- Oxford Handbooks in Linguistics
- Copyright Page
- List of Abbreviations
- The Contributors
- Language Attrition and the Competition Model
- Language Attrition and the Feature Reassembly Hypothesis
- The Interface Hypothesis as a Framework for Studying L1 Attrition
- Implications of the Bottleneck Hypothesis for Language Attrition
- A Complex Dynamic Systems Perspective on Personal Background Variables in L1 Attrition
- Introduction to Psycholinguistic and Neurolinguistic Approaches to Language Attrition
- Language Attrition as a Special Case of Processing Change: A wider cognitive perspective
- Memory Retrieval and Language Attrition: Language loss or manifestations of a dynamic system?
- How Bilingualism Affects Syntactic Processing in The Native Language: Evidence from eye movements
- First Language Attrition and Developmental Language Disorder
- Ageing as a Confound in Language Attrition Research: Lexical retrieval, language use, and cognitive and neural changes
- Linguistic Regression in Bilingual Patients with Alzheimer’s Disease
- Electrophysiological Approaches to L1 Attrition
- Neuroimaging Perspectives on L1 Attrition and Language Change
- Introduction to Linguistic Factors in Language Attrition
- Phonetic Drift
- Phonetic Attrition
- Phonological Attrition
- Morphological Attrition
- Lexical Attrition
- Null and Overt Pronouns in Language Attrition
- Introduction to Extralinguistic Factors in Language Attrition
- Age Effects in Language Attrition
- The Impact of Frequency of Use and Length of Residence on L1 Attrition
- L1 Attrition, L2 Development, and Integration
- Language Contact and Language Attrition
- Introduction to L2 attrition
- Exploring the Impact of Extralinguistic Factors on L2/FL Attrition
- Syntax and Phonology in L2 Attrition: Modularity and resilience
- L2 Lexical Attrition
- Attrition studies on Japanese returnees
- Event-related Potentials as Metrics of Foreign Language Learning and Loss
- Introduction to Heritage Language Development
- Quantifying Language Experience in Heritage Language Development
- Intra-Generational Attrition: Contributions to heritage speaker competence
- 2L1 Simultaneous Bilinguals as Heritage Speakers
- Language Loss and Language Learning in Internationally Adopted Children: Evidence from behaviour and the brain
- Childhood Language Memory in Adult Heritage Language (Re)Learners
- Language Development in Bilingual Returnees
- Concluding remarks
- Annotated bibliography
- Oxford Handbooks in Linguistics
Abstract and Keywords
The Feature Reassembly Hypothesis (FRH) is a theoretical approach according to which linguistic information is associated with atomic feature bundles and functional heads. Successful reassembly involves the reassignment of feature bundles to different functional heads. Here we discuss the benefits and challenges of modelling instances of language attrition through the lens of the FRH. Adopting Putnam & Sánchez’s (2013) position which associates incomplete acquisition and language attrition with the increased lack of activation of the recessive first language (L1) over the course of the lifespan, we demonstrate here the potential to integrate these ideas with the FRH into a unified model. This chapter concludes with a discussion of how the core ideas can be extended to research beyond the traditional generative paradigm, including an extension to probabilistic models of linguistic analysis.
Michael T. Putnam is Associate Professor of German and Linguistics at Penn State University. He has published widely on topics related to morpho-syntax, syntax, and the syntax–semantic interface in language attrition contexts. He has extensive research experi- ence with moribund varieties of German (i.e., Sprachinseln) spoken throughout the world, and is interested in the role that cognitive ageing plays in language attrition in these speakers. He is broadly interested in how bi- and multilingualism impacts and enriches our understanding of the cognitive architecture underlying the language faculty.
Silvia Perez-Cortes is Assistant Professor of Spanish at Rutgers University, Camden. She holds a PhD in Bilingualism and SLA from Rutgers University, New Brunswick, and MA in Hispanic Linguistics from the University of Massachusetts-Amherst (2011) and a Bachelor of Arts in Spanish Philology from the University of Barcelona (2009). Her research interests lie in the areas of bilingual language acquisition in language contact situations. She is particularly interested in analysing the grammatical development of heritage popu- lations (both children and adults) with the objective of exploring how syntax and the lexicon are accessed and represented in the bilingual mind.
Liliana Sánchez is Professor of Spanish at Rutgers, The State University of New Jersey. She has published Bilingualism in the Spanish-speaking World with Jennifer Austin and Maria Blume (Cambridge University Press, 2015), The Morphology and Syntax of Topic and Focus: Minimalist Inquiries in the Quechua Periphery (John Benjamins, 2010), and Quechua-Spanish Bilingualism: Interference and Convergence in Functional Categories (John Benjamins, 2010) as well as articles in journals such as Linguistic Approaches to Bilingualism, Bilingualism: Language and Cognition, Lingua, International Journal of Bilingualism, Probus, Studies in Second Language Acquisition, among others. She has also co-edited the volumes Information Structure in Indigenous Languages of the Americas (2010) and Romance Linguistics 2006 (2006). She is a co-founder of the PhD Program in Bilingualism and Second Language Acquisition at Rutgers.
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