Some Theoretical and Pedagogical Implications of the Markedness Differential Hypothesis

1985 ◽  
Vol 7 (3) ◽  
pp. 289-307 ◽  
Author(s):  
Fred R. Eckman
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Study ◽  
Empirical Evidence ◽  
Native Language ◽  
Language Transfer ◽  
Contrastive Analysis ◽  
Theoretical Assumptions ◽  
Language Universals

This paper is intended as a programmatic contribution to the work of a number of scholars in second language acquisition (SLA) who are attempting to explain various facts about SLA in terms of an interaction between native-language transfer and language universals (Gass & Selinker, 1983). In the present paper, some of the theoretical assumptions and consequences of the Markedness Differential Hypothesis (MDH) (Eckman, 1977) are discussed in comparison with the Contrastive Analysis Hypothesis. Crucial differences between the two hypotheses are presented, and empirical evidence in favor of the MDH is reviewed. Pedagogical implications of the MDH are then taken up, and a strategy for interlanguage-intervention is discussed in light of an empirical study. Finally, several problems for the MDH which have been proposed in the literature are considered.

scholarly journals Cognitive Theory of Markedness and Native Language Transfer

2016 ◽  
Vol 4 (1) ◽  
pp. 86
Author(s):  
Liang Deng
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Theory ◽  
Native Language ◽  
Target Language ◽  
Language Transfer ◽  
Linguistic Knowledge

<p>In the process of second language acquisition (SLA), such phenomena as some linguistic knowledge in the target language is much easier to acquire than others in SLA and some linguistic knowledge in native language is apt to be transferred are prevailing. To account for these phenomena, markedness theory is introduced and attempts to provide a plausible explanation. In particular, cognitive theory of markedness, or rather, prototypicality has proven to be effective and powerful in predicting the transferability of native language. This paper tries to offer a brief introduction of markedness theory and its recent development, prototypicality and conduct a review on related achievements gained in the studies of native language transfer in SLA. At the same time, shortcomings of current researches as well as prospect of future researches in this field will be pointed out.</p>

scholarly journals Role of L1 in L2 Acquisition According to Contrastive Analysis Hypothesis and Error Analysis

2020 ◽  
Vol 3 (2) ◽  
pp. 66-72
Author(s):  
Mai Thi Phuong Thao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Language Learning ◽  
English Language ◽  
Language Transfer ◽  
Contrastive Analysis ◽  
L2 Acquisition

In the changed context of a globalized world where English language continues to grow as a second or third language in many parts of the world, acquiring two primary languages simultaneously gains an increasing popularity. In this case, reviewing the influence of L1 on second language acquisition, i.e. language transfer, is of great importance. Though the theory of language transfer has experienced a long time of ups and downs since 1940s, up to now, it is still a central issue in applied linguistic, second language acquisition and language learning. Much of the history of this central concept has been tied in with the varying theoretical perspectives on SLA. The acceptance and/or rejection of language transfer as a viable concept has been related to the acceptance or rejection of the specific theory with which it has been associated. The article aims to compare and contrast views of the role of L1 in L2 acquisition according to Contrastive Analysis Hypothesis and Error Analysis approaches to reinvestigate how the views of L1's contributions to SLA changed in the early approaches.

scholarly journals The second language acquisition: problems and challenges for Georgian Deaf community

2021 ◽  
Vol X (3) ◽  
pp. 95-100
Author(s):  
Tamar Makharoblidze ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Hard Of Hearing ◽  
Native Language ◽  
The State ◽  
Short Paper ◽  
Deaf People ◽  
Key Issues ◽  
State Language

As stated in the title, the paper is devoted to the issue of second language acquisition by Deaf people in Georgia, describing the current situation and the challenges. There are about 2500 Deaf and hard of hearing residents in Georgia. Being the linguistic minority in the country, these people communicate with each-other in the Georgian Sign Language – GESL. The second native language for local Deaf and hard of hearing people is the Georgian spoken language – the State language. In many countries Deaf people are bilingual, while it is hard to consider the local Deaf and hard of hearing people bilingual, as the knowledge of spoken Georgian on the level of a native language among the Deaf residents is not observed. Unfortunately in Georgia there are no studies concerning the second language acquisition for Deaf and hard of hearing people. The main problems are the agrammatism in written communication on the state language and the ignorance of deferent hierarchical levels of spoken Georgian. This short paper offers the key issues for the plan of strategy of spoken Georgian acquisition for local Deaf and hard of hearing residents.

