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Journal articles on the topic 'Second language acquisition'

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Published: 4 June 2021

Last updated: 11 March 2023

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1

Ahibalova, Tetiana. "FOSSILIZATION IN ADULT SECOND LANGUAGE ACQUISITION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 6(74) (June 27, 2019): 150–53. http://dx.doi.org/10.25264/2519-2558-2019-6(74)-150-153.

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2

McLaughlin, Barry, and Michael Harrington. "Second-Language Acquisition." Annual Review of Applied Linguistics 10 (March 1989): 122–34. http://dx.doi.org/10.1017/s0267190500001240.

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As H. Douglas Brown pointed out in his review (1980), the field of second language acquisition [SLA] has emerged as its own discipline in the 1980s. A somewhat eclectic discipline, research in SLA involves methodologies drawn from linguistics, sociolinguistics, education, and psychology. Theoretical models are equally diverse (McLaughlin 1987), but in general a distinction is possible between representational and processing approaches (Carroll in press). Representational approaches focus on the nature and organization of second-language knowledge and how this information is represented in the mind of the learner. Processing approaches focus on the integration of perceptual and cognitive Processes with the learner's second-languages knowledge. This distinction is used here for purposes of exposition, although it is recognized that some approaches combine both representational and processing features, as any truly adequate model of second-language learning must.

3

Hubackova, Sarka, and Ilona Semradova. "Two ways of second language vocabulary acquisition." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (June 28, 2017): 01–06. http://dx.doi.org/10.18844/prosoc.v2i11.1897.

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4

Kaplan, Robert B., and Wolfgang Klein. "Second Language Acquisition." Language 64, no. 4 (December 1988): 822. http://dx.doi.org/10.2307/414588.

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5

Juffs, Alan. "Second language acquisition." Wiley Interdisciplinary Reviews: Cognitive Science 2, no. 3 (September 22, 2010): 277–86. http://dx.doi.org/10.1002/wcs.106.

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6

Bernhardt, Elizabeth B., and Stephen D. Krashen. "Second Language Acquisition and Second Language Learning." Modern Language Journal 73, no. 4 (1989): 483. http://dx.doi.org/10.2307/326882.

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7

Alonso, Rosa Alonso. "L1 influence on Second Language Acquisition and Teaching." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 9 (April 6, 2017): 136–49. http://dx.doi.org/10.18844/gjhss.v2i9.1094.

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8

Hawkins, Roger, and Richard Towell. "Second language acquisition research and the second language acquisition of French." Journal of French Language Studies 2, no. 1 (March 1992): 97–121. http://dx.doi.org/10.1017/s0959269500001174.

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AbstractPrior to the late 1960s second language acquisition was thought to be a relatively uninteresting phenomenon; it involved transferring grammatical properties already activated in the first language (L 1) onto second language (L 2) vocabulary. Successful L 2 learners were those who could capitalise on the similarities between the L 1 and the L 2, and eradicate the differences; and successful language teaching involved training learners to overcome the L 1-L 2 differences. Today, perceptions of second language acquisition are more sophisticated and nuanced. Second language acquisition researchers are interested in questions bearing not only on the influence of the L 1, but also on the degree of systematicity in L 2 development, the role that L 1, but also on the degree of systematicity in L 2 development, the role that conscious knowledge plays, the sources of variability in second language speaker performance, the ultimate levels of success achieved by L 2 learners of different ages, and individual differences between learners. The purpose of this article is to present what the authors believe to be some of the key issues which characterise current second language acquisition research, and to consider those issues within the specific context of the acquisition of French as second language.

9

Zähner, Christopher. "Second language acquisition and the computer: variation in second language acquisition." ReCALL 7, no. 1 (May 1995): 34–48. http://dx.doi.org/10.1017/s0958344000005097.

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In this paper I will argue that learner variation in second language acquisition poses a potentially serious problem for the successful design and application of CALL and ICALL software'. Whereas a teacher is able to use direct and immediate feedback from students to adapt to different learning styles, rates of progress and acquisition paths, the possibilities of computer software are much more limited.

