Automated Test Case Generator for Phishing Prevention Using Generative Grammars and Discriminative Methods

This article investigates spoken productions of complex questions with long-distance wh-movement in the L2 English of speakers whose first language is (Canadian) French or Bulgarian. Long-distance wh-movement is of interest as it can be argued that it poses difficulty in acquisition due to its syntactic complexity and related high processing load. Adopting the derivational complexity hypothesis, which has so far been applied to long-distance (LD) wh-movement in L1 acquisition and child second language acquisition, I argue that adult L2 learners also show evidence that questions with LD wh-movement are often replaced by alternative utterances with lower derivational complexity. I propose that such utterances, which are sometimes of equivalent length and with similar meaning to the targeted LD wh-structures, are avoidance strategies used by the learners as an intermediate acquisition resource. That is, such strategies are used as an escape-hatch from the derivational complexity of LD wh-movement. Overall, t...

https://journals.sagepub.com/doi/pdf/10.1177/0267658314554939

Long-Distance Wh-Movement and Long-Distance Wh-Movement Avoidance in L2 English: Evidence from French and Bulgarian Speakers.

List of Figures. Foreward. Preface. 1. Language and Intelligence:. Introducing Christopher. Theoretical Background. Hypotheses. 2. The First Language:. Introduction. Syntax. Semantics. Pragmatics. Conclusion. 3. a Seconda Languages:. Introduction. Background Information. The lexicon. Syntax. Conclusion. 4. New Languages: . Rationale. Controlled input: Berber. Learning an Impossible Language: Epun. Conclusions. 5. Language and Mind:. Christophera s Translation. A model of the mind. Theory of mind and meta--representation. Summary and conclusions. Epilogue. Appendices. Notes. References. Index.

The Mind of a Savant: Language learning and Modularity (Japanese Translation)

