Verb Placement Research Articles

L2 German Word Order Preferences by Immigrant L1 Korean Speakers

Abstract This study examines the L2 German verb placement preferences in 58 Korean immigrant workers in Germany. The verb placement preferences are compared to predictions of Organic Grammar (Vainikka and Young-Scholten, 2011). Assuming an incremental, bottom-up morphosyntactic development, the theory predicts the possibility that L2 acquirers develop only partial clausal structures. Organic Grammar further proposes a two-tree approach of morphosyntactic development and predicts that main clauses with verb-second order (V2) are acquired before subordinate clauses with verb-final order (OV). To test these predictions, participants completed two production tasks. Results show a mixed picture. Some participants’ L2 clausal structure seems to have developed only partially, supporting the incremental approach. Regarding the predicted order of acquisition, however, some participants who showed robust use of targetlike subordination with OV, struggled with V2, preferring V3 instead. This suggests the need for a revision of the two-tree approach to incorporate the V3 preference.

Linguistics variation: A case study of Oka - Akoko, Ondo State, Nigeria

The analysis reveals distinct phonological features, such as unique vowel harmony patterns and consonant clusters, that differentiate Ọ̀kà dialects from each other. Syntactic analysis uncovers differences in sentence structure, particularly in verb placement and the use of tense and aspect markers. Lexical comparisons highlight numerous unique terms and expressions in Ọ̀kà, reflecting cultural and environmental influences. This research contributes to the documentation and preservation of the Ọ̀kà dialect, providing insights into the dynamic nature of language and its role in cultural identity. The findings underscore the importance of linguistic diversity and support efforts to promote and sustain minority dialects within larger linguistic communities. It is based on an analysis of phonological and morphophonological features as vowel harmonies and consonant clusters found specifically in both Ọ̀kà dialects and standard Yorùba. Lexical comparisons reveal many hapaxes in Ọ̀kà that illustrate cultural and environmental associations. The study also unpacks sociolinguistic dimensions that shape these variations. This research contributes to the documentation and preservation of the Ọ̀kà dialect, providing insights into the dynamic nature of language and its role in cultural identity. The findings underscore the importance of linguistic diversity and support efforts to promote and sustain minority dialects within larger linguistic communities.

Verb placement in embedded clauses in heritage Norwegian

Purpose: This study examines embedded clauses with adverb/negation in heritage speakers of Norwegian in North America. We ask (a) whether the production of these structures is different from the baseline, (b) how the production is different, and (c) why it is different. Methodology: 50 second to fifth-generation speakers from the Corpus of American Nordic Speech (CANS) are compared with a baseline consisting of 13 first-generation speakers from the same corpus and a large corpus study on verb placement in embedded clauses in European Norwegian. Findings: The speakers behave differently from the baseline, as they use main clause word order in embedded clauses, especially when the finite verb is an auxiliary. Furthermore, there is a correlation between main clause word order in embedded clauses and V2 violations in main clauses. We propose a combination of crosslinguistic influence, language-internal drift, differential acquisition, and activation of the heritage language as possible factors affecting the speaker’s production. Originality: Whereas several studies have looked at main clause word order in the same and similar populations, not as much work has been done on embedded clauses. We also combine data from the same informants from a previous study to look at correlations between the behaviour in main and embedded clauses. Implications: This study illustrates how heritage languages are affected by different factors across speakers; where some speakers seem to simplify the language, others have held on to fine-grained distinctions.

Experimental Methodologies. A Corpus-Based Approach

On the basis of data, we analyse two different pairs of syntactic patterns, the so called dative alternation and particle placement of transitive phrasal verbs. Although it has sometimes been argued that only experimental data can contribute to studies of priming, the analysis shows that (a) the corpus-based results for datives are very similar to the experimental ones; (b) priming is also obtained for the verb particle construction, a construction hitherto not explored in the priming literature and (c), most importantly, in line with much previous psycholinguistic and corpus linguistic work, priming effects turn out to be strongly verb-specific such that some verbs are much more resistant or responsive to priming than others. As a variety of studies has shown, speakers tend to repeat syntactic structures they have just encountered (produced or comprehended) before.

