Flexionar ou não flexionar, eis a questão: infinitivos no Português como segunda língua

À luz de previsões feitas por duas abordagens concorrentes na aquisição de L2 por adultos – Acesso Total (FA, Full Access) (e.g., White 1989, 2003; Schwartz & Sprouse 1996) e Traços Malsucedidos (FF, Failed Features) (e.g., Hawkins & Chan 1997; Liceras & Díaz, 1999) – o presente estudo examina a aquisição de infinitivos flexionados por adultos aprendizes de português como L2, falantes nativos de inglês e bilíngues de espanhol/inglês. A aquisição total semelhante ao nativo de infinitivos flexionados requer a reconfiguração de um parâmetro sintático (o Parâmetro do Sujeito Nulo) e um parâmetro morfológico (o Parâmetro-Infl) para esses aprendizes. Como as abordagens FF sustentam um período pós-crítico de insucesso na aquisição de novos traços na L2, ausentes na L1, prevê-se que a aquisição típica da língua alvo não seja possível. Por outro lado, as abordagens FA, que sustentam a possibilidade da reconfiguração dos parâmetros nos adultos, preveem que a competência nativa de infinitivos flexionados seja alcançável, mas não inevitável. Os dados que apresentamos apoiam as abordagens FA, e demonstram que os adultos aprendizes avançados alcançam um conhecimento interpretativo dos infinitivos flexionados do português semelhante ao de nativos. Também consideramos o papel da transferência da L1 e as implicações possíveis, já que diferem para ambos os grupos.

Strategy clusters and sources of knowledge in French L2 listening comprehension

This article reports on an exploratory investigation into the listening strategies of lower-intermediate learners of French as an L2, including the sources of knowledge they employed in order to comprehend spoken French. Data from 14 learners were analysed to investigate whether employment of strategies in general and sources of knowledge in particular varied according to the underlying linguistic knowledge of the student. While low linguistic knowledge learners were less likely to deploy effectively certain strategies or strategy clusters, high linguistic knowledge levels were not always associated with effective strategy use. Similarly, while there was an association between linguistic knowledge and learners’ ability to draw on more than one source of knowledge in a facilitative manner, there was also evidence that learners tended to over-rely on linguistic knowledge where other sources, such as world knowledge, would have proved facilitative. We conclude by arguing for a fresh approach to listening pedagogy and research, including strategy instruction, bottom-up skill development and a consideration of the role of linguistic knowledge in strategy use.

Electronic transitions and bonding properties in a series of five-coordinate “16-electron” complexes [Mn(CO)3(L2)]− (L2=chelating redox-active π-donor ligand)

In this article we present for the first time accurate density functional theory (DFT) and time-dependent (TD) DFT data for a series of electronically unsaturated five-coordinate complexes [Mn(CO)(3)(L-2)](-), where L-2 stands for a chelating strong pi-donor ligand represented by catecholate, dithiolate, amidothiolate, reduced alpha-diimine (1,4-dialkyl-1,4-diazabutadiene (R-DAB), 2,2'-bipyridine) and reduced 2,2'-biphosphinine types. The single-crystal X-ray structure of the unusual compound [Na(BPY)][Mn(CO)(3)(BPY)]center dot Et2O and the electronic absorption spectrum of the anion [Mn(CO)(3)(BPY)](-) are new in the literature. The nature of the bidentate ligand determines the bonding in the complexes, which varies between two limiting forms: from completely pi-delocalized diamagnetic {(CO)(3)Mn-L-2}(-) for L-2 = alpha-diimine or biphosphinine, to largely valence-trapped {(CO)(3)Mn-1-L-2(2-)}(-) for L-2(2-) = catecholate, where the formal oxidation states of Mn and L-2 can be assigned. The variable degree of the pi-delocalization in the Mn(L-2) chelate ring is indicated by experimental resonance Raman spectra of [Mn(CO)(3)(L-2)](-) (L-2=3,5-di-tBu-catecholate and iPr-DAB), where accurate assignments of the diagnostically important Raman bands have been aided by vibrational analysis. The L-2 = catecholate type of complexes is known to react with Lewis bases (CO substitution, formation of six-coordinate adducts) while the strongly pi-delocalized complexes are inert. The five-coordinate complexes adopt usually a distorted square pyramidal geometry in the solid state, even though transitions to a trigonal bipyramid are also not rare. The experimental structural data and the corresponding DFT-computed values of bond lengths and angles are in a very good agreement. TD-DFT calculations of electronic absorption spectra of the studied Mn complexes and the strongly pi-delocalized reference compound [Fe(CO)(3)(Me-DAB)] have reproduced qualitatively well the experimental spectra. Analyses of the computed electronic transitions in the visible spectroscopic region show that the lowest-energy absorption band always contains a dominant (in some cases almost exclusive) contribution from a pi(HOMO) -> pi*(LUMO) transition within the MnL2 metallacycle. The character of this optical excitation depends strongly on the composition of the frontier orbitals, varying from a partial L-2 -> Mn charge transfer (LMCT) through a fully delocalized pi(MnL2) -> pi*(MnL2) situation to a mixed (CO)Mn -> L-2 charge transfer (LLCT/MLCT). The latter character is most apparent in the case of the reference complex [Fe(CO)(3)(Me-DAB)]. The higher-lying, usually strongly mixed electronic transitions in the visible absorption region originate in the three lower-lying occupied orbitals, HOMO - 1 to HOMO - 3, with significant metal-d contributions. Assignment of these optical excitations to electronic transitions of a specific type is difficult. A partial LLCT/MLCT character is encountered most frequently. The electronic absorption spectra become more complex when the chelating ligand L-2, such as 2,2'-bipyridine, features two or more closely spaced low-lying empty pi* orbitals.

