The Verb-Movement Parameter in Second Language Acquisition

Abstract

This article investigates effects of instruction on parameter resetting in second language acquisition, where the first and second language (French and English, respectively) differ as to the settings they adopt for verb movement (Pollock, 1989). The question addressed is whether instruction on one of a cluster of properties associated with lack of verb movement in English (i.e., question formation) generalizes to another property associated with lack of movement (i.e., adverb placement). A total of 138 francophone learners of English as a second language (ages 10-12) were exposed to two different conditions, being instructed either on English adverb placement or on question formation. Subjects were tested on their knowledge of adverb placement using three different tasks. They were tested prior to instruction, immediately after instruction, and again after a delay of 5 weeks. Results show clear differences between the groups; only the subjects instructed on adverbs came to know the restrictions on adverb placement imposed by lack of verb movement in English. The implications of these results for parameter resetting in L2 acquisition are discussed.