Comparative study of language and SLA research

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Comparative study of language and SLA research. By Yu Yuxing 04/20/03. Different linguistic schools and their views on LA and SLA. Structuralism: Bloomfield, form and structure Mentalist: Chomsky, TG and innativeness - PowerPoint PPT Presentation


  • Comparative study of language and SLA research By Yu Yuxing 04/20/03

  • Different linguistic schools and their views on LA and SLAStructuralism: Bloomfield, form and structureMentalist: Chomsky, TG and innativenessCognitive linguistics: language knowledge---the projection of the object world in human beings cognition system.()References

  • The structuralist view on LA Children acquired their L1 by imitating their parents and receiving negative and positive reinforcements.Language acquisition is environmentally determined.L2 acquisition is shaped by manipulating the input to provide appropriate stimuli and by ensuring that adequate feedback is always available.Acquisition--- controlled by external factorsthe learner---a passive mediumthe internal processing---ignoredBack

  • The mentalist viewLanguage is a human-specific faculty, separated from the general cognitive mechanisms for intellectual developmentLAD---the language acquisition device---determines language acquisitionThe learners are equipped with innate knowledge of the possible forms of any language and in SLA learners use the information supplied by the input to arrive at the forms in the target languageThus, the input is indeterminateBack

  • The cognitive viewThere exists a kind of innate knowledge in childrens cognitive mechanism But this innate knowledge is not confined to a specific language mechanism. Instead, it is a general learning mechanism responsible for all forms of cognitive development.SLA is the product of the complex interaction of the linguistic environment and the learners internal mechanisms.Input does have a determining function in LA, but only within the constraints imposed by the learners internal mechanism.A theoretical framework: noticed input---comprehended input--- intake(explicit knowledge)---integration(implicit knowledge) (P349, Figure9.1)Back

  • References:19992001Rod Ellis, 1999, The Study of Second Language Acquisition,

  • Research framework in SLALerner languageLearner-external factors: social factors/input and interactionLearner-internal mechanisms: L1 transfer/cognitive learning processes/communication strategies/ knowledge of linguistic universalsLanguage learner: motivation/affective factors/learning strategiesby Rod Ellis

  • SLA:Research on learner language

    Error analysisDevelopmental patterns: order and sequenceVariability in learner language

  • Error analysisData collectionIdentification error and mistakeovert and covert errorscorrectness (usage) and appropriateness (use) (Widdowson)Corder: procedure of identifying errors (Rod Ellis, P53)Description: omissions, additions, misinformations, misorderings.Explanation: competence (transfer, intralingual and unique) errors and performance errorsLimitations: no analysis of what learners can do correctly/no developmental analysis/

  • Development patterns: order and sequenceSilent periodFormulaic speech (routines and patterns P84)Structural and semantic simplification Sequence and order order: ing/plural copula---auxiliary article---irregular past---regular past/3rd person singular/possessive s(P94 table3.1)sequence: (e.g.: the acquisition of negation) external negation---internal negation---negative attachment to modal verbs---negative attachment to auxiliary verb as in target language rule (P100 table3.6) The L2=L1 hypothesis: the same fundamental principles and language acquisition device for L1 and L2? (P107table 3.10 )