Verb placement in L3 French and L3 German

Abstract This article explores cross-linguistic influence and the relationship between surface structure and underlying syntactic structure in L3 acquisition of verb placement in L1 Norwegian L2 English learners of L3 German or French, respectively. In these languages, verb placement varies systematically. Previous research has found transfer from both L1 and L2 in similar language combinations. Using an acceptability judgment task, we tested verb placement in non-subject-initial and subject-initial sentences. Findings indicate that L3 French learners performed better on non-subject-initial sentences compared to subject-initial sentences, whereas the opposite was the case in L3 German. We argue that our findings can be explained by a generative account of verb movement and are compatible with an analysis where verbs do not move, or do not move far enough, in the L3 learners’ underlying syntactic representation. Following the assumption that verb movement is a costly operation, we argue that the syntactic operation verb movement is constrained by principles of economy in L3 acquisition, and that economy plays a role in determining cross-linguistic influence in multilingual acquisition. Our account is compatible with a uniform analysis of the acquisition of verb movement in L1, L2 and L3, and underlines the qualitative similarities in different acquisition processes.

Assessing knowledge of English verb placement and subject-verb agreement among multilingual students in grades 5–7 in Norway

Abstract This study investigates knowledge of English verbal morphosyntax among multilingual students and their L1 Norwegian peers in grades 5–7 in Norway. L1 Norwegian speakers have previously shown transfer from Norwegian to verb placement or subject-verb agreement in L2 English, but their multilingual peers may have an advantage in acquiring these properties in L3 English due to their knowledge of other languages. A written test examining verb placement in verb-second (V2) contexts and subject-verb agreement was used to compare L1 Norwegian students with their multilingual peers, who spoke a variety of different L1s in the home. The results showed that the difference in mean scores alone was not significant between the L1 Norwegian group and the multilingual group, but when grade level and academic achievement were controlled for, linguistic group membership did significantly predict better performance by the multilingual group for some, but not all, grammatical conditions examined.

Reconstructing the expression of placement events in Danish as a second language.

Cross-linguistic research on event typology has revealed considerable variation in the linguistic conceptualization of placement events. Previous studies on second language acquisition have primarily dealt with the semantic re-categorization of placement verbs in a second language, but placement constructions have received less attention. The present study fills this gap by examining the constructions used by Spanish learners of L2 Danish (B1 and B2 levels) and by monolingual speakers of both languages. Data were elicited by means of the PUT task consisting of oral video descriptions and then classified into six main placement construction categories based on their frequency and structure. Results from the learner group suggest learning difficulties when reconstructing the expression of placement events in L2 Danish. In contrast to L1 Danish data, learners (i) kept using their L1 Spanish basic placement construction more often, (ii) avoided semantically more complex constructions, (iii) employed fewer spatial particles, (iv) showed difficulties in selecting the L2 appropriate spatial particles for specific placement scenes, and (v) used non-caused motion constructions. These findings suggest the creation of a linguistic conceptualization pattern on the part of the learners that is different from the respective L1 and L2 monolingual patterns, thus providing further empirical support for proposals arguing that bilinguals' multicompetence is not equivalent to those of two monolinguals.

South Korean immigrant workers in Germany: L2 German verb placement and sociolinguistic factors

