مطالب مرتبط با کلیدواژه

Interpretability Hypothesis


۱.

The Acquisition of Definiteness Feature by Persian L2 Learners of English(مقاله علمی وزارت علوم)

کلیدواژه‌ها: acquisition Definiteness Specificity Interpretability Hypothesis Persian Learners

حوزه‌های تخصصی:
تعداد بازدید : ۱۰۶۹ تعداد دانلود : ۵۰۷
The definiteness feature in English is both LF and PF interpretable while Persian is a language in which this feature is LF-interpretable but PF-uninterpretable. Hence, there is no overt article or morphological inflection in Persian denoting a definite context. Furthermore, Persian partially encodes specificity not definiteness. In definiteness both the speaker and hearer are involved while in specificity just the speaker may be taken into consideration. The associated indefinite article identifies an individual from a set but lacks the uniqueness feature. Specificity, on the other hand, may be defined in relation to the speaker. It signals the speaker’s intention to refer to some individual with a noteworthy property. Based on the predictions made by the interpretability hypothesis, it is predicted that Persian learners of English should be able to acquire the English definiteness feature lacking in their L1. To test the hypothesis, fifty L2 learners at intermediate and advanced levels were selected. To test their comprehension as well as production, they were given forced-choice elicitation and translation tasks. The results of the study showed that the L2 learners acquired the definiteness feature giving credence to the interpretability hypothesis in which the acquisition of LF-interpretable but PF-uninterpretable features does not pose a persistent problem. In the oral production task, the results show that the L2 learners use some compensating mechanisms such as demonstrative and possessive adjectives to encode definiteness. The results further indicate that the Persian learners of English experience some fluctuations in teasing apart the definiteness and specificity in indefinite referential singular contexts.
۲.

The Count/Mass Distinction and the English Article System at the Interface: On the Learnability of Interpretable Features by Persian-Speaking Learners

کلیدواژه‌ها: Definite article indefinite article count/mass distinction L1 Transfer Interpretability Hypothesis

حوزه‌های تخصصی:
تعداد بازدید : ۲۰۰ تعداد دانلود : ۱۵۹
Problems in appropriately using the article system in English are globally known simply because they are observed in learners with different L1 backgrounds. The present study is dedicated to an investigation of the nature and degree of such problems when it comes to using articles for mass nouns by Persian-speaking learners. Data is elicited and analyzed from three proficiency groups. It is shown that even highly advanced learners do not have native-like mastery over the issue. It is also shown that L1 transfer is present in many cases of error. Explicit contrastive instruction based on the two languages is suggested as a more efficient way out. The results are also discussed within the framework of the Interpretability Hypothesis as they do not seem to support it.
۳.

Explicit Teaching of an Unsalient Property: the case of illicit resumptive pronouns in English relative clauses(مقاله علمی وزارت علوم)

کلیدواژه‌ها: Relative Clause Resumptive pronoun Interpretability Hypothesis Uninterpretable feature

حوزه‌های تخصصی:
تعداد بازدید : ۹ تعداد دانلود : ۹
The present study investigated the role of explicit instruction on the acquisition of English relative clauses by focusing on resumptive pronouns among Iranian learners of English at an intermediate level of proficiency. The study focused on two structurally different languages (Persian and English) regarding the use of resumptive pronouns.  A grammaticality Judgment Test (GJT) and a Sentence Combination Task (SCT) at three phases of pre-test, immediate, and delayed posttests, have been used; paired samples t-tests showed that exposure to input through teaching materials can improve the learners’ performance in specific types of relative structures, but not in all.  The findings propose that if language learners, especially in a foreign language context, are provided with enough input and still don’t acquire an uninterruptable feature (resumptive pronouns in this case), then it can be said that fossilization has occurred and the interpretability hypothesis (Tsimpli and Dimitrakopolou, 2007) will be confirmed. It also shows that explicit teaching can lead to future noticing in input and result in more stable acquisition.