Browsing by Author "Vanderweide, Teresa"

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    Calgary Working Papers in Linguistics, Volume 16, Winter 1994
    (University of Calgary, 1994-01) Kitch, Sandra; Rowsell, Lorna V; Vanderweide, Teresa
    The editors of this issue, Teresa Vanderweide, Sandra Kitch, and Lorna V. Rowsell, are pleased to present the sixteenth issue of the Calgary Working Papers in Linguistics published by the Department of Linguistics at the University of Calgary. The papers published here represent works in progress and as such should not be considered in any way final or definitive.
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    A functional category analysis of the German acquisition data: a reply to Clahsen's Parameter Constraints
    (University of Calgary, 1994-01) Vanderweide, Teresa
    In this paper, I argue that Clahsen's proposals regarding syntactic development violate Universal Grammar (UG), and that an analysis based on Guilfoyle and Noonan 's (1992) Structure Building Hypothesis more satisfactorily accounts for the German acquisition data. I show that evidence from Stage I of German child language, which Clahsen ignores, suggests that early child grammars are lexical and therefore lack both an FP and an AGRP.
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    Second language syllable structure: phonological government and typological universals
    (University of Calgary, 1997-01) Archibald, John; Vanderweide, Teresa
    Second language learners commonly modify the syllable structure of their L2 words to match the syllable patterns found in their L1 words. Broselow and Finer (1991) propose a phonetically based minimal sonority distance parameter to account for their Korean subjects difficulties with English onset clusters. In contrast, Eckman and Iverson's (1993) claim that typological universals are sufficient to account for second language learner behavior. We propose a model of L2 syllabification based on a phonological minimal sonority distance parameter using derived sonority and phonological government. We argue that the acquisition of English onset clusters is linked to the acquisition of phonological contrasts and that similar to child language acquisition, a phonological contrast must first be acquired before it can be used as part of an onset cluster. This model both accounts for L2 errors and has the potential for telling us something about the mental representations of second language learners.