THIS DISSERTATION EXAMINES THE DEVELOPMENT OF LONG-DISTANCE WHMOVEMENT QUESTIONS IN THE L2 ENGLISH OF (CANADIAN) FRENCH AND BULGARIAN SPEAKERS. THE MAIN PHENOMENON UNDER INVESTIGATION IS MEDIAL WHCONSTRUCTIONS (WHSCOPE MARKING AND WHCOPYING). SUCH CONSTRUCTIONS ARE OF PARTICULAR INTEREST BECAUSE THEY ARE UNATTESTED IN BOTH THE L I AND THE L2 OF THE TWO LEARNER POPULATIONS; AT THE SAME TIME, THEY ARE LICENSED OPTIONS IN A NUMBER OF OTHER TYPOLOGICALLY DISTINCT LANGUAGES, OF WHICH THE PARTICIPANTS REPORT NO KNOWLEDGE. AS SUCH, MEDIAL WHCONSTRUCTIONS POSE A LEARNABILITY PROBLEM IN L2 ACQUISITION: HOW CAN A LEARNER "KNOW" SOMETHING THAT IS NOT SUPPORTED BY EITHER THE NATRVE LANGUAGE OR THE TARGET INPUT, BUT IS ATTESTED IN OTHER LANGUAGES? TWO EXPERIMENTS, A WRITTEN GRAMMATICALITY JUDGMENT MULTIPLE-CHOICE TASK AND AN ORAL ELICITED PRODUCTION TASK, WERE CARRIED OUT WITH THE TWO DIFFERENT LEARNER POPULATIONS AND WITH ENGLISH NATIVE SPEAKER CONTROLS. THE WRITTEN EXPERIMENTS SHOWED THAT MEDIAL WHCONSTRUCTIONS CO-EXIST AND COMPETE WITH THE TARGET ENGLISH LONG-DISTANCE STRUCTURE AT THE EARLY AND INTERMEDIATE STAGES OF ACQUISITION OF BOTH THE FRENCH AND THE BULGARIAN SPEAKING PARTICIPANTS; AT THE ADVANCED STAGES OF ACQUISITION, BOTH POPULATIONS SHOWED EVIDENCE THAT MEDIAL WHREPRESENTATIONS HAD BEEN SUCCESSFULLY ELIMINATED FROM THE INTERLANGUAGE GRAMMAR, AND THE L2 DATA CONVERGED WITH THAT OF THE NATIVE SPEAKERS. IN THE ORAL ELICITATION EXPERIMENTS BOTH THE FRENCH AND THE BULGARIAN SPEAKING PARTICIPANTS RESORTED TO MEDIAL WHAND A NUMBER OF OTHER STRATEGIES AIMED AT AVOIDING LONG-DISTANCE WHMOVEMENT; I ARGUE THAT SUCH STRATEGIES ARE DUE TO BOTH THE DERIVATIONAL COMPLEXITY AND THE HIGH PROCESSING LOAD ASSOCIATED WITH LONG-DISTANCE WHMOVEMENT. THE ACCOUNT DEVELOPED TO ADDRESS THE FINDINGS OF THE DISSERTATION INCORPORATES INSIGHTS FROM BOTH NATIVIST AND DOMAIN-GENERAL VIEWS ON ACQUISITION. THE PROPOSAL IS THAT L2 GRAMMARS HAVE TO BE UG-CONSTRAINED IN ORDER FOR THE LEARNABILITY PROBLEM TO BE RESOLVED. IN ADDITION, THE ACQUISITION PROCESS HAS TO BE STRONGLY DRP/EN BY THE INPUT, ALLOWING LEARNERS TO MAKE EXTENSIVE USE OF A GENERAL PROBABILISTIC LEARNING MECHANISM; THIS MECHANISM HELPS THEM TO GRADUALLY ELIMINATE THE COMPETING REPRESENTATIONS UNSUPPORTED BY THE L2 INPUT AND TO CONVERGE WITH THE GRAMMATICAL TARGET. THIS APPROACH IS IN PRINCIPLE APPLICABLE TO BOTH L I AND L2 ACQUISITION AND ACCOUNTS FOR SOME RELEVANT SIMILARITIES BETWEEN THE TWO. THESIS ADVISORS: JUANA LICERAS NINA KAZANINA (UNIVERSITY OF OTTAWA) (UNIVERSITY OF BRISTOL) EXTERNAL EXAMINER: LYDIA WHITE (MCGILL UNIVERSITY) INTERNAL EXAMINERS: MARIA LUISA RIVERO (UNIVERSITY OF OTTAWA) ASH ASUDEH (CARLETON UNIVERSITY) ANDRES SALANOVA (UNIVERSITY OF OTTAWA)

/pdf/the-acquisition-of-complex-wh-questions-in-the-l2-english-of-2lutw5c0o4.pdf

The acquisition of complex wh- questions in the L2 English of Canadian French and Bulgarian speakers: Medial wh-constructions, inversion phenomena, and avoidance strategies

https://www.jstage.jst.go.jp/article/secondlanguage2002/5/0/5_61/_pdf

UG-constrained wh-movement in Japanese learners' English questions

This paper reports on how adult Japanese Learners of English/JLEs acquire universal and parameterised constraints which regulate the accessibility of Goals to 
Wh-Movement, and which determine whether subordinate or superordinate material is pied-piped or stranded when a 
wh-word is moved. We present evidence that universal constraints on Goal Accessibility operate in early JLE grammars, and that learners initially transfer setting for parameterised constraints from L1 to L2, concluding that our overall findings are broadly consistent with the
Full Transfer Full Access model of L2 acquisition developed in Schwarz and Sprouse (1994, 1996). We show that JLEs are able to reset some parameterised constraints (e.g. the 
P-Stranding Constraint) but not others (e.g. the Left Branch Condition), and argue that they are only able to 
re-set learnable parameterised constraints (i.e. those whose setting can be learned solely on the basis of positive
evidence from input), not unlearnable parameterised constraints (i.e. those whose settings cannot be learned solely on the basis of positive input).

/pdf/on-the-acquisition-of-universal-and-parameterised-goal-2rpwzqt4rh.pdf

On the acquisition of universal and parameterised goal accessibility constraints by Japanese Learners of English

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UG-constrained wh-movement in Japanese learners' English questions

On the acquisition of universal and parameterised goal accessibility constraints by Japanese Learners of English