10

Hadley, Alice Omaggio, and Rod Ellis. "Instructed Second Language Acquisition." Modern Language Journal 76, no. 2 (1992): 231. http://dx.doi.org/10.2307/329778.

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11

Slabakova, Roumyana. "Adult second language acquisition." Linguistic Approaches to Bilingualism 3, no. 1 (February 25, 2013): 48–72. http://dx.doi.org/10.1075/lab.3.1.03sla.

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This review article selects and elaborates on the important issues of adult second language acquisition research in the second decade of the twenty-first century. The fundamental question of whether adult second language acquisition and child first language acquisition are similar or different is addressed throughout the article. The issues of a critical period for acquisition, the importance of the linguistic input, and processing are discussed. Generative as well as usage-based perspectives are considered. Future research concerns and promising areas of investigation are proposed.

12

Gass, Susan M. "Second Language Vocabulary Acquisition." Annual Review of Applied Linguistics 9 (March 1988): 92–106. http://dx.doi.org/10.1017/s0267190500000829.

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Second language acquisition research has historically been influenced by the field of linguistics, not only in terms of theoretical inisghts, but also in terms of the emphasis placed on varioustopics. Within linguistics, the lexicon has taken on a secondary role in terms of theory construction; within second language acquisition, the rift between studies of the lexicon and theory construction seems to be even greater. While it is no longer possible to say that the lexicon is the ‘neglected component’ of second language acquisition research, it does appear to be the case that most lexical studies are not centrally concerned with the establishment of a theory of the lexicon; rather, the majority deal with descriptive aspects of the lexicon.

13

Digeser, Andreas. "Understanding second language acquisition." System 16, no. 2 (January 1988): 225–30. http://dx.doi.org/10.1016/0346-251x(88)90038-3.

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14

Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, no. 2 (June 1989): 151–65. http://dx.doi.org/10.1017/s0272263100000589.

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The study of language attrition, whether it is concerned with first or second languages, focuses on the effects resulting from an individual's reduced use of the attrited language. Such reduction in use can be due to a change in the linguistic environment or to the termination of an instructional program. In either case, some other language (or languages) is or becomes the dominant one.The present article reports on a series of studies, all focusing on individual attrition of English as a second language (ESL) in an environment where Hebrew is the dominant language. The predictor variables discussed are age, sociolinguistic features, input variables, and linguistic variables. The attrition process affecting English as a second language in a Hebrew dominant context seems to exhibit two major trends of change in language use: (a) a greater variability in the application of peripheral and highly marked structural rules, and (b) lower accessibility of specific lexical items. In each of these trends one can identify a limited reversal of the acquisition process, particularly with young children (5–8-year-olds) as well as a typological transfer process from the dominant language.

15

Cumming, Alister, Bill Vanpatten, and James F. Lee. "Second Language Acquisition/Foreign Language Learning." Modern Language Journal 75, no. 2 (1991): 240. http://dx.doi.org/10.2307/328836.

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16

Bernhardt, Elizabeth B., and Rod Ellis. "Second Language Acquisition and Language Pedagogy." Modern Language Journal 77, no. 3 (1993): 373. http://dx.doi.org/10.2307/329109.

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17

Gass, Susan M. "Language Universals and Second-Language Acquisition*." Language Learning 39, no. 4 (December 1989): 497–534. http://dx.doi.org/10.1111/j.1467-1770.1989.tb00901.x.

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18

Broselow, Ellen. "LANGUAGE UNIVERSALS AND SECOND-LANGUAGE ACQUISITION." World Englishes 5, no. 1 (March 1986): 89–108. http://dx.doi.org/10.1111/j.1467-971x.1986.tb00643.x.

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19

Mayberry, Rachel I. "First-Language Acquisition After Childhood Differs From Second-Language Acquisition." Journal of Speech, Language, and Hearing Research 36, no. 6 (December 1993): 1258–70. http://dx.doi.org/10.1044/jshr.3606.1258.

