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This paper investigates the role of frequency in object marking in Lithuanian as L2. 28 "verb + object" constructions with 4 types of case government were tested. The data were collected in 4 high schools in Vilnius where the language of instruction is Russian. In total, 78 pupils (16–18 years old) participated in the study. With reference to the Usage-Based Theory of Language Acquisition (Tomasello, 2005; Bybee, 2008), this paper aims to answer the question if frequency of verbs and grammatical cases in "verb + object" constructions affect how correctly young Russian speakers mark the object in Lithuanian as L2. The study was based on a written form of Elicited Oral Imitation Test (Erlam, 2006). The data were analysed with R (R Core Team, 2013). A one-sample t test revealed that the object marking in constructions with frequent verbs was significantly more correct than object marking in constructions with infrequent verbs. The analysis also shows that participants of the study performed better while providing constructions with verbs governing grammatical cases that are more used in Lithuanian than less frequent cases. A relatively small group of participants and a single experimental task limit the results of the study.

This paper investigates the role of frequency in object marking in Lithuanian as L2. 28 "verb + object" constructions with 4 types of case government were tested. The data were collected in 4 high schools in Vilnius where the language of instruction is Russian. In total, 78 pupils (16–18 years old) participated in the study. With reference to the Usage-Based Theory of Language Acquisition (Tomasello, 2005; Bybee, 2008), this paper aims to answer the question if frequency of verbs and grammatical cases in "verb + object" constructions affect how correctly young Russian speakers mark the object in Lithuanian as L2. The study was based on a written form of Elicited Oral Imitation Test (Erlam, 2006). The data were analysed with R (R Core Team, 2013). A one-sample t test revealed that the object marking in constructions with frequent verbs was significantly more correct than object marking in constructions with infrequent verbs. The analysis also shows that participants of the study performed better while providing constructions with verbs governing grammatical cases that are more used in Lithuanian than less frequent cases. A relatively small group of participants and a single experimental task limit the results of the study.

Straipsnyje analizuojama, kaip taisyklingai rusiškų gimnazijų moksleiviai reiškia veiksmažodžio val­domą objektą ir kaip šios raiškos taisyklingumas susijęs su lietuvių kalbos veiksmažodžių ir linksnių vartosenos dažnumu. Straipsnyje aprašomame tyrime dalyvavo 78 trečios gimnazijos klasės moks­leiviai, lankantys 4 skirtingas rusiškas gimnazijas Vilniuje. Duomenys rinkti pasitelkus paskatinto pakartojimo testą (Erlam 2006). Jame užkoduotos 28 konstrukcijos, kuriose veiksmažodis valdo pagrindinius (galininko ir kilmininko) ir periferinius (naudininko ir įnagininko) lietuvių kalbos links­nius. Remiantis vartojimu grįsta kalbos įsisavinimo teorija (angl. Usage-Based Theory of Langu­age Acquisition), siekiama atsakyti į klausimą, ar dažnesnė objektą prisijungiančių veiksmažodžių ir objektą reiškiančių linksnių vartosena lemia taisyklingesnę rusakalbių moksleivių lietuvių kalbos objekto raišką. Tyrimo duomenys apdoroti R programa (R Core Team, 2013), o analizuoti pasitelkus Stjudento t statistinį kriterijų. Duomenų analizė atskleidė, kad tyrimo dalyviai objektą lietuvių kalba statistiškai reikšmingai taisyklingiau reiškė tada, kai jis buvo valdomas dažnesnės vartosenos veiks­mažodžių. Taip pat rusiškų gimnazijų moksleiviai objektą su veiksmažodžiais, valdančiais pagrindi­nius lietuvių kalbos linksnius, reiškė taisyklingiau negu su veiksmažodžiais, valdančiais periferinius linksnius. Tyrimo išvadas riboja palyginti nedidelis tiriamųjų skaičius, o tyrimo duomenis reikėtų ly­ginti su spontaninio kalbėjimo ar laisvojo rašymo medžiaga. ; Straipsnyje analizuojamos lietuvių kalbos veiksmažodžių ir objekto, reiškiamo galininko, kilmininko, naudininko ir įnagininko linksniais, konstrukcijos, vartojamos Vilniaus 4 rusiškų gimnazijų 78 trečių klasių moksleivių. Duomenys rinkti tyrimo dalyviams pateikus rašytinį paskatinto žodinio pakartojimo testo variantą, kuriame buvo užkoduotos 28 konstrukcijos su veiksmažodžių valdomu objektu. Remiantis vartojimu grįsta kalbos įsisavinimo teorija (angl. Usage-Based Theory of Language ...

This paper investigates the role of frequency in object marking in Lithuanian as L2. 28 "verb + object" constructions with 4 types of case government were tested. The data were collected in 4 high schools in Vilnius where the language of instruction is Russian. In total, 78 pupils (16–18 years old) participated in the study. With reference to the Usage-Based Theory of Language Acquisition (Tomasello, 2005; Bybee, 2008), this paper aims to answer the question if frequency of verbs and grammatical cases in "verb + object" constructions affect how correctly young Russian speakers mark the object in Lithuanian as L2. The study was based on a written form of Elicited Oral Imitation Test (Erlam, 2006). The data were analysed with R (R Core Team, 2013). A one-sample t test revealed that the object marking in constructions with frequent verbs was significantly more correct than object marking in constructions with infrequent verbs. The analysis also shows that participants of the study performed better while providing constructions with verbs governing grammatical cases that are more used in Lithuanian than less frequent cases. A relatively small group of participants and a single experimental task limit the results of the study.

This paper investigates the role of frequency in object marking in Lithuanian as L2. 28 "verb + object" constructions with 4 types of case government were tested. The data were collected in 4 high schools in Vilnius where the language of instruction is Russian. In total, 78 pupils (16–18 years old) participated in the study. With reference to the Usage-Based Theory of Language Acquisition (Tomasello, 2005; Bybee, 2008), this paper aims to answer the question if frequency of verbs and grammatical cases in "verb + object" constructions affect how correctly young Russian speakers mark the object in Lithuanian as L2. The study was based on a written form of Elicited Oral Imitation Test (Erlam, 2006). The data were analysed with R (R Core Team, 2013). A one-sample t test revealed that the object marking in constructions with frequent verbs was significantly more correct than object marking in constructions with infrequent verbs. The analysis also shows that participants of the study performed better while providing constructions with verbs governing grammatical cases that are more used in Lithuanian than less frequent cases. A relatively small group of participants and a single experimental task limit the results of the study.