Abstract
Since 1986, Klein pinpointed the 'embedding problem' among the main tasks L2 learners have to cope with in L2 speaking, the term referring to the need of linking the semantic content of a sentence to the information already available in the ongoing discourse. Research in L2 acquisition has shown that, even when the lexical and morphosyntactic structures needed to express specific information configurations are in place, learners can still lack the ability to use them in the ongoing discourse according to target language preferences, thus sticking to their source language preferences (Carroll and Lambert 2003; Dimroth and Lambert 2008; Lambert, Carroll and von Stutterheim 2008). Use of additive particles can pose similar 'embedding' problems, as they typically occur in a peculiar, non-canonical information configuration, in which a given predicate – available in the ongoing discourse – is claimed to hold for a new referent, which is added to other – given, available – referents. Dimroth et al. (2010), comparing native speakers productions on the basis of the same narrative task (the Finite Story retelling), show that speakers of Germanic (Dutch, German) and Romance (French, Italian) languages differ in the way they embed additive particles in the sentence information structure. Our study focuses on the use of additive particles by intermediate learners of two language pairs (Italian L1 > German L2 and viceversa) in the Finite Story retelling. Results show that, in embedding additive particles (IT anche, GE auch) in the sentence structure, intermediate learners tend to adopt patterns that are compatible with the L1 both at positional and at prosodic level, thus partly discarding more target language-specific patterns.
Highlights
In describing the learning problems adult second language (L2) learners have to cope with when communicating in L2, Klein (1986) mentioned the "embedding problem"
The goal of this paper is to investigate the positional and prosodic properties of additive elements in sentence structures produced by L2 learners
On the basis of previous work showing differences between Italian and German native speakers on the building of the sentence base structure and the embedding of additive particles (Dimroth/Andorno/Benazzo/Verhagen 2010), here we investigate the embedding of the additive particle anche in L2 Italian and auch in L2 German
Summary
In describing the learning problems adult second language (L2) learners have to cope with when communicating in L2, Klein (1986) mentioned the "embedding problem". It has to do with the contextual information a speaker has to take into account for building his message on the basis of his interlocutor's state of knowledge and of his own communicative goals. Natural languages always express embedded (contextual) meaning. The need for embedding sentences in the on-going discourse never falls away; and as long as the learner variety develops, new problems can arise for a felicitous embedding of his sentences in discourse
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