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This study determined whether the long-range outcome of first-language acquisition, when the learning begins after early childhood, is similar to that of second-language acquisition. Subjects were 36 deaf adults who had contrasting histories of spoken and sign language acquisition. Twenty-seven subjects were born deaf and began to acquire American Sign Language (ASL) as a first language at ages ranging from infancy to late childhood. Nine other subjects were born with normal hearing, which they lost in late childhood; they subsequently acquired ASL as a second language (because they had acquired spoken English as a first language in early childhood). ASL sentence processing was measured by recall of long and complex sentences and short-term memory for signed digits. Subjects who acquired ASL as a second language after childhood outperformed those who acquired it as a first language at exactly the same age. In addition, the performance of the subjects who acquired ASL as a first language declined in association with increasing age of acquisition. Effects were most apparent for sentence processing skills related to lexical identification, grammatical acceptability, and memory for sentence meaning. No effects were found for skills related to fine-motor production and pattern segmentation.

20

Mohammed, Ibtisam Jassim. "Learner Differences in Second Language Acquisition." Journal of Tikrit University for Humanities 27, no. 8 (November 4, 2020): 43–55. http://dx.doi.org/10.25130/jtuh.27.8.2020.22.

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This study aims at exploring the debatable issue of learner‟s differences in second language acquisition (SLA, henceforth). Differences in learning are critical factors which faculty members should take into account in the process of learning and teaching second or foreign languages , also these differences influence learning processes and lead to different linguistic abilities and skills in the second language . Learners differ from each other due to biological, conditioned factors or unconscious forces, each learner is different from the other, and they have different personalities and styles. Some second language learners make rapid and apparent progress while others progress very slowly and with difficulties, in this respect there are several important areas where the learners may show differences from each other. These include: age, sex, aptitude, motivation, cognitive style, personality, and learning strategies.

21

Graham, C. Ray, and Birgit Harley. "Age in Second Language Acquisition." Modern Language Journal 71, no. 4 (1987): 436. http://dx.doi.org/10.2307/328479.

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22

Koda, Keiko, and Vivian Cook. "Linguistics and Second Language Acquisition." Modern Language Journal 79, no. 2 (1995): 266. http://dx.doi.org/10.2307/329628.

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23

Jabballa, M. H. "Access to Second Language Acquisition." RUDN JOURNAL OF LANGUAGE STUDIES, SEMIOTICS AND SEMANTICS 8, no. 2 (2017): 479–84. http://dx.doi.org/10.22363/2313-2299-2017-8-2-479-484.

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24

Long, Michael M. "Instructed second language acquisition (ISLA)." Instructed Second Language Acquisition 1, no. 1 (July 4, 2017): 7–44. http://dx.doi.org/10.1558/isla.33314.

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Definitions are proposed for instructed second language acquisition (ISLA) and ISLA research. The quantity of research is partly driven by external geopolitical forces, its quality improved by such methodological developments as the growing deployment of statistical meta-analyses, new technology, especially eyetracking, and new instrumentation, e.g. Hi-Lab, a measure of aptitudes for both explicit and implicit language learning. Three major constraints on the design of L2 instruction are that: (1) the learning task is too large for either explicit or implicit learning alone; (2) direct effects of instruction are limited to manipulations of the linguistic environment, with intended cognitive processes ultimately under learner control; and (3) development of implicit knowledge is the priority. Three learning conditions that speak to what can best be achieved through incidental and intentional language learning are illustrated by recent studies of (1) resetting L1 parameters and dealing with blocking, and (2) instance learning of lexical items and collocations. Comparisons of L2 learning under the three conditions can help resolve long-standing disagreements over the merits of codefocused and meaning-focused instructional approaches.

25

Menezes, Vera. "Second Language Acquisition: Reconciling Theories." Open Journal of Applied Sciences 03, no. 07 (2013): 404–12. http://dx.doi.org/10.4236/ojapps.2013.37050.

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26

Wesche, Marjorie B., and Barry McLaughlin. "Second Language Acquisition in Childhood." Modern Language Journal 71, no. 1 (1987): 74. http://dx.doi.org/10.2307/326760.

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27

Buckledee, Steve. "Motivation and Second Language Acquisition." ELOPE: English Language Overseas Perspectives and Enquiries 5, no. 1-2 (June 16, 2008): 159–70. http://dx.doi.org/10.4312/elope.5.1-2.159-170.