Aims and objectives/purpose/research questions: This study explores the asymmetric placement of the finite verb in Korean L2 German speakers and examines the effect of sociolinguistic factors on the produced verb placement patterns. Design/methodology/approach: Fifty-eight participants performed a sentence completion task that elicited the preferred placement of the (finite) verb in matrix and subordinate clauses. In addition, language background interviews were conducted to better understand the sociolinguistic circumstances of the Korean immigrants. Data and analysis: The experimental data are analyzed using implicational scaling to identify patterns of verb placement. The effect of sociolinguistic factors was tested fitting an ordinal logistic regression model. Findings/conclusions: Contrary to the developmental stages of L2 German syntax found in previous research, the experimental results revealed that target-like subordinate clauses are produced more robustly than verb second (V2) constructions. It is argued that this result is better explained with difficulties producing subject-verb inversion, V2, than with facilitative L1 transfer effects from Korean, producing German subordinate clauses with V-final order. Concerning social factors, the type of occupation (coal miner or nurse) was most significant in predicting the preferred L2 verb placement pattern, followed by L2 education and age of immigration. Originality: This article adds to the understanding of L2 German syntax by revisiting previously identified stages of L2 German development with data that target the preferred verb placement in matrix and subordinate clauses from less-researched L1 Korean speakers. The intra-group distinction of Korean immigrants into coal miners and nurses further allows a differentiated look at the role of sociolinguistic factors. Significance/implications: This research is significant as it aims to draw a comprehensive picture of L2 German acquisition and usage in the context of labor migration, highlighting a less-studied group of immigrants.

First Language Matters: Event-Related Potentials Show Crosslinguistic Influence on the Processing of Placement Verb Semantics.

Second language (L2) learners experience challenges when word meanings differ across L1 and L2, and often display crosslinguistic influence (CLI) in speech production. In contrast, studies of online comprehension show more mixed results. Therefore, this study explored how L2 learners process fine-grained L2 verb semantics in the domain of caused motion (placement) and specifically the impact of having similar vs. non-similar semantics in the L1 and L2. Specifically, we examined English (20) and German (21) L2 learners of Swedish and native Swedish speakers (16) and their online neurophysiological processing and offline appropriateness ratings of three Swedish placement verbs obligatory for placement supported from below: sätta “set,” ställa “stand,” and lägga “lay.” The learners’ L1s differed from Swedish in that their placement verbs either shared or did not share semantic characteristics with the target language. English has a general placement verb put, whereas German has specific verbs similar but not identical to Swedish, stellen “set/stand” and legen “lay.” Event-related potentials (ERPs) were recorded while participants watched still frames (images) of objects being placed on a table and listened to sentences describing the event with verbs that either matched the image or not. Participants also performed an offline appropriateness rating task. Both tasks suggested CLI. English learners’ appropriateness ratings of atypical verb use differed from those of both native Swedish speakers’ and German learners, with no difference in the latter pair. Similarly, German learners’ ERP effects were more similar to those of the native Swedish speakers (increased lateral negativity to atypical verb use) than to those of the English learners (increased positivity to atypical verb use). The results of this explorative study thus suggest CLI both offline and online with similarity between L1 and L2 indicating more similar processing and judgments, in line with previous production findings, but in contrast to previous ERP work on semantic L2 processing.

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Verb placement variation in Swedish and Danish

This article gives a summary of the Swedish and Danish data on verb placement in the Nordic Word order Database (NWD; Lundquist et al. 2019). The data were collected using an elicited production paradigm. I discuss variation in verb placement in Danish in four constructions: in embedded clauses with respect to adverbs (embedded V2), in main clauses with respect to preverbal and sentence-medial adverbs, and in embedded and main clause wh-questions. The Swedish data cover embedded clauses only. The Swedish and Danish results are discussed in direct comparison to the verb placement patterns observed in the other North Germanic languages covered in the NWD.

L2 effects on L1 in foreign language learners: An exploratory study on object pronouns and verb placement in wh-questions in Polish

This study investigates L2 effects on L1 grammar in foreign language learners. As partof a cross-sectional study, 25 Polish native speakers learning English and German, and16 Polish monolingual speakers participated in an acceptability judgment test in Polish The test involved two grammatical phenomena: anaphoric object pronouns which lie at thesyntax-pragmatics interface, and verb placement in wh-questions, which is a propertyof narrow syntax. The analysis shows that multilingual learners accepted overt anaphoricobject pronouns in a sentence-internal position significantly more frequently than monolingual speakers from the control group. Object pronouns in the native language seem to bean element open to the influence of a foreign language, in contrast to linguistic propertieswhich are solely syntactic. This study thus confirms that interface phenomena are moreprone to cross-linguistic influence than purely syntactic features, but it also extends thisthesis to include L2 effect on L1

