Acquisition by processing: A modular perspective on language development

2004 ◽  
Vol 7 (1) ◽  
pp. 1-20 ◽  
Author(s):  
JOHN TRUSCOTT ◽  
MIKE SHARWOOD SMITH
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Initial State ◽  
Processing Theory ◽  
Processing Strategies ◽  
Novel Approach ◽  
State Transfer ◽  
The Status ◽  
Processing Activity

The paper offers a model of language development, first and second, within a processing perspective. We first sketch a modular view of language, in which competence is embodied in the processing mechanisms. We then propose a novel approach to language acquisition (Acquisition by Processing Theory, or APT), in which development of the module occurs as a natural product of processing activity, without any acquisition mechanisms as such. The approach is illustrated and explicated through examples of the development of content words, derivational morphology, the functional category I with its variable features, and Case and thematic roles, as well as apparent cross-linguistic variation in processing strategies and the status of bootstrapping in the model. We then examine some possible applications to issues in second language acquisition – noticing the gap, the initial state, transfer, and the apparent limits of SLA – and finally offer a broader perspective on the model: its scope, its relations to other approaches, and its possible limits.

The status of thematic verbs in the second language acquisition of Chinese: against inevitability of thematic-verb raising in second language acquisition

2001 ◽  
Vol 17 (3) ◽  
pp. 248-272 ◽  
Author(s):  
Boping Yuan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Initial State ◽  
L2 Chinese ◽  
The Status ◽  
French Speaking ◽  
German Speaking ◽  
Verb Raising

This article reports a study investigating the status of thematic verbs in second language acquisition (SLA) of Chinese by French-speaking, German-speaking, and English-speaking learners. Both French and German are languages which allow thematic verbs to raise. In contrast, thematic verbs in English and Chinese must remain in situ under V at PF. It has been widely reported in the second-language and nonnative language (L2) literature that (optional) thematic-verb raising occurs in SLA, and L2 researchers have accounted for this phenomenon on the basis of some hypotheses proposed for the initial state of SLA. Although these hypotheses differ from each other in explaining the presence of thematic-verb raising in SLA, they all predict that thematic-verb raising is inevitable in SLA by speakers of a verb-raising language. Some go so far as to predict thematic-verb raising in SLA by speakers of a non-verb-raising language. The study reported in this article provides robust evidence that the thematic verb does not raise in SLA of Chinese, which casts doubt on the reliability of these hypotheses in the L2 literature. Both judgement data and oral production data in the study clearly indicate that thematic verbs remain in situ in L2 Chinese. No optionality occurs at any proficiency level. These findings are accounted for in terms of the absence of verbal inflection in Chinese and the evidence in the L2 Chinese input data for the specification of the abstract features associated with the head of IP.

What is the Role and Nature of Language and Language Development?

2020 ◽  
Vol 20 ◽  
pp. 60-71
Author(s):  
Alessandro Benati
Keyword(s):  
Complex System ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Limited Role ◽  
System Input ◽  
Knowledge Of Language

In this paper, the role and nature of language and language development will be discussed. Research and theory in second language acquisition has demonstrated that (i) language is an abstract, implicit and complex system. Input (ii) plays a key role in language development; despite the fact that some knowledge of language is innate (iii). Overall, language development (iv) