Second Language Acquisition and the Competition Model
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Linguistics: Theory and Applications”
National and Kapodistrian University of Athens Department of English Language and Literature MA Programme “Linguistics: Theory and Applications” L2 C level Writing Proficiency: KPG Integrated Tasks and Language Interaction in Rated Scripts Eleni Pappa 217022 Supervisor: Bessie Mitsikopoulou 2019 Declaration This submission is my own work. Any quotation from, or description of, the work of others is acknowledged herein by reference to the sources, whether published or unpublished. 2 Other supervisors: Elly Yfantidou Anna Xatzidaki 3 Abstract1 Research into L2 writing assessment has largely focused on mapping textual features onto rater-judged candidate performance, exploring issues related to writing quality and rater reliability. However, due to issues such as the ambiguous wording of the marking scale (Lumley, 2002) or the raters’ difficulty to score borderline essays (Gebril & Plakans, 2014), very little has been found with respect to fine distinctions between adjacent levels of language proficiency, C level (C1-C2) in particular. In this line, the current research aimed to investigate KPG C level rater-judged candidate performance in integrated tasks of two types, an intralingual and an interlingual mediation task. Using a sample of 66 rated scripts (33 candidates), three points were addressed: a) the effect of two different types of texts, an expository blog and a narrative encyclopedic entry with an expository task requirement, on language realization, b) interrater variation and c) cohesion and coherence as a potential candidate performance differentiating language criterion within C level. Quantitative analysis results indicate that, first and foremost, Coherence & Cohesion and, second, Vocabulary Range, can allow for distinctions within C level. What is more, their accentuated predictive strength when combined with the Appropriacy criterion can yield a more global (in terms of tasks) account of observed 1 A Greek version of this abstract can be found on the last page of this dissertation. -
Further Evidence for the Developmental Stages of Language Learning and Processability
US-China Education Review A 9 (2012) 813-825 D Earlier title: US-China Education Review, ISSN 1548-6613 DAVID PUBLISHING Further Evidence for the Developmental Stages of Language Learning and Processability Evelyn Doman Macquarie University, Sydney, Australia; University of Macau, Macau, China Few, if any, researchers would deny the existence of the developmental stages of language learning. However, there are questions about the applicability and the importance of the stages in pedagogy. Up to this point, these questions regarding the ESL (English as a second language) stages have never been addressed in a Japanese post-secondary educational context. This study is the only one of its kind to measure the developmental stages of a group of Japanese university students and to provide the learners with intensive instruction to see how much/if any changes are made to their interlanguage due to the instruction. As predicted by Pienemann’s Teachability Hypothesis (1992), only the learners who had met the prerequisites for instruction could acquire the grammatical points which were instructed. The results of this study point to the need among TESOL (Teaching English as a Second or Other Language) instructors to teach students only slightly above their current language levels. Keywords: developmental stages, Teachability Theory, grammar, SLA (second language acquisition) Introduction Developmental Stages of Second Language SLA (second language acquisition) research suggests overwhelmingly that language learning is a developmental process, which cannot be consciously controlled or predicted by teachers or learners (J. Willis & D. Willis, 2001, p. 179). There is a large amount of evidence supporting the notion that language learning for speakers of any language is systematic, irrespective of whether it is a first or second language (Pienemann, 1995, 1998; Heinsch, 1994; Doughty, 2003; Larsen-Freeman & Long, 1991). -
19 First Language Acquisition
466 Brian MacWhinney 19 First Language Acquisition BRIAN MACWHINNEY Nothing can make a parent prouder than a child’s first word. Whether it be “Mama,” “Papa,” or even “kitty,” we all recognize the first word as a major milestone in the child’s development – a clear token of the child’s entrance into a fuller membership in human society. We emphasize the child’s first word, because of the enormous importance that we place on language as a way of communicating with other people After all, we reason, the only species that uses language is the human species. Moreover, it is through language that we come to understand the deepest secrets of other people and come to appreciate the extent to which we share a common humanity. Fortunately, the ability to acquire language is present in almost every human child (Lenneberg 1967). Children who are born blind have few problems learning to speak, although they may occasionally be confused about words for colors or geographic locations. Children who are born deaf readily acquire a rich system of signs, as long as they are exposed to native sign language speakers. Even a child like Helen Keller, who has lost both hearing and sight, can still acquire language through symbols expressed in touch and motion. Children with neurological disorders, such as brain lesions or hydrocephalus, often acquire complete control over spoken language, despite a few months of early delay. Children with the most extreme forms of mental retardation are still able to acquire the basic units of human communication. Given the pervas- iveness and inevitability of first language acquisition, we often tend to take the process of language learning for granted. -
The Bilingual Mental Lexicon
The Bilingual Mental Lexicon The Bilingual Mental Lexicon By Longxing Wei The Bilingual Mental Lexicon By Longxing Wei This book first published 2020 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2020 by Longxing Wei All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-4093-6 ISBN (13): 978-1-5275-4093-4 Dedicated to my grandsons, Dylan and Gavin CONTENTS Preface ......................................................................................................... x Acknowledgements .................................................................................. xiii Symbols and Abbreviations ...................................................................... xiv 1 ................................................................................................................... 1 Toward a New Approach to Studies of the Bilingual Mental Lexicon 1 Introduction ...................................................................................... 1 2 Code-switching and Issues Involved ................................................ 3 3 Second Language Acquisition and Issues Involved ......................... 7 4 A Preview of the Matrix -
A Linguistic Perspective on the Acquisition of German As an L2
i A Linguistic Perspective on the Acquisition of German as an L2 A thesis submitted to the Miami University Honors Program in partial fulfillment of the requirements for University Honors with Distinction by Nicholas D. Stoller (December 2006) Oxford, Ohio ii ABSTRACT A LINGUISTIC PERSPECTIVE ON THE ACQUISITION OF GERMAN AS AN L2 by Nicholas D. Stoller It is obvious that the setting of acquisition, the amount and type of input, and the motivation of learners play a large role in adult second language (L2) acquisition. Many of the theories of L2 acquisition unfortunately fail to adequately take these variables into account. This thesis gives an overview of the current and past theories, including evidence for and against each theory. This is supplemented by an error analysis of second year Miami University students to see if this can give support to any of the current theories. Once that is completed, I examine the relation between input and the possibility of a language learning device such as UG and then move on to pedagogical application of my findings. iii Contents Chapter Page 1 Introduction 1 2 2 The Basis of the Study of L2 Acquisition 2 3 Linguistic Theories of L2 Acquisition 7 3.1 Theories without UG 7 3.1.1 Contrastive Analysis Hypothesis 7 3.1.2 Markedness Difference Hypothesis 8 3.1.3 Fundamental Difference Hypothesis 9 3.1.4 Information Processing Approach 10 3.2 Theories with Partial UG 13 3.2.1 Transfer Hypothesis 13 3.2.2 Krashen’s Comprehension Hypothesis 14 3.3 Theories with Full UG use 19 3.3.1 Identity Hypothesis 19 3.3.2 Full Transfer/Full Access Hypothesis 20 3.4 Overview of the Theories 21 4 Error Analysis and Miami University 2nd 22 Year Students 4.1 Errors of Cases Following Verbs 23 4.2 Errors of Gender of Nouns 25 4.3 Errors of Verb Form 26 4.4 Errors of Umlaut Usage 29 5 Relation of UG and Input 30 6.1 Problems with Input in Classroom Instruction 33 6.2 Pedagogy and L2 Acquisition 35 7 Conclusion 40 Bibliography 42 iv 1 A Linguistic Perspective on the Acquisition of German as an L2 1. -
Introduction: Reconciling Approaches to Intra-Individual Variation in Psycholinguistics and Variationist Sociolinguistics
Linguistics Vanguard 2021; 7(s2): 20200027 Lars Bülow* and Simone E. Pfenninger Introduction: Reconciling approaches to intra-individual variation in psycholinguistics and variationist sociolinguistics https://doi.org/10.1515/lingvan-2020-0027 Abstract: The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have recognised the complexity and dynamism of human thought and behav- iour, intra-individual variation has received less attention in regard to language acquisition, use and change. Linguistic research so far lacks both empirical and theoretical work that provides detailed information on the occurrence of intra-individual variation, the reasons for its occurrence and its consequences for language development as well as for language variation and change. The current issue brings together two sub- disciplines – psycholinguistics and variationist sociolinguistics – in juxtaposing systematic and non- systematic intra-individual variation, thereby attempting to build a cross-fertilisation relationship between two disciplines that have had surprisingly little connection so far. In so doing, we address critical stock-taking, meaningful theorizing and methodological innovation. Keywords: psycholinguistics, variationist sociolinguistics, intra-individual variation, intra-speaker variation, SLA, language variation and change, language development 1 Intra-individual variation in psycholinguistics and variationist sociolinguistics The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have acknowledged the complexity and dynamism of human behaviour, intra-individual variation has received less attention in regard to language use. -
The Role of Input Revisited: Nativist Versus Usage-Based Models
UC Berkeley L2 Journal Title The role of input revisited: Nativist versus usage-based models Permalink https://escholarship.org/uc/item/647983hc Journal L2 Journal, 1(1) Author Zyzik, Eve Publication Date 2009 DOI 10.5070/l2.v1i1.9056 Peer reviewed eScholarship.org Powered by the California Digital Library University of California L2 Journal, Volume 1 (2009), pp. 42‐61 http://repositories.cdlib.org/uccllt/l2/vol1/iss1/art4 The Role of Input Revisited: Nativist versus Usage-Based Models EVE ZYZIK University of California, Santa Cruz Email: [email protected] This article examines the role of input in two contrasting theories of language acquisition: nativist (UG) theory and the usage-based (emergentist) approach. Although extensive treat- ments of input are available for first language acquisition (cf. Gathercole & Hoff, 2007), such research rarely incorporates findings from second language acquisition. Accordingly, this paper examines a range of linguistic phenomena from both first and second language contexts (e.g., yes-no question formation, constraints on want-to contraction) in order to illustrate how each theory might explain their acquisition. The discussion of input presented here addresses various constructs, including the problem of the poverty of the stimulus, the lack of negative evidence, the role of indirect (missing) evidence, recovery from overgener- alization, and frequency effects. The article concludes with a reappraisal of the poverty of the stimulus problem in SLA from a usage-based perspective. _______________ Recent publications in the field of second language acquisition (SLA) show a marked trend towards usage-based approaches to describe the development of linguistic knowl- edge (cf. -
Part I: Perspectives on Usage in L2 Learning and Teaching
Part I: Perspectives on usage in L2 learning and teaching Brian MacWhinney Multidimensional SLA Complex natural phenomena, such as human language, are shaped by processes operating on very different scales in both time and space (MacWhinney, in press). Consider the case of timescales in Geology. When geologists study rock outcrops they need to consider the results of general processes such as vulcanism, orogeny, glaciation, continental drift, erosion, sedimentation, and metamorphism. Within each of these larger processes, such as vulcanism, there are many microprocesses operating across smaller timescales. For example, once the pressure in the magma chamber reaches a certain level, there can be a slow outpouring of lava or sudden explosions. Pressure can be released through steam vents with geysers operating at regular intervals. The lava may enter lakes or oceans forming pillows or it may rest in underground chambers forming columnar basalt. The variations in these volcanic processes and their interactions with each other and plate tectonics are extensive. The same is true of human language. Within human populations, the ability to articulate and process sounds has emerged across millennia of ongoing changes in physiology and neurology. Within particular language communities, ongoing change is driven by language contact, dialect shift, and group formation. Within individuals, language learning involves a continual adaptation for both first and second languages. Within individual conversations, all of these forces come together, as people work out their mutual plans, goals, and disagreements, using language. Each of these space-time frames interacts with the others at the actual moment of language use. To fully understand the process of second language acquisition (SLA), we must place it within this multidimensional context, both theoretically and prac- tically. -
"Competition Model" In: the Encyclopedia of Applied Linguistics
Competition Model PING LI AND BRIAN MACWHINNEY The competition model (CM) made its debut in Bates and MacWhinney (1982) as a mechanistic explanation of language acquisition. Since its inception, there have been a large number of studies using this framework to account for not only language acquisition but also language comprehension, language production, and impaired language processes. Because the CM distinguishes itself from many other psycholinguistic theories in its emphasis on language variation, the model has been applied to the analyses of many typologically different languages, including Chinese, English, German, Hungarian, Italian, Russian, and Spanish, to name a few. Like other scientifi c hypotheses, the CM has con- tinued to evolve in order to increase its explanatory power (Bates & MacWhinney, 1987, 1989; MacWhinney, in press). Here we fi rst provide an overview of the model and then discuss its application to the study of second language acquisition. Cues and Cue Competition A basic construct of the CM is the cue, an information source that allows the language user to successfully link linguistic form with meaning. Cues vary in their type (morphological, syntactic, prosodic, semantic, and pragmatic), availability (how often they are present), and reliability (how often they lead to the correct interpretation). Each cue is associated with cue validity, the joint product of availability and reliability, and crucially, the same cue may have different validity in different languages. For example, in English, word order (e.g., a noun before a verb) is a strong and reliable cue for identifying agent versus patient roles in an event (high validity), whereas word order is less predictive of who does what to whom in Chinese (low validity). -
Language Learning Research at the Intersection of Experimental, Computational and Corpus-Based Approaches Patrick Rebuschat
Language learning research at the intersection of experimental, computational and corpus-based approaches (1,2) (2,3) (1,4) Patrick Rebuschat , Detmar Meurers , and Tony McEnery (1) (2) Department of Linguistics and English Language, Lancaster University; LEAD Graduate (3) School and Research Network, University of Tübingen; Seminar für Sprachwissenschaft, (4) University of Tübingen; ESRC Centre for Corpus Approaches to Social Science Keywords: Psycholinguistics; corpus linguistics; computational linguistics; natural language processing; first language acquisition; second language acquisition; multimethod approaches; interdisciplinary research Acknowledgements: Our research was supported by the Economic and Social Research Council, UK (grant ES/K002155/1) and by the LEAD Graduate School & Research Network (grant DFG-GSC1028), a project of the Excellence Initiative of the German federal and state governments. Correspondence: Correspondence concerning this article should be addressed to Patrick Rebuschat, Department of Linguistics and English Language, Lancaster University, Lancaster LA1 4YL, United Kingdom, E-mail: [email protected]. Language acquisition occupies a central place in the study of human cognition, and research on how we learn language can be found across many disciplines, from developmental psychology and linguistics to education, philosophy and neuroscience. It is a very challenging topic to investigate given that the learning target in first and second language acquisition is highly complex, and part of the challenge consists in identifying how different domains of language are acquired to form a fully functioning system of usage (Ellis, this volume). Correspondingly, the evidence about language use and language learning is generally shaped by many factors, including the characteristics of the task in which the language is produced (Alexopoulou et al, this volume). -
Preprint Ellis, NC (2013). Second Language Acquisition. in Oxford Handbook of Construction Grammar
Second Language Acquisition Nick C. Ellis University of Michigan [email protected] preprint Ellis, N. C. (2013). Second language acquisition. In Oxford Handbook of Construction Grammar (pp. 365-378), G. Trousdale & T. Hoffmann (Eds.). Oxford: Oxford University Press. 1. Introduction Usage-based approaches hold that we learn linguistic constructions while engaging in communication, the “interpersonal communicative and cognitive processes that everywhere and always shape language” (Slobin 1997). Constructions are form-meaning mappings, conventionalized in the speech community, and entrenched as language knowledge in the learner’s mind. They are the symbolic units of language relating the defining properties of their morphological, syntactic, and lexical form with particular semantic, pragmatic, and discourse functions (Bates and MacWhinney 1987; Lakoff 1987; Langacker 1987; Croft 2001; Croft and Cruse 2004; Goldberg 1995, 2003, 2006; Tomasello 2003; Robinson and Ellis 2008; Bybee 2008). Broadly, Construction Grammar argues that all grammatical phenomena can be understood as learned pairings of form (from morphemes, words, and idioms, to partially lexically filled and fully general phrasal patterns) and their associated semantic or discourse functions. Such beliefs, increasingly influential in the study of child language acquisition, have turned upside down generative assumptions of innate language acquisition devices, the continuity hypothesis, and top-down, rule-governed, processing, bringing back data-driven, emergent accounts of linguistic systematicities. Constructionist theories of child first language acquisition (L1A) use dense longitudinal corpora to chart the emergence of creative linguistic competence from children’s analyses of the utterances in their usage history and from their abstraction of regularities within them (Goldberg 1995, 2006, 2003; Diessel, this volume; Tomasello 1998; Tomasello 2003). -
Child Linguistic Development
Linguistic Development Andrew Matthews 5th June 1996 1 CONTENTS 2 Contents 1 Introduction 4 2 Language Acquisition 4 2.1 Social Influences On Development . 6 3 History 7 3.1 Diary Studies: till 1930 . 7 3.2 Large Sample Studies: 1930 - 1957 . 7 3.3 Linguistic Studies: 1957 onwards . 7 4 What Is It That Develops? 8 4.1 The Communication Chain . 9 4.1.1 The Brain . 9 4.1.2 Neurological Encoding . 12 4.1.3 Anatomical-Physiological Encoding . 14 4.1.4 Auditory Reception . 15 5 Normal And Deviant Development 16 6 The Prelinguistic Period 17 7 The Holophrastic Period 19 8 The Telegraphic Period 20 9 The Complex Period 22 10 The Intuitive Linguistic Period 25 11 Developmental Theories 26 11.1 Baby Talk Register . 27 11.2 Social Theories Of Development . 30 12 Glossary 32 LIST OF TABLES 3 List of Tables 1 Consonantal divisions according to place of articulation . 14 2 Piaget's stages of cognitive development. ..................... 17 3 General stages of Linguistic development. ..................... 17 4 General stages of phonological development. ................... 18 5 Common categories of meaning (semantic relations) expressed in children's earliest sentences .................................... 21 6 Order of acquisition of English grammatical morphemes. 23 7 Progressive acquisition of the negation-transformation rules . 24 8 Examples of negative sentences showing the three developmental stages of negative sentences. ................................... 25 9 Expansion and Recasting { do they accelerate development? . 27 1 INTRODUCTION 4 1 Introduction This report is a general overview of current knowledge on linguistic development. It covers four main aspects of the subject. It begins by briefly covering the history of methodologies for studying development, with references to diary studies, large sample studies , and linguistic studies .