Psycholinguistische Aspekte der Interferenzerscheinungen in der Flexionsmorphologie Des Tschechischen Als Fremdsprache

Denisa Bordag. Psycholinguistische Aspekte der Interferenzerscheinungen in der Flexionsmorphologie des Tschechischen als Fremdsprache. Westostpassagen: Slawistische Forschungen und Texte. Hildesheim: Georg Olms Verlag, 2006. 289 pp. euro34.80, paper.This book, the author's 2006 University of Leipzig dissertation, looks at the state of the interlanguage of German-speaking university learners of Czech at the beginning and intermediate levels of study. Features of gender, number and case have been tested by Bordag in spoken and written exercises and the results considered in the light of contemporary psycholinguistic models of L2 acquisition. Chapters on each morphological category include a comparative overview of German and Czech nominal diacritics, discussion of the testing instruments, and very detailed theoretical reviews of cognitive LI and L2 acquisition models from the 1970s to the present day. Among these models are Levelt's 1989 cognitive model, Wiese's 1984 mental lexicon, De Bot and Schreuder's 1998 subset theory, Corbett's 1991 study of gender across languages, Dell's 1986 spreadingactivation model, and Schmid's 1997 morphology, all presented in the contexts of the experiments and contrastively explored and evaluated.Gender in both languages is an inherent lexical category of nouns, according to Corbett relatively more overt in Czech and covert in German. Bordag's test, based on Schriefer's 1993 word-and-picture experiment, uses a distractor alongside the target noun, e.g. Burg (feminine) [target] ~ Hund(masculine) [distractor]; the subject is prompted to use an adjective with the target noun. Reaction time when the LI gender differs from L2 (interlinguistic interference) is significantly greater than when genders are identical. Intralinguistic interference, such as overgeneralization of phonological cues in the target language, shows that there exists an active, developing L2 subset model alongside LI competence-for German learners: -a is overgeneralized, as in iidla for zidle, temata (feminine) for tema (neuter), stems in gender-ambiguous final consonants may be formulated as masculine, as tramvaj, planet forplaneta, both coded as masculine. Reading kostel as feminine shows the occasional direct transfer of gender from LI Kirche. Thus stem-final consonant generalizes masculine; nominative singular -a may be generated from the soft pattern in -e.Number, in contrast, is a referential category encoded in the base conceptual level of LI; learners make few mistakes. Czech children-indeed, all children, as shown in Gleason's famous 1958 Wug test-acquire the plural early, though incompletely; the full system, with pluralia tantum, develops only much later. Typical of a Czech child is the utterance Muzu si pujcit tu klesti? 'May I borrow those pliers?' for ... ty kleste (plurale tantum). This category is not early assimilated by L2 learners either, who overgeneralize -v as the dominant nominative plural marker and reformulate the bases. Kalhoty 'trousers' becomes kalhota, saty 'dress, clothes'-sata, and listi 'leaves' (singulare tantum) becomes plural (like German Blatter).The author finds case much more opaque to analysis than gender and number. Videt pfes okno for videt oknem reflects German (etwas) durchs Fenster sehen, while ucila nds fyziki, with genitive for the Czech double-accusative ucila ndsfyziku undoubtedly reflects L3 Polish, taught in the West Slavic Institute at Leipzig. Interlinguistic, cross- and inner paradigmatic interference all complicate the data. Chapter 6 on vocalic and consonantal alternations offers promising solutions in Schmid's natural morphology model of L2 acquistion and Mahchak's local markedness (p. …

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