We study the learnability problem concerning the dative alternations in English (Baker, 1979; Pinker, 1989). We consider how first language learners productively apply the double-object and to-dative constructions (give the book to library/give the library the book), while excluding negative exceptions (donate the book to the library/*donate the library the book). Our solution for first language acquisition is based on The Tolerance Principle, a formal model that detects productivity from the distributional properties of the input data (Yang, 2005, 2016). This principle predicts an acquisition stage where the constructions are productive, followed by a stage where learners retreat from overgeneralization and form more finely grained rules. This work calls for a formally rigorous model of acquisition, which can incorporate input effects and retain the benefits of an abstract generative grammar without resorting to piecemeal learning. We provide an analysis of child-directed speech in the CHILDES database to support the learning proposal for first language acquisition, while considering its potential applicability to second language (L2) acquisition and first language (L1) attrition.
%0 Journal Article
%1 Yang/Montrul:2017
%A Yang, Charles
%A Montrul, Silvina
%D 2017
%J Second Language Research
%K dativ ebibo erwerb kogn-x readme
%N 1
%P 119-144
%R 10.1177/0267658316673686
%T Learning datives: The Tolerance Principle in monolingual and bilingual acquisition
%U http://dx.doi.org/10.1177/0267658316673686
%V 33
%X We study the learnability problem concerning the dative alternations in English (Baker, 1979; Pinker, 1989). We consider how first language learners productively apply the double-object and to-dative constructions (give the book to library/give the library the book), while excluding negative exceptions (donate the book to the library/*donate the library the book). Our solution for first language acquisition is based on The Tolerance Principle, a formal model that detects productivity from the distributional properties of the input data (Yang, 2005, 2016). This principle predicts an acquisition stage where the constructions are productive, followed by a stage where learners retreat from overgeneralization and form more finely grained rules. This work calls for a formally rigorous model of acquisition, which can incorporate input effects and retain the benefits of an abstract generative grammar without resorting to piecemeal learning. We provide an analysis of child-directed speech in the CHILDES database to support the learning proposal for first language acquisition, while considering its potential applicability to second language (L2) acquisition and first language (L1) attrition.
@article{Yang/Montrul:2017,
abstract = { We study the learnability problem concerning the dative alternations in English (Baker, 1979; Pinker, 1989). We consider how first language learners productively apply the double-object and to-dative constructions (give the book to library/give the library the book), while excluding negative exceptions (donate the book to the library/*donate the library the book). Our solution for first language acquisition is based on The Tolerance Principle, a formal model that detects productivity from the distributional properties of the input data (Yang, 2005, 2016). This principle predicts an acquisition stage where the constructions are productive, followed by a stage where learners retreat from overgeneralization and form more finely grained rules. This work calls for a formally rigorous model of acquisition, which can incorporate input effects and retain the benefits of an abstract generative grammar without resorting to piecemeal learning. We provide an analysis of child-directed speech in the CHILDES database to support the learning proposal for first language acquisition, while considering its potential applicability to second language (L2) acquisition and first language (L1) attrition. },
added-at = {2018-04-26T10:43:39.000+0200},
author = {Yang, Charles and Montrul, Silvina},
bdsk-url-1 = {http://dx.doi.org/10.1177/0267658316673686},
biburl = {https://puma.ub.uni-stuttgart.de/bibtex/2b5092ed77a3229763bbbb0bfef0b8bc7/achim.stein},
doi = {10.1177/0267658316673686},
interhash = {5765ef16df790e4e90d1a274b64f5456},
intrahash = {b5092ed77a3229763bbbb0bfef0b8bc7},
journal = {Second Language Research},
keywords = {dativ ebibo erwerb kogn-x readme},
number = 1,
pages = {119-144},
timestamp = {2018-04-26T08:43:39.000+0200},
title = {Learning datives: The Tolerance Principle in monolingual and bilingual acquisition},
url = {http://dx.doi.org/10.1177/0267658316673686},
volume = 33,
year = 2017
}