Learning embedded verb placement in Norwegian: Evidence for early overgeneralization

ABSTRACT This article investigates how children acquire word order generalizations from ambiguous and infrequent input. We focus on verb placement in Norwegian relative and complement clauses. In two elicitation experiments we explore where children (age 3–7) place verbs in three embedded clauses types: one requiring a purely syntactic generalization and two requiring a semantic-pragmatic generalization. We find that children overgeneralize the main clause word order to embedded clauses. However, this happens with different probabilities across all three clause types. We take this to mean that children overgeneralize and that they entertain both coarse and fine-grained hypotheses simultaneously. We also suggest that children make use of frequency information, both in making initial hypotheses and when retracting from overgeneralization.

Emerging ASL Distinctions in Sign-Speech Bilinguals' Signs and Co-speech Gestures in Placement Descriptions.

Previous work on placement expressions (e.g., “she put the cup on the table”) has demonstrated cross-linguistic differences in the specificity of placement expressions in the native language (L1), with some languages preferring more general, widely applicable expressions and others preferring more specific expressions based on more fine-grained distinctions. Research on second language (L2) acquisition of an additional spoken language has shown that learning the appropriate L2 placement distinctions poses a challenge for adult learners whose L2 semantic representations can be non-target like and have fuzzy boundaries. Unknown is whether similar effects apply to learners acquiring a L2 in a different sensory-motor modality, e.g., hearing learners of a sign language. Placement verbs in signed languages tend to be highly iconic and to exhibit transparent semantic boundaries. This may facilitate acquisition of signed placement verbs. In addition, little is known about how exposure to different semantic boundaries in placement events in a typologically different language affects lexical semantic meaning in the L1. In this study, we examined placement event descriptions (in American Sign Language (ASL) and English) in hearing L2 learners of ASL who were native speakers of English. L2 signers' ASL placement descriptions looked similar to those of two Deaf, native ASL signer controls, suggesting that the iconicity and transparency of placement distinctions in the visual modality may facilitate L2 acquisition. Nevertheless, L2 signers used a wider range of handshapes in ASL and used them less appropriately, indicating that fuzzy semantic boundaries occur in cross-modal L2 acquisition as well. In addition, while the L2 signers' English verbal expressions were not different from those of a non-signing control group, placement distinctions expressed in co-speech gesture were marginally more ASL-like for L2 signers, suggesting that exposure to different semantic boundaries can cause changes to how placement is conceptualized in the L1 as well.

Literacy within a language affects bilinguals’ spoken language processing: evidence from grammaticality judgments

ABSTRACT Bilinguals can be proficient in oral language without necessarily knowing how to read and write in at least one of their languages. Literacy has been shown to affect language processing in monolinguals. In the present study, we test if literacy affects grammaticality judgments for Cantonese–English bilinguals who varied in Chinese literacy abilities. There are grammatical differences between oral Cantonese and written Chinese (e.g. modal verb placement). We compared response times for Chinese sentences that were either congruent or incongruent in spoken and written grammaticality. We found that for some incongruent sentences, proficient readers had significantly slower response times than congruent sentences. Unproficient readers were not affected by the grammaticality of the written form. These results show that literacy within a language can impact spoken language processing.

