scholarly journals What is the role of L1 representations in a grammar-input model of L2 acquisition?

2018 ◽  
Vol 8 (6) ◽  
pp. 722-726 ◽  
Author(s):  
Laura Domínguez ◽  
Jorge González Alonso
Keyword(s):  
L2 Acquisition ◽  
Input Model

Second language acquisition: Theoretical and experimental issues in contemporary research

1996 ◽  
Vol 19 (4) ◽  
pp. 677-714 ◽  
Author(s):  
Samuel David Epstein ◽  
Suzanne Flynn ◽  
Gita Martohardjono
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Universal Grammar ◽  
Functional Categories ◽  
L2 Acquisition ◽  
Psycholinguistic Research ◽  
Explanatory Theory ◽  
Parameter Values ◽  
Theoretical Issues

AbstractTo what extent, if any, does Universal Grammar (UG) constrain second language (L2) acquisition? This is not only an empirical question, but one which is currently investigable. In this context, L2 acquisition is emerging as an important new domain of psycholinguistic research. Three logical possibilities have been articulated regarding the role of UG in L2 acquisition: The first is the “no access” hypothesis that claims that no aspect of UG is available to the L2 learner. The second is the “partial access” hypothesis that claims that only LI instantiated principles and LI instantiated parameter-values of UG are available to the learner. The third, called the “full access” hypothesis, asserts that UG in its entirety constrains L2 acquisition.In this paper we argue that there is no compelling evidence to support either of the first two hypotheses. Moreover, we provide evidence concerning functional categories in L2 acquisition consistent with the claim that UG is fully available to the L2 learner (see also Flynn 1987; Li 1993; Martohardjono 1992; Schwartz & Sprouse 1991; Thomas 1991; White 1989). In addition, we will attempt to clarify some of currently unclear theoretical issues that arise with respect to positing UG as an explanatory theory of L2 acquisition. We will also investigate in some detail certain crucial methodological questions involved in experimentally testing the role of UG in L2 acquisition and finally, we will present a set of experimental results of our own supporting the “Full Access” hypothesis.

Study abroad and the SLA of variable structures: A look at the present perfect, the copula contrast, and the present progressive in Mexico and Spain

Probus ◽  
2015 ◽  
Vol 27 (2) ◽  
Author(s):  
Matthew Kanwit ◽  
Kimberly L. Geeslin ◽  
Stephen Fafulas
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Native Speakers ◽  
L2 Acquisition ◽  
Present Perfect ◽  
Immersion Programs ◽  
Growing Body ◽  
English Speaking ◽  
Grammatical Structures

AbstractThe present study connects research on the L2 acquisition of variable structures to the ever-growing body of research on the role of study abroad in the language learning process. The data come from a group of 46 English-speaking learners of Spanish who participated in immersion programs in two distinct locations, Valencia, Spain and San Luis Potosí, Mexico. Simultaneously, we tested a group of native speakers from each region to create an appropriate target model for each learner group. Learners completed a written contextualized questionnaire at the beginning and end of their seven-week stay abroad. Our instrument examines three variable grammatical structures: (1) the copulas

scholarly journals The role of case marking and word order in cross-linguistic structural priming in late L2 acquisition

2020 ◽  
Author(s):  
Merel Muylle ◽  
Bernolet Sarah ◽  
Robert Hartsuiker
Keyword(s):  
Word Order ◽  
Language Variation ◽  
Structural Priming ◽  
Artificial Language ◽  
L2 Acquisition ◽  
Learning Paradigm ◽  
Natural Languages ◽  
Case Marking

Several studies found cross-linguistic structural priming with various language combinations. Here, we investigated the role of two important domains of language variation: case marking and word order. We varied these features in an artificial language (AL) learning paradigm, using three different AL versions in a between-subjects design. Priming was assessed between Dutch (no case marking, SVO word order) and a) a baseline version with SVO word order, b) a case marking version, and c) a version with SOV word order. Similar within- language and cross-linguistic priming was found in all versions for transitive sentences, indicating that cross-linguistic structural priming was not hindered. In contrast, for ditransitive sentences we found similar within-language priming for all versions, but no cross-linguistic priming. The finding that cross-linguistic priming is possible between languages that vary in morphological marking or word order, is compatible with studies showing cross-linguistic priming between natural languages that differ on these dimensions.

scholarly journals The Influence of Frequency on the Acquisition and Textbooks Design of Second Language Vocabulary

2020 ◽  
Vol 12 (3) ◽  
pp. 1
Author(s):  
Anwar Saad Aljadani
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learners ◽  
Significant Role ◽  
L2 Acquisition ◽  
Teaching Objectives ◽  
Dominant Feature ◽  
L2 Vocabulary ◽  
Selection Of

This paper provides an overview of the role of vocabulary frequency in second language (L2) acquisition as vocabulary is a dominant feature of language acquisition and vitally important to language learners. It reported the vocabulary frequency’s significant role in both the earlier acquisition and the easier remembering comparing to infrequent vocabulary in L2 acquisition. It also seeks to discuss the influence of frequency on the selection of vocabulary in L2 textbooks as they are sometime the only source of L2 vocabulary in the classroom. It presents discussions of what vocabulary should be selected, how selective vocabulary are organised in the textbooks to reach determined teaching objectives as well as the teaching rate pre lesson. 

