What's in the textbook and what's in the mind: polarity item "any" in learner English

TY - JOUR

T1 - What's in the textbook and what's in the mind

T2 - polarity item "any" in learner English

AU - Marsden, Heather

AU - Whong, Melinda

AU - Gil, Kook-hee

N1 - © Cambridge University Press 2017. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

PY - 2018/3/1

Y1 - 2018/3/1

N2 - This paper presents an experimental study of the rarely explored question of how input through instruction interacts with L2 acquisition at the level ofmodular linguistic knowledge. The investigation focuses on L2 knowledge of the English polarity itemany, whose properties are only partially covered by typical language-teaching materials. We investigate Najdi-Saudi Arabic-speaking learners' knowledge of the distribution of any in contexts that are taught, contexts that are not taught but may be observable in the input, and contexts that are neither taught nor observable. We further test whether conscious awareness of instructed rules about any correlates with performance. Our findings suggest a role for instruction and for internal, UG-constrained acquisition, and that these two paths interact.We explore our findings in terms of SharwoodSmithandTruscott's (2014a, 2014b) framework ofmodular online growth and use of language, in which cognitive development is driven by processing.

AB - This paper presents an experimental study of the rarely explored question of how input through instruction interacts with L2 acquisition at the level ofmodular linguistic knowledge. The investigation focuses on L2 knowledge of the English polarity itemany, whose properties are only partially covered by typical language-teaching materials. We investigate Najdi-Saudi Arabic-speaking learners' knowledge of the distribution of any in contexts that are taught, contexts that are not taught but may be observable in the input, and contexts that are neither taught nor observable. We further test whether conscious awareness of instructed rules about any correlates with performance. Our findings suggest a role for instruction and for internal, UG-constrained acquisition, and that these two paths interact.We explore our findings in terms of SharwoodSmithandTruscott's (2014a, 2014b) framework ofmodular online growth and use of language, in which cognitive development is driven by processing.

UR - http://www.scopus.com/inward/record.url?scp=85019088213&partnerID=8YFLogxK

U2 - 10.1017/S0272263117000018

DO - 10.1017/S0272263117000018

M3 - Article

SN - 0272-2631

VL - 40

SP - 91

EP - 118

JO - Studies in Second Language Acquisition

JF - Studies in Second Language Acquisition

IS - 1

ER -