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A feature of Italian universities is the high student drop-out rate in nearly all degree courses. It is likely that among the causes of this phenomenon a significant factor is loss of motivation. This study represents the first stage of a longitudinal research project aimed at monitoring students’ motivation levels over a three-year period. At the beginning of the academic year 2008-2009 a questionnaire was administered to 150 newly enrolled students of English at the University of Cagliari in Italy. The closed-response items were designed to measure the respondents’ instrumental and intrinsic motivation. The responses were then considered in the light of the following variables: age, gender, level of competence in English and choice of degree course. The major finding was that a clear majority of respondents reported a considerably higher level of intrinsic than instrumental motivation, while the most significant variables were shown to be competence level and choice of degree.

28

Pangaribuan, Darman. "SECOND LANGUAGE ACQUISITION: RECONCILING THEORIES." Journal of Applied Linguistics 2, no. 2 (July 28, 2022): 61–68. http://dx.doi.org/10.52622/joal.v2i2.80.

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This article makes the case that earlier explanations of SLA shouldn't be discounted. Instead, when combined, they offer a more comprehensive and in-depth understanding of the acquisition process. The ability of second language acquisition (SLA) to naturally adjust to various situations present in both internal and external settings provides evidence in favor of the assertion that SLA is a sophisticated adaptive system. On the basis of this comprehension, frequently debated second language theories, such as behaviorism, will be viewed as explanations for individual components of SLA. Excerpts from a few English language learning histories are given as examples of how students explain their learning processes in order to support this idea. The last assertion is that SLA should be seen as a chaotic/complex system. Keywords: Second Language Acquisition; Language Learning Histories

29

Horst, Marlise, and Tom Cobb. "Editorial: Second Language Vocabulary Acquisition." Canadian Modern Language Review 63, no. 1 (September 2006): 1–12. http://dx.doi.org/10.3138/cmlr.63.1.1.

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30

Bialystok, Ellen, Fred R. Eckman, Lawrence H. Bell, and Diane Nelson Rowley. "Universals of Second Language Acquisition." Modern Language Journal 69, no. 1 (1985): 77. http://dx.doi.org/10.2307/327883.

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31

Davies, William D., and Birgit Harley. "Age in Second Language Acquisition." Language 63, no. 3 (September 1987): 680. http://dx.doi.org/10.2307/415030.

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32

Tarone, Elaine, and Dennis R. Preston. "Sociolinguistics and Second Language Acquisition." Language 68, no. 2 (June 1992): 396. http://dx.doi.org/10.2307/416951.

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33

Kleinmann, Howard H., Larry Selinker, and Susan Gass. "Workbook in Second Language Acquisition." Modern Language Journal 69, no. 3 (1985): 296. http://dx.doi.org/10.2307/328357.

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34

Mahon, Robert, Zoltan Dornyei, and Richard Schmidt. "Motivation and Second Language Acquisition." TESOL Quarterly 35, no. 4 (2001): 620. http://dx.doi.org/10.2307/3588443.

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35

Thomas, Margaret, William C. Ritchie, and Tej K. Bhatia. "Handbook of Second Language Acquisition." Language 75, no. 1 (March 1999): 128. http://dx.doi.org/10.2307/417479.

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36

Gottwald, Stephanie, Margaret Thomas, Kari Sajavaara, and Courtney Fairweather. "Approaches to Second Language Acquisition." Language 74, no. 2 (June 1998): 429. http://dx.doi.org/10.2307/417924.

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37

Dugan, James E. "Second language acquisition and schizophrenia." Second Language Research 30, no. 3 (June 3, 2014): 307–21. http://dx.doi.org/10.1177/0267658314525776.

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Schizophrenia is a complex mental disorder that results in language-related symptoms at various discourse levels, ranging from semantics (e.g. inventing words and producing nonsensical strands of similar-sounding words) to pragmatics and higher-level functioning (e.g. too little or too much information given to interlocutors, and tangential discourse). Most of the literature concerning people with schizophrenia who acquire a second or foreign language suggests that these linguistic deficits are not as prominent (in some instances, altogether absent) when patients use their non-dominant language, a phenomenon that has been used to support different claims posited by psychologists and linguists about schizophrenia and second language learning alike. This review explores the relationship between second language acquisition and schizophrenia, and discusses how empirical findings regarding multilingual individuals with a diagnosis of schizophrenia inform current notions regarding second language acquisition.

