If you require it, we are prepared to sign our own confidentiality agreements in order to conclude security when translating legal documents. A possible report on this error, assuming that English does not have a shared IP, is that French-speaking learners are not unreasonable two categories, T and Agr, on the basis of grammar L1 (as in (9a) and cannot replace them with a category, I.6 It is only when there are two categories above the vice-president that one can take into account the differentiated treatment of the formation of verbs in the context of adverbs and denial. Assuming that the adverbs between T and VP are presented less than negation while the negation between Agr and TP occurs, the presence of errors such as (13a) and the absence of errors like (13b) indicate that the verb by adverb is brought to T (the lower functional category) but not to Agr (the highest). On the other hand, one would expect L2 learners to present English phrases with a single category, I, with adverbs and negation between I and VP, to make parallel errors and increase the verb to I on adverbia and negation. In other words, errors such as (13a) and (13b) are expected; Alternatively, one can expect a correct word order without an increase in either case. The persistence of errors such as (13a) and the absence of errors such as (13b) therefore argues in favour of two different functional categories in inter-linguistic grammar, in other words, the failure to « lose » a category. With regard to the acquisition of L2, Conradie shows, through a multitude of tasks (sentence manipulation, grammatical judgments and truthful value judgments), that advanced English learners of Afrikaans in general occur as native speakers when accepting or producing structures of explementations and movements of transitive objects and, in the latter case, recognize effects of subtle sizes. In other words, L2 learners can switch from a single-category grammar, I, to a grammar with different categories Agr and T, suggesting that new categories can be added to the intercom lexicon. Similar results have been reported by other researchers for L2 Deutsch, often after an initial phase of transmission of L1 (z.B. du Plessis et al., 1987). In other words, learners may acquire a high characteristic L2 value if the L1 has the corresponding low value.
Another persistent error, accessible for analysis with the maintenance of L1 categories or features that are not required by the L2, concerns the sex of the features. There have been numerous studies on the acquisition of L2 sex, with debate on the extent to which it is possible to acquire sex in L2 if sex L1 (see Franceschina, 2001 and Hawkins – Franceschina, 2004 vs.