English 333: Looking at interlanguage processing

Looking at interlanguage Looking at IL processes processing † Connectionist/Emergentist Models „ The Competition Model † Processing Approaches „ Processability Theory „ Information Processing † Input Processing † Knowledge Types

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The competition model

† What is your interpretation of these English sentences?

Looking at interlanguage processes † What criteria do you use to interpret THE COMPETITION MODEL them?

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The competition model The competition model

† The cows eat the grass. † The grass eat the cows.

† How do you know? † How do you know?

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1 English 333: Looking at interlanguage processing

The competition model The competition model

† The grass eats the cows. † The pencil see the boys.

† How do you know? † How do you know?

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The competition model The competition model

† Syntactic ambiguity is resolved by † The pencil sees the boys. cue strengths. Consider:

† A asked B to go. „ Jimmy asked his mother to go play. † Jimmy went to play. „ The doctor asked Jeff to go see a † How do you know? specialist. † Jeff went to see a specialist.

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The competition model The competition model

† The boy asked the girl to go. † The dog asked the girl to go.

† How do you know? † How do you know?

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2 English 333: Looking at interlanguage processing

The competition model The competition model

† The girl asked the chair to go. † The chair asked the dog to go.

† How do you know? † How do you know?

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The competition model The competition model

In processing meaning in sentences we use „ In some cases the meaning-based and these cues: syntactic cues converge to give the same † Syntax interpretation of a sentence. „ Word order (()SVO) † Morphology (Case of nouns, Agreement „ In other cases the meaning-based and between subject and verb) syntactic cues conflict. † Meaning „ ± Human „ The interpretation we choose is based on „ ± Animate competition among the cues.

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The competition model The competition model

† Different languages assign different † Here is part of an Italian conversation weights to syntactic and meaning- among friends as they decide what to order based cues. at a restaurant. What is your interpretation of these Italian sentences? † Lear ner s of a second language give most weight to meaning-based cues. † What criteria do you use to interpret them? † Learners of a second language tend Are your criteria the same as the ones you to transfer the weights associated used to interpret the English sentences? with the cues in their first language.

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3 English 333: Looking at interlanguage processing

The competition model Italian vocabulary

allora = well le lasagne = lasagne

anche = also mangiare = to eat, take, have aonsigliare = to prendere = to have, recommend take, eat gli spaghetti = qui = here spaghetti io = I sempre = always

la pastasciutta = un primo = a first 19 pasta course 20

The competition model The competition model

† Io mangerei un primo. † La pastasciutta Franco la prende sempre qui.

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The competition model The competition model

† Allora mangio anch’io la pastasciutta. † Ha consigliato le lasagne qui Franco, no?

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4 English 333: Looking at interlanguage processing

The competition model The competition model

† No, le lasagne le ha consigliate † Allora, io gli spaghetti prendo. Elizabeth.

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What are the relative cue strengths The competition model of English and Italian? † Io mangerei un primo. † La pastasciutta Franco la prende sempre qui. Syntax Morphology † Allora mangio anch’io la pastasciutta. † Ha consigliato le lasagne qui Franco, no? † No, le lasagne le ha consigliate Elizabeth. Semantics † Allora, io gli spaghetti prendo.

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The competition model and SLA

† L2 learners are faced with conflicts between L1 and L2 cues and cue strengths. † Learners first resort to their L1 interpretation strategies. † When they recognize an incongruity between the L1 and L2 systems, they resort to a Looking at interlanguage processes universal selection of meaning-based cues. † Finally, learners gradually adopt the PROCESSABILITY THEORY appropriate biases and their L2 proficiency increases.

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5 English 333: Looking at interlanguage processing

Developmental sequence of Processability theory GSL word order rules

† Manfred Pienemann studied the † Stage X : Canonical word order (SVO) acquisition of German as a second „ die kinder spielen mim ball language (GSL) by Gastarbeiter from „ the children play with the ball Italy, Spain, and Turkey. „ S V O

† He found a developmental sequence in the acquisition of GSL word order rules.

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Developmental sequence of Developmental sequence of GSL word order rules GSL word order rules

† Stage X + 1 : Adverb pre-posing † Stage X + 2 : Verb separation „ da kinder spielen „ alle kinder muss die pause machen „ there children play „ all children must the break have „ ADV S V „ S MOD O V

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Developmental sequence of Developmental sequence of GSL word order rules GSL word order rules

† Stage X + 3 : Inversion † Stage X + 4 : Verb → End „ dann hat sie wieder die knoch gebringt „ er sagte dass er nach hause kommt „ then has she again the bone brought „ he said that he home came „ ADV AUX S O V „ S V [COMP S ADV V]

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6 English 333: Looking at interlanguage processing

Developmental sequence of Developmental stages in ESL GSL word order rules question formation

1. Single units including words and lexical chunks 2. Questions formed with SVO word order and rising † Stage X : Canonical word intonation: You like number one? order 3. Fronting of wh-word or unanalyzed do without inversion: Whyyy you do that? † Stage X + 1 : Adverb pre-posing 4. Inversion in yes/ no- and wh-questions with copula be: Where’s my book? † Stage X + 2 : Verb separation 5. Inversion of auxiliaries after wh-words: † Stage X + 3 : Inversion What’re you doing? 6. Inversion across the full range of contexts required in † Stage X + 4 : Verb → End the target, production of negative and tag questions: You didn’t work this the whole story, do you? You just want to copy, do you?

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Pienemann’s teachability/learnability hypothesis Critique of processability † Learners can only learn the next † Liu’s (2000) longitudinal study of a stage in the developmental child learning English as a second sequence. language in Australia: † If they are at stage N, they can „ Stage 4 and 5 questions emerged in interactions with the researcher long only learn N + 1. before Stage 3 forms emerged. The † If they are taught an N + 3 child’s participation in the interactional structure, they cannot learn it. context with the researcher altered a so- called universal sequence of acquisition † They can only learn N + 1. of interrogatives in his interlanguage.

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A continuum of representation

† Implicit † Explicit knowledge is … knowledge is … „ Knowledge about „ Knowledge about the underlyyging which we are structure of a conscious language Looking at interlanguage processes KNOWLEDGE TYPES

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7 English 333: Looking at interlanguage processing

A continuum of representation A continuum of representation

† How is implicit † How is explicit † Implicit † Explicit knowledge knowledge knowledge knowledge acquired? acquired? „ Is also called „ Is also called „ The acquisition of „ The acquisition of † procedural † declarative implicit explicit knowledge knowledge or knowledge or knowledge takes takes place by † know-how † know-that place naturally, means of simply, and consciously testing without conscious hypotheses in operations. search of a structure.

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A continuum of representation Automaticity and control

A speaker may process language automatically but not have † Unlike the Monitor Model’s non- control. Consider this conversation at the G8 summit in interface theory … Okinawa, Japan.

† Prior to the summit, Japanese Prime Minister Yoshiro „ Implic it an d exp lic it know le dge are bhboth Mor i spent some time brushing up on his English. Upon meeting U.S. President Bill Clinton, he apparently used in production. became flustered and, instead of saying How are you? said instead: Who are you? President Clinton responded: I’m Hillary Clinton’s husband. However, Prime Minister Mori, unaware that he had asked the wrong question, was anticipating a response something like I’m fine, and you? And responded I am too.

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Automaticity and control Choose haben (hat) or sein (ist) English Deutsch † A speaker may control a structure She helped her father. Sie ______ihrem Vater geholfen. but may not be able to process it She traveled to Hong Kong. Sie ______nach Hong Kong automatically. Consider … gefahren. What did she see there? Was ______sie dort gesehen? † Sein (ist) or haben (hat) with She once lived in Munich. Sie ______damals in München German perfect tense verbs geblieben. Maria became a teacher. Maria ______Lehrerin geworden. † have – haben : She had –Sie hatgehabt. When did Marilyn Monroe Wann ______Marilyn Monroe † go - gehen : She went – Sie ist gegangen die? gestorben? buy - kaufen : She bought – Sie hat gekauft. Ms. Erll waited for the bus. Frau Erll ______auf den Bus † travel – fahren: She traveled – Sie ist gefahren. gewartet. She found the money. Sie ______das Geld gefunden.