38

Gass, Susan M. "Second language acquisition: crossdisciplinary perspectives." Second Language Research 9, no. 2 (June 1993): 95–98. http://dx.doi.org/10.1177/026765839300900201.

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39

Mather, Patrick-André. "Second language acquisition and creolization." Journal of Pidgin and Creole Languages 21, no. 2 (November 7, 2006): 231–74. http://dx.doi.org/10.1075/jpcl.21.2.01mat.

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There is increasing evidence that most European-lexifier plantation creoles developed over several generations, as successive waves of African slaves acquired increasingly basilectal varieties of the lexifier language, allowing shift-induced interference to play a central role in creole genesis. If in most cases the creators of creoles were adult learners of a second language, and if many of the creole features are the result of second language acquisition over several generations, the next step is to test the hypothesis and to see whether data from current case studies on second language acquisition can shed light on the gradual creolization process. This paper shows that many of the features found in French-lexifier creoles do occur in L2 French and other interlanguages, as a result of L1 transfer and other acquisition processes; examples discussed include word-order within the noun phrase, pronominal clitics, the absence of copula, reduplication, the reanalysis of articles, grammatical gender, verb movement and TMA markers. The major claim of the model of creole genesis advocated here, which can be called the ‘gradualist / second language acquisition model’, is that creole genesis does not involve any specific mental processes or strategies other than those found in ordinary second language acquisition. While in normal, successful second language acquisition, L1 transfer, relexification and reanalysis are relatively marginal in the end, they are nevertheless present, as illustrated in the examples provided here. It is the social and historical circumstances that accelerated the changes and allowed ?deviant? interlanguage structures to fossilize and to create a new language from the linguistic chaos of plantation societies.

40

Clifton, Charles. "Review of Second Language Acquisition." Contemporary Psychology: A Journal of Reviews 32, no. 2 (February 1987): 190. http://dx.doi.org/10.1037/026822.

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41

Aiking-Brandenburg, Marijke J. T. J., Allan R. James, and Willem J. Meijs. "Suffixation and second Language Acquisition." ITL - International Journal of Applied Linguistics 87-88 (January 1, 1990): 65–93. http://dx.doi.org/10.1075/itl.87-88.04aik.

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The aim of the present paper was to find out which learning strategies secondary school pupils of different ages employ to acquire complex words in English as their second language: either by applying rules and analogies or by learning by heart. As a working hypothesis, it was postulated that younger pupils probably preferred the latter approach and older pupils the former. In order to test this hypothesis, a 122-item complex word derivation test was devised, containing three categories of words: (1) words of which both the base-form and the derived form had been studied, (2) words of which just the base-form had been studied and (3) words of which neither form had been studied. The test was administered to pupils in three grades of secondary school and a group of 1st year university students of English. Statistical treatment of the data neither confirmed nor falsified the original hypothesis, but it showed many correlations and gave rise to a large number of additional conclusions. Amongst other things, it was concluded that the presence of the proposed tentative change-over in learning approach, from learning words as whole entities to applying word-formation rules, may or may not have been present, but if it were, it had been completely obscured. It was evident from several different indications that a dominant influence on the pupils' scores was exerted by exposure. In addition, the data collected revealed numerous correlations concerning the influence of education level, word category, regularity, frequency, etc. Finally, suggestions are given for application of the test results in second language education in secondary school in general.

42

Dittmar, Norbert. "Grammaticalization in Second Language Acquisition." Studies in Second Language Acquisition 14, no. 3 (September 1992): 249–57. http://dx.doi.org/10.1017/s0272263100011104.