Spectroscopic properties and electronic structures of 17-electron half-sandwich ruthenium acetylide complexes, [Ru(CCAr)(L2)Cp′]+ (Ar=phenyl, p-tolyl, 1-naphthyl, 9-anthryl; L2=(PPh3)2, Cp′=Cp; L2=dppe; Cp′=Cp∗)

A series of half-sandwich bis(phosphine) ruthenium acetylide complexes [Ru(C CAr)(L-2)Cp'] (Ar = phenyl, p-tolyl, 1-naphthyl, 9-anthryl; L2 = (PPh3)(2), Cp' = Cp; L-2 = dppe; Cp' = Cp*) have been examined using electrochemical and spectroelectrochemical methods. One-electron oxidation of these complexes gave the corresponding radical cations [Ru(C CAr)(L2)Cp'](+). Those cations based on Ru(dppe)Cp*, or which feature a para-tolyl acetylide substituent, are more chemically robust than examples featuring the Ru(PPh3)(2)Cp moiety, permitting good quality UV-Vis-NIR and IR spectroscopic data to be obtained using spectroelectrochemical methods. On the basis of TD DFT calculations, the low energy (NIR) absorption bands in the experimental electronic spectra for most of these radical cations are assigned to transitions between the beta-HOSO and beta-LUSO, both of which have appreciable metal d and ethynyl pi character. However, the large contribution from the anthryl moiety to the frontier orbitals of [Ru(C CC14H9)(L2)CP'](+) suggests compounds containing this moiety should be described as metal-stabilised anthryl radical cations.

Comprehension of reflexives and pronouns in sequential bilingual children: do they pattern similarly to L1 children, L2 adults, or children with specific language impairment?

This paper investigates how sequential bilingual (L2) Turkish-English children comprehend English reflexives and pronouns and tests whether they pattern similarly to monolingual (L1) children, L2 adults, or children with Specific Language Impairment (SLI). Thirty nine 6- to 9-year-old L2 children with an age of onset of 30-48 months and exposure to English of 30-72 months and 33 L1 age-matched control children completed the Advanced Syntactic Test of Pronominal Reference-Revised (van der Lely, 1997). The L2 children’s performance was compared to L2 adults from Demirci (2001) and children with SLI from van der Lely & Stollwerck (1997). The L2 children’s performance in the comprehension of reflexives was almost identical to their age-matched controls, and differed from L2 adults and children with SLI. In the comprehension of pronouns, L2 children showed an asymmetry between referential and quantificational NPs, a pattern attested in younger L1 children and children with SLI. Our study provides evidence that the development of comprehension of reflexives and pronouns in these children resembles monolingual L1 acquisition and not adult L2 acquisition or acquisition of children with SLI.

Language dominance and lexical diversity: how bilinguals and L2 learners differ in their knowledge and use of French lexical and functional items

This chapter compares lexical diversity of French words used by Dutch-French bilinguals, English-French bilinguals and Flemish L2 learners of French.