Studies on Universal Grammar and Typological Variation

Language ◽  
1999 ◽  
Vol 75 (1) ◽  
pp. 204
Author(s):  
Lindsay J. Whaley ◽  
Artemis Alexiadou ◽  
T. Alan Hall
Keyword(s):  
Universal Grammar ◽  
Typological Variation

Against a parameter-setting approach to typological variation

2004 ◽  
Vol 4 ◽  
pp. 181-234 ◽  
Author(s):  
Frederick J. Newmeyer
Keyword(s):  
Universal Grammar ◽  
Parameter Setting ◽  
Dominant Position ◽  
Setting Approach ◽  
Typological Variation

The dominant position among generative grammarians with respect to typological variation is that it should be captured by parameters, which are either directly tied to principles of Universal Grammar (UG) or to functional projections provided by UG. Parameter-setting approaches, however, have failed to live up to their promise. They should be replaced by a model in which language-particular rules take over the work of parameter settings and in which most typological variation follows from independently-needed principles of performance. In such a model, UG specifies the class of possible languages, but not the set of probable languages.

A CASE STUDY OF NL INFLUENCE IN UNIS FKIP ENGLISH DEPARTMENT STUDENTS' INTERLANGUAGE

2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Universal Grammar ◽  
Similar System ◽  
The One ◽  
L1 Acquisition

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).

Syncretism and Containment in Spatial Deixis

2018 ◽  
Author(s):  
Eric Lander ◽  
Liliane Haegeman
Keyword(s):  
Universal Grammar ◽  
Functional Sequence ◽  
Wide Range ◽  
Spatial Deixis

This chapter investigates spatial-deictic systems (e.g. English this vs. that, or Latin hīc vs. iste vs. ille) from a wide range of typologically diverse languages. We propose that spatial deixis is encoded as a three-way contrast in Universal Grammar (UG): Proximal ‘close to speaker,’ Medial ‘close to hearer,’ and Distal ‘far from speaker and hearer.’ The empirical core of the chapter focuses on two phenomena: (i) syncretism and (ii) morphological containment. It is shown that only certain kinds of syncretism patterns are attested crosslinguistically: Syncretism cannot target Proximal and Distal without also targeting Medial (a case of *ABA). Furthermore, the cases of morphological containment we have found show that Distal contains Medial, which, in turn, contains Proximal. A functional sequence of three heads is posited that captures our generalizations in a simple and effective way.

Universal Grammar and Language Acquisition

2021 ◽  
pp. 348-363
Author(s):  
Stephen Crain ◽  
Rosalind Thornton
Keyword(s):  
Language Acquisition ◽  
Universal Grammar

Transfer and unlearning of topic prominence by Chinese learners of English

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Hui Chang ◽  
Lilong Xu
Keyword(s):  
Second Language ◽  
Universal Grammar ◽  
L2 Acquisition ◽  
L1 Transfer ◽  
Chinese Speakers ◽  
English Only ◽  
Cognitive States ◽  
Chinese Learners ◽  
Topic Constructions ◽  
Chinese Learners Of English

Abstract Chinese allows both gapped and gapless topic constructions without their usage being restricted to specific contexts, while English only allows gapped topic constructions which are used in certain contexts. In other words, Chinese uses ‘topic prominence’, whereas English does not. The contrast between English and Chinese topic constructions poses a learnability problem for Chinese learners of English. This paper uses an empirical study investigating first language (L1) transfer in the case of Chinese learners of English and the extent to which they are able to unlearn topic prominence as they progress in second language (L2) English. Results of an acceptability judgment test indicate that Chinese learners of English initially transfer Chinese topic prominence into their English, then gradually unlearn Chinese topic prominence as their English proficiency improves, and finally unlearn Chinese topic prominence successfully. The results support the Full Transfer Theory (Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the Full Transfer/Full Access model. Second Language Research 12. 40–72) and the Variational Learning Model (Yang, Charles. 2004. Universal Grammar, statistics or both? Trends in Cognitive Sciences 8. 451–456), but contradict the proposal that the topic prominence can never be transferred but may be unlearned from the beginning in Chinese speakers’ acquisition of English (Zheng, Chao. 2001. Nominal Constructions Beyond IP and Their Initial Restructuring in L2 Acquisition. Guangzhou: Guangdong University of Foreign Studies Ph.D. dissertation). In addition, the type of topic constructions that is used and whether or not a comma is added after the topic have an effect on learners’ transfer and unlearning of topic prominence. It is proposed that the specification of Agr(eement) and T(ense) as well as the presence of expletive subjects in English input can trigger the unlearning of topic prominence for Chinese learners of English.

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