47 She went home. Sie ______nach Hause gegangen.48

8 English 333: Looking at interlanguage processing

Automaticity and control Automaticity and control

1. A learner’s knowledge of a second language differs from a native 2. A learner’s increasing knowledge of a speaker’s knowledge in … language does not necessarily entail greater accuracy. Consider … „ how much structure of language the learner knows „ A child first uses lookit. „ what the learner knows implicitly and „ The child then uses get it. explicitly „ But that doesn’t mean that lookit is and analyzed as look + it. „ how the learner has analyzed the language

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Automaticity and control Automaticity and control

3. A learner’s reanalysis of IL grammar 4. Increasing competence in the target does not mean that the learner is language does not necessarily imply moving toward the grammar of the that the lear ner has an increase in target language. Consider … conscious awareness (explicit knowledge) of structure. „ A learner first hears went and uses it. „ The learner later analyzes past tense in English as verb + ed and produces goed.

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The development of negation Restructuring in ESL

† Restructuring means the process of † Time 1 changing mental representations „ No (imperative) when new knowledge comes „ No English (= I can’t speak English) available. † Time 2 † Restructuring can result in U-shaped behavior: Movement away from the „ No (answer to a question) target in the short term. Consider … „ I can’t speak English 1. Went „ My husband not here 2. Goed „ Not raining 3. Went

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9 English 333: Looking at interlanguage processing

The development of negation The development of negation in ESL in ESL

† Time 3 † Time 4 „ No (answer to a question) „ My husband not here „ I can’t speak English „ Hani not sleeping „ My husb and not here „ I can’t spea k EliEnglis h „ My husband not home „ No, I can’t understand „ Don’t touch „ I don’t know „ Don’t touch it „ Don’t eat „ No, this is … (answer to a question)

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Krashen’s monitor model

† The acquisition- learning hypothesis † The natural order hypothesis † The monitor Looking at interlanguage processes hypothesis KRASHEN’S MONITOR † The input hypothesis † The affective filter MODEL hypothesis

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“Acquisition” and “learning” “Acquisition” and “learning”

† Adults have two distinctive ways of † This complete non-interface position results in developing competences in second an inefficient structure of the brain. languages .. † Second language learners do learn to speak, even in a formal grammar-translation FL envitironment. „ acquisition, that is by using language for † How do you know when you are ‘learning’ and real communication ... not ‘acquiring’? † How do you know when you are ‘acquiring’ and „ learning .. "knowing about" language. not ‘learning’?

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10 English 333: Looking at interlanguage processing

The natural order The natural order

† Has only been shown to apply to a † We acquire the rules of language in a limited number of structures: predictable order. „ English morphemes „ German word order „ English negation † There is a lot of variation. † There is no explanation for the ‘natural order.’

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The Monitor The Monitor

† “The other day, while listening to the radio, I heard the announcer announce: † Conscious learning can only be used ワーグナーのかげき、かみがみのたそがれ as a Monitor or an editor. wagunaa no kageki, kamigami no tasogare

Knowing that kageki = ‘opera’ and that kami = ‘god’ or ‘hair’ or paper,’ and knowing that there is a (fairly unproductive) rule in Japanese for pluralizing by reduplication, I concluded that kamigami must be the plural of kami ‘god,’ and that therefore wagunaa must be Wagner and tasogare must mean ‘twilight, ’and that I was in danger of hearing Die Götterdämmerung.”

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Comprehensible input Comprehensible input

† Learners learn one rule at a time. † Humans acquire language in only one They move from stage i to stage way - by understanding messages or i+ 1. by recei ving comprehensible input . † How much comprehensible input is enough?

† What about incomprehensible input?

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11 English 333: Looking at interlanguage processing

The affective filter The affective filter

† The affective filter explains individual † The affective filter is a mental block, differences among L2 learners, caused by affective factors that especially adult-child differences. pr events input from rea ching the † How does it wo rk? language acquisition device. † In what way is it selective? „ E.g., How does it explain that a learner has NOT learned 3rd person singular –s while the same learner has learned past tense?

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