Prosodic Interactions in Anishinaabemowin Verbs

This research aims to better understand the link between prosody and verbs in Anishinaabemowin by investigating pitch placement in relation to verb placement in Anishinaabemowin utterances. The data is from a story by Ogimaawigwaebiik archived in Dibaajimowinaan; Anishinaabe Stories of Culture and Respect. 
 Anishinaabemowin, also known as Ojibwe, is a member of the Algonquin language family and is spoken throughout Southern Ontario and the Northern United States (Fairbanks, 2017). It is a polysynthetic language meaning it primarily uses affixes to convey meaning, particularly on the verbs. Prosody is the organization of various linguistics units (words, pitch, tone) into an utterance in the process of speech production. It conveys not only linguistics information but also contextual cues, intentions and attitudes (Fujisaki, 1997). 
 This research utilized two audio softwares, Audacity and Praat, to clean and segment the audio into utterances and then token sentences were selected based on verb placement (verb initial, verb second and verb final). These token sentences will be analyzed for pitch placement and then compared to see if verb placement affects prosody, further expanding on the current literature which states that pitch defaults to the verb (Frazier, accepted). This research is particularly important because there is a gap in existing literature on prosody in Anishinaabemowin and there are no experimental studies such as this. 
 

Verb placement in embedded sentences in Faroese

In this article, I present data from the Nordic Word order Database (NWD) on word order in Faroese embedded clauses. I discuss the methods used in the data elicitation, data analysis, and present a first overview of the patterns in the dataset. The NWD contains a total of 4,752 embedded clauses elicited from 33 native Faroese speakers, focussing on embedded wh-questions, and the placement of the finite verb with respect to adverbs in different types of complements. The results from the Faroese fieldwork largely confirm the word order patterns discussed in the literature. There is very little variation in the word order of embeddded wh-questions in the NWD-data. Verb > Adverb order is most common in declarative bridge-verb complements, whereas non-bridge, and wh-complements disfavour this order.

Entwicklung der Verbstellung beim fortgeschrittenen Erwerb des Deutschen als Fremdsprache

This article investigates the acquisition of verb placement in German as a foreign language at an advanced stage of development. The main objective of the investigation is to analyse written and spoken language production in terms of the use of subject-verb-inversion, verbal bracket, and verb-final placement in subordinate clauses. The results reveal a discrepancy between written and spoken language production with respect to correct usage of the verb placement rules. While correctness in the written production task exceeded 97% for all phenomena, the oral translation task generated less correct sentences, but only for inversion and verb-final placement. The non-target usage of inversion and verb-final pattern in spoken production points to processing problems when translating from Polish into German, which are further confirmed by lower accuracy for these two phenomena. At the moment of testing, the verbal bracket has already been acquired, which is in line with the universal developmental sequence in the acquisition of German syntax.

To hón ich imma insistieat

AbstractThis paper investigates syntactic variation in Hunsrückisch German, spoken in a language enclave in South Brazil over eight generations. The aim is to analyse whether this heritage language maintains asymmetric verb placement, i.e. verb-second in main clauses and verb-final in subordinate clauses, a prominent syntactic feature of German varieties. The analysis is based on a sample of 5000 sentences, produced by participants belonging to two generations of Hunsrückisch speakers: 10 older speakers (age: 55–75), and 10 younger adults (age: 25–40). The results show a general stability of asymmetric verb placement in both speaker groups, as has also been observed for other German language islands. This stability is a consequence of the active use of this minority language, not only by the older, but also by the younger generation of speakers, who are dominant in Brazilian Portuguese (BP). Variation to verb-second and verb-final order is conditioned by the same factors as in colloquial and dialectal German, and cannot be attributed to cross-linguistic influence from BP.

Caused-Motion and Caused-Position

Abstract According to Goldberg (1995), placement verbs (such as put) are instantiated in the Caused-Motion Construction. Rohde (2001), however, argued that placement verbs in fact occur in a different construction, which she names the Caused-Position Construction, whose semantic value is not ‘cause to move’ but rather ‘cause to be positioned’. The present paper redefines and justifies the postulation of Caused-Position Construction. The Caused-Position Construction is compatible with not only placement verbs but also a variety of other verbs, such as verbs of creation (write or build) or certain stative verbs (want or need), many of which also occur in the Locative Inversion construction. Further, a similar distinction between Caused-Motion and Caused-Position can be attested in Mandarin as well, which suggests that the distinction between two patterns of spatial causation may not be idiosyncratically confined to the English language but motivated by the general patterns of human cognition.