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A Minimalist hypothesis about resumptive pronouns is that they should be no different from ordinary pronouns (McCloskey 2006). The article substantiates this hypothesis with respect to a particular view of pronouns: pronouns are \"elsewhere\" elements. Just as the interpretation of ordinary pronouns, on this view, is determined by competition with anaphors, so the interpretation of resumptive pronouns is determined by competition with gaps. On the basis of new facts in Hebrew and systematic differences between optional and obligatory pronouns, I argue that the tail of a relative clause movement chain is realized as the least specified form available. Since their interpretive properties are fully determined by external factors, resumptive pronouns must be part of the syntactic derivation, not items merged from the (traditional) lexicon.

The article presents results from a recent study that isolated grammar instruction that is deductive (i.e., involving rule presentation and metalinguistic information) as a variable and contrasted it with an instructional treatment that is inductive (i.e., focusing on form with no explicit grammar instruction). The effectiveness of these two types of instruction was compared on measures of both comprehension and production. The study also investigated the interaction between type of instruction and the morphological and syntactical features involved in the acquisition of direct object pronouns in French as a second language. The results revealed a significant advantage for the deductive instruction group. The study highlighted the difficulty of designing language measures that access implicit language knowledge. It also underlined the strong relationship that exists between the observed effectiveness of a particular type of instruction and tests/measures used. (Verlag, adapt.).

Arabic, like other languages, has various types of subordinate clauses. This paper focuses on one type — the relative clauses. Every subordinate clause is introduced by specific conjunctions, while the subordinate clause has its unique syntactic structure; for example, the particles ʾinna and its sisters are followed by the subject in the accusative and not in the nominative case. This paper aims to provide a detailed description of the syntactic structure of the relative clause and its syntactic elements, based on the descriptions of traditional Arab grammarians and Western grammarians. Thus, the paper is divided into five sections in accordance with the issues discussed in the grammatical descriptions: 1 The conjunctive nouns 2 The function of the conjunctive/relative clause 3 The pronoun referring to the qualified noun (al-ʿāʾid) 4 What can function as ṣila 5 The position of syntactic elements in the conjunctive/relative clause

In this study, we tested the predictions of 2 opposing perspectives on the nature of the deficit in specific language impairment (SLI): the domain-general, cognitive/perceptual processing view and the domain-specific, linguistic representational view. Data consisted of spontaneous speech samples from French-English bilingual children with SLI; younger, typically developing, bilingual language peers, and monolingual French comparison groups. We analyzed the children's use of direct object clitics/pronouns and definite articles in French and English. The bilingual children had more difficulty with clitics in French than articles in French and pronouns in English; and bilingual children with SLI performed like their younger, unaffected bilingual peers and like monolinguals with SLI. We argue that these findings present challenges to the domain-general perspective and support the claim that domain-specific limitations in linguistic representation are a component of SLI.

This study investigates the effects of meaningful input- and output-based practice on SLA. First-semester Spanish students (n = 45) were assigned to processing instruction, meaningful output-based instruction, or control groups. Experimental groups received the same input in instruction but received meaningful practice that was input or output based. Both experimental groups showed significant gains on immediate and delayed interpretation and production tasks. Repeated-measures analyses of variance showed that overall, for interpretation, both experimental groups outperformed the control group. For production, only the meaningful output-based group outperformed the control group. These results suggest that not only input-based but also output-based instruction can lead to linguistic development.We thank Ron Leow, Alison Mackey, and Cristina Sanz for their continual support and valuable input throughout the various phases of this research and for their comments on earlier versions of this manuscript. Likewise, we express our gratitude to Bill VanPatten and the various anonymous reviewers for their comments on the manuscript. We also thank the Linguistics Department for the use of its laboratory and equipment during data collection and Ru San Chen for assistance with statistical analyses. Special thanks to Gorky Cruz and Cristina Sanz for the use of digital photographs. Any errors or omissions are ours alone.

Despite the notion that written Arabic is invariable across the Arab world, a few researchers, using large corpora to discover patterns of usage, have demonstrated regional differences in Arabic writing. While most such research has focussed upon the lexicon, this corpus-based study examines a syntactic difference between Egyptian and Levantine writing: the treatment of object pronouns. A search of an entire year of writing in regional newspapers found that Levantine writers tend to use the free object pronoun iyya-, placing the direct object after the indirect, about twice as often as Egyptian writers do, who for their part prefer to place the direct object before the indirect. A proposed reason for this is that the free object pronoun is used to mark the direct object in spoken Levantine vernaculars but not in Egyptian. This seems to indicate that local spoken vernaculars exert a fundamental influence on writing.

Denominal verbs in Seri are productively formed by affixing the prefix i- to a bound noun base (such as body‐part nouns) and typically mean ‘have X’ or something related pragmatically to that meaning. The denominal verb may be morphologically and syntactically transitive or intransitive. When it is transitive, a direct object may appear in the clause which further specifies the identity of the noun which is in the verb. The noun base is typically nonreferential, although some examples in which it is referential appear to be quite acceptable.

This study explored native English speakers' interpretations of second-language Spanish sentences featuring an animate subject and an ambitransitive verb (e. g., Escuchan bien los niños ' The children listen well'). First-(N= 37), third-(N= 39), and fifth-semester (N= 23) participants heard eight subject-verb (SV) and eight verb-subject (VS) sentences and selected from two English translations. Paired-samples /-tests indicated all levels scored significantly higher (p<. 01) for SV than VS sentences. A one-way ANO VA also showed significant differences (p<. 01) across levels for VS sentences, with fifth-semester learners significantly outperforming first-(p=.O2) and third-semester (p<. 01) learners. Findings reveal a tendency to interpret the first noun as an object in the VS sentences, contrary to the First Noun Principle.