy differently in different domains of inflection production. Inflectional paradigm complexity was facilitative for learning to supply inflection, and learners of Italian and Czech were not disadvantaged compared to learners of German, despite their paradigms having more distinct elements. However, the complexity of verb class systems and the opacity of morphophonological alternations did result in disadvantages. Learners of Czech misapplied inflectional patterns associated with verb classes more than learners of German; they also failed to recall the correct segments associated with inflections, which resulted in more frequent use of inexistent forms.