Grammatically Judgments and Second Language Acquisition

1991 ◽  
Vol 13 (2) ◽  
pp. 161-186 ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Small Scale ◽  
Think Aloud ◽  
Grammaticality Judgment ◽  
Dative Alternation ◽  
Think Aloud Protocols ◽  
Chinese Learners ◽  
Theoretical Assumptions

This article takes a critical look at grammaticality judgment tasks in second language acquisition research. It begins by examining the theoretical assumptions that underlie grammaticality judgment tasks, pointing out that previous studies have reported considerable differences between the results obtained from grammaticality judgment tasks and from other, production-oriented tasks. A description of the design features of grammaticality judgment tasks that have been used to date is then provided. There follows an account of a small-scale study designed to investigate the nature of learner judgments. Twenty-one adult advanced Chinese learners of English were asked to judge sentences designed to test their knowledge of dative alternation. The results indicated that the learners rarely used the “not sure” option in the test. Eight of these subjects were then administered a reduced version of the original test as a think-aloud task 1 week later. The results showed that these learners were inconsistent in 22.5% of their judgments. The think-aloud protocols showed that they resorted to a variety of strategies in making judgments. The article concludes by arguing that grammaticality judgment tasks elicit a particular kind of performance that needs to be understood much more thoroughly before it is used as a basis for investigating second language acquisition.

An Empirical Study on Interlanguage of Computer Science and Engineering Major Students in English Writing

2011 ◽  
Vol 71-78 ◽  
pp. 4337-4340
Author(s):  
Jing Li
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Study ◽  
Computer Science ◽  
English Teachers ◽  
Science And Engineering ◽  
English Teaching ◽  
English Writing ◽  
The Past

Interlanguage is an important issue in the field of second language acquisition for the past forty years. This study classifies the errors into three levels-lexicon, syntax and discourse, and then analyses the error examples to reflect the cause of interlanguage. The result may make some suggestions to the English teachers in English teaching.

Appreciating the poverty of the stimulus in second language acquisition

1996 ◽  
Vol 19 (4) ◽  
pp. 742-743 ◽  
Author(s):  
Rex A. Sprouse
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Language ◽  
Cognitive Structures ◽  
Compelling Evidence ◽  
Central Thesis ◽  
Primary Form ◽  
Adult Second Language Acquisition

AbstractThe most compelling evidence for Epstein et al.'s central thesis that adult second language acquisition is constrained by the innate cognitive structures that constrain native language acquisition would be evidence of poverty of the stimulus. Although there are studies that point to such evidence, Epstein et al.'s primary form of argumentation, targetlike performance by second-language acquiring adults, is much less convincing.

Prototypical influence in second language acquisition: What now for the Aspect Hypothesis

2013 ◽  
Vol 51 (3) ◽  
pp. 299-322 ◽  
Author(s):  
Kevin McManus
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Evidence ◽  
L2 Proficiency ◽  
Aspect Hypothesis ◽  
L2 Development ◽  
German Speaking ◽  
Sentence Interpretation

AbstractThis paper presents empirical evidence on the development of aspect by English- and German-speaking university learners of French L2 collected from a spoken narrative task and a sentence interpretation task. Contrary to the Aspect Hypothesis's predictions, this study's results suggest that increased use of prototypical pairings goes in hand with increased L2 proficiency. Following a small but growing number of studies, this study questions the route of L2 development proposed by the Aspect Hypothesis.

A Literature Review on Individual Differences in Second Language Acquisition

2018 ◽  
Vol 10 (6) ◽  
pp. 72
Author(s):  
Yilun Yang ◽  
Liping Chen
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Internal Factors ◽  
Language Universals ◽  
Cognition And Learning ◽  
The Relationship

There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).

Sign in / Sign up

Export Citation Format

Share Document