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SingularNominative—Mein guter Freund, my good friend. Genitive—Meines guten Freundes, of my good friend. Dative—Meinem guten Freund, to my good friend. Accusative—Meinen guten Freund, my good friend.PluralNominative—Meine guten Freunde, my good friends. Genitive—Meiner guten Freunde, of my good friends. Dative—Meinen guten Freunden, to my good friends. Accusative—Meine guten Freunde, my good friends.Now let the candidate for the asylum try to memorize those variations, and see how soon he will be elected. One might better go without friends in Germany than to take all this trouble about them. I have shown what a bother it is to decline a good (male) friend; well this is only a third of the work, for there is a variety of new distortions of the adjective to be learned when the object is feminine, and still another when the object is neuter. Now there are more adjectives in this language than there are black cats in Switzerland, and they must all be as elaborately declined as the example above suggested. Difficult? Troublesome? (Mark Twain, ‘The Awful German Language,’ in Twain, 1879, pp. 271–272)

43

Applin, Anne Gates. "Second language acquisition and CS1." ACM SIGCSE Bulletin 33, no. 1 (March 2001): 174–78. http://dx.doi.org/10.1145/366413.364579.

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44

van Zeeland, Hilde. "Measuring second language vocabulary acquisition." Language Learning Journal 40, no. 2 (July 2012): 255–56. http://dx.doi.org/10.1080/09571736.2012.677623.

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45

Feyten, Carine M., J. Howard Johnston, and Glenn C. Markle. "Listening and Second Language Acquisition." Middle School Journal 24, no. 2 (November 1992): 72–75. http://dx.doi.org/10.1080/00940771.1992.11495176.

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46

Schmidt, Richard. "Awareness and Second Language Acquisition." Annual Review of Applied Linguistics 13 (March 1992): 206–26. http://dx.doi.org/10.1017/s0267190500002476.

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One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.

47

Singleton, David. "Age and second language acquisition." Annual Review of Applied Linguistics 21 (January 2001): 77–89. http://dx.doi.org/10.1017/s0267190501000058.

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The idea that there is an age factor in language development has long been — and continues to be — a hotly debated topic. This review begins by briefly revisiting some of the early perspectives on this issue; it goes on to sketch some of the relevant findings which emerged in the three decades following the onset in the late 1960s of serious empirical investigation of the age factor in L2 acquisition; and, finally, in the third section of the survey, it hones in on the results of some more recently published age-related research. The article concludes with a short discussion — in the light of the foregoing — of (a) the degree of absoluteness of the age factor in L2 acquisition; and (b) the notion that there may be not one, but a number, of age-related factors at work.

48

Robinson, Peter. "APTITUDE AND SECOND LANGUAGE ACQUISITION." Annual Review of Applied Linguistics 25 (March 2005): 46–73. http://dx.doi.org/10.1017/s0267190505000036.

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Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.

49

Bersudsky, Yuly, Jonathan Fine, Igor Gorjaltsan, Osnat Chen, and Joel Walters. "Schizophrenia and second language acquisition." Progress in Neuro-Psychopharmacology and Biological Psychiatry 29, no. 4 (May 2005): 535–42. http://dx.doi.org/10.1016/j.pnpbp.2005.01.004.

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50

White, Lydia. "Markedness and Second Language Acquisition." Studies in Second Language Acquisition 9, no. 3 (October 1987): 261–85. http://dx.doi.org/10.1017/s0272263100006689.

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Abstract:

In this paper, various definitions of markedness are discussed, including the difference in the assumptions underlying psychological and linguistic approaches to markedness. It is proposed that if one adopts a definition derived from theories of language learnability, then the second language learner's prior linguistic experience may predispose him or her towards transferring marked structures from the first language to the second, contrary to usual assumptions in the literature that suggest that second language learners will avoid marked forms. To test this hypothesis, adult and child learners of French as a second language were tested using grammaticality judgment tasks on two marked structures, preposition stranding and the double object construction, which are grammatical in English but ungrammatical in French, to see if they would accept French versions of these structures. It was found that the second language learners did not accept preposition stranding in French but did accept the double object construction, suggesting that transfer takes place only with one of the two marked structures. In addition, the children took tests on these structures in their native language to see if they perceived them as in any sense psycholinguistically marked. Results show that they do not treat marked and unmarked structures differently in the native language. It is suggested that the concept of markedness may cover a range of phenomena that need to be further clarified and investigated.