The role of sociocognitive salience in the acquisition of structured variation and linguistic diffusion: Evidence from quotative be like

2020 ◽  
pp. 1-26 ◽  
Author(s):  
Julia Davydova
Keyword(s):  
Language Change ◽  
World Englishes ◽  
Conscious Awareness ◽  
L2 Acquisition ◽  
Linguistic Feature ◽  
Variationist Sociolinguistics ◽  
High Degree

Abstract Quotative be like is a much discussed variable linguistic feature recruited in this investigation in order to revisit the hypothesis of linguistic diffusion (Labov 2007) predicting re-ordering of original patterns by L2 populations. As a sociocognitively salient variant spreading above the level of conscious awareness, be like has been appropriated by adult speakers from two distinctive L2 English ecologies with a high degree of precision, a finding previously not reported in studies exploring the acquisition of structured variation. In this article, I explain how, supported by frequency and constraint complexity, sociocognitive salience may have contributed to the generally accurate replication of the variable grammar for be like and, by this token, how it can inform existing models of language change. (Sociocognitive salience, linguistic diffusion, L2 acquisition of structured variation, variationist sociolinguistics, World Englishes, be like)

Unconventional Expressions: Productive syntax in the L2 acquisition of formulaic language

2016 ◽  
Vol 33 (1) ◽  
pp. 61-90 ◽  
Author(s):  
Kathleen Bardovi-Harlig ◽  
David Stringer
Keyword(s):  
Native Speakers ◽  
L2 Acquisition ◽  
Formulaic Language ◽  
Elicited Imitation ◽  
Current Usage ◽  
L2 Development ◽  
Independent Process ◽  
Data Source ◽  
Simulation Task

This article presents a generative analysis of the acquisition of formulaic language as an alternative to current usage-based proposals. One influential view of the role of formulaic expressions in second language (L2) development is that they are a bootstrapping mechanism into the L2 grammar; an initial repertoire of constructions allows for statistical induction of abstract grammatical categories, such that formulaic language is the data source from which syntactic rules are derived. This study brings evidence to bear on this debate from three studies of the acquisition of conventional expressions by L2 learners of English. A total of 271 learners and 58 native speakers completed either an oral conversation-simulation task or an aural-written elicited imitation task. The data show that while learners exhibit knowledge of both contextualized use and the lexical core of conventional expressions, production data reflect the morphosyntactic knowledge of learners at particular stages of development. Formulaic language does not drive the acquisition of syntax; rather, the acquisition of syntax as an independent process drives changes in the production of conventional expressions. Their gradual transformations allow for insights not only into the acquisition of syntax, but also into the nature of multi-word expressions in the mental lexicon.

The L2 Basic Variety as an I-language

1997 ◽  
Vol 13 (4) ◽  
pp. 374-385 ◽  
Author(s):  
Jürgen M. Meisel
Keyword(s):  
Second Language Acquisition ◽  
Cognitive Processes ◽  
Universal Grammar ◽  
Inflectional Morphology ◽  
Functional Categories ◽  
L2 Acquisition ◽  
Language Faculty ◽  
Essential Properties ◽  
Language Capacity

The Basic Variety, as defined by Klein and Perdue (this volume), is understood as an instantiation of the essential properties of the human language capacity, and although, as the ‘initial fossilization point’ of adult second language acquisition, it lacks crucial features of fully fledged languages, the claim is that the BV is a natural language in the sense that it is constrained by principles of Universal Grammar (UG). In this discussion I raise a few points which may cast some doubt on the claim that the BV is an I-language. At the core of this debate, as far as (morpho)syntactic issues are concerned, one finds the problem of determining the role of functional categories in BV grammar. Crucially, in L2 acquisition in general and in the BV in particular, one does not find the same kind of developmental relation between the acquisition of overt inflectional morphology and word order patterns as is evidenced in L1 development. I conclude that neither UG nor the universal component of the language faculty, as envisaged by Klein and Perdue, can account adequately for the essential properties of L2 interlanguages, including the BV. One important reason is that, rather than relying on structure-dependent operations, as in L1 development, L2 learners resort to strategies referring to sequential ordering of surface strings. If this is correct, L2 varieties are a mix of both UG-constrained and non-grammatical cognitive processes.

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