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Fernandez-Berkes, Eva
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Official Name
Fernandez-Berkes, Eva
Alternative Name
Berkes, Eva
Main Affiliation
Akademische Titel
Prof.(FH) Dr.
Email
eva.fernandez-berkes@fh-burgenland.at
Scopus Author ID
55943957000
Status
staff
Research Outputs
Now showing 1 - 6 of 6
- PublicationSyntactic development evidenced via DLC(ISB11-International Symposium on Bilingualism, Limerick, Ireland, 2017-06-14)
; Flynn, SuzanneSyntactic knowledge, understood as an implicit and unconscious computational knowledge, is essential to define what multilingual development consists of. In order to explore how learners integrate innate linguistic and language-specific knowledge for a new target language in acquisition, we will employ a Dominant Language Constellation (DLC) approach (Aronin 2016) and examine production data at two levels of English proficiency of groups of multiple language learners whose DLC differs only minimally: DLC of Hungarian/German/English and DLC of Hungarian/Spanish/English. The fact that multilingual language learners necessarily own and retain more than one grammar leads us to assume that such individuals represent the languages of their Dominant Constellation in fundamentally similar ways. One of the logical consequences of such an approach is the need to reinterpret unidirectional language influence, i.e. ‘transfer from a source to a target language’, to allow for a more creative progress learners go through within their language constellation. We will compare and contrast production data related to the acquisition of different empty categories: wh-movement and relative clauses. Participants in all experimental groups consist of Hungarian learners of L3 English whose L2 is either German or Spanish. Our results of the DLC analysis do not support the claim that development is mainly due to non-linguistic mechanisms, such as distance and processing ease, but rather that development has to be reinterpreted as a cumulative process in the sense of Flynn et al. (2004). Due to the minimal difference in learners’ background languages, we could detect nuanced differences in acquisition patterns. More precisely, where learners could not rely on previously acquired syntactic knowledge, they seemed to map features of simple structures to more complex ones to construct the new target grammar, giving further support to the claim that development is modular (Flynn et al. 2005). On the other hand, where learners’ DLC provided knowledge of a fully-fledged English-like CP structure, learners seemed to be induced to skip a more ‘primitive’ stage to build up complex structures in the target language. We conclude then that learners’ syntactic fluency (Berkes and Flynn 2016) can be enhanced in principled and selective ways according to the prior linguistic experience of the learner.442 1 - Publication
68 1Scopus© Citations 10 - PublicationL3 development after the initial state(2023)
; Flynn, Suzanne6 1 - PublicationThe acquisition of long-distance Wh-movement by two groups of multilinguals(ISB11-International Symposium on Bilingualism, Limerick, Ireland, 2017-06-14)
; Flynn, SuzanneWe have examined elicited production data of two groups of multiple language learners: HungarianL1/GermanL2/EnglishL3 and HungarianL1/SpanishL2/EnglishL3. Results show nuanced differences in acquisition patterns, which we attribute to the minimal difference in learners’ background languages. It also implies that learners’ syntactic fluency can be enhanced in principled and selective ways.439 1 - PublicationGrammatical mapping in L3 acquisition(2023)
; Flynn, SuzanneIn this chapter, we focus on the question of how development may take place in multilingual and the role of prior knowledge in this process. The theoretical called (GM) (Lust, 2012 for L1 acquisition) supposes an active, albeit unconscious, creative involvement of the learner in the construction of the constrained and guided by (UG). We propose that the GM paradigm provides a valid and principled account of the process of multilingual acquisition as well. By means of presenting concrete examples from our previous experimental research, we will illustrate how the three essential predictions deriving from this paradigm also bear out in the multilingual scenario. Similar to L1 acquisition, UG’s and invariant principle(s) are shown to be at work in . Moreover, based on of multilingual learners’ in elicited productions, we present tangible indications that multilingual learners draw upon previously known language grammars while engaged in linguistic computation – analysis, dissociation and integration – of target language-specific components. Our contribution to the is the specification of the manner in which multilingual learners draw upon previous knowledge in the construction of new target grammar, thus extricating explicit from implicit linguistic knowledge. We expect that the application of this paradigm onto multilingual experimental data may shed light on the degree to which domain-specific innate principles guide and constrain language acquisition in general.5 1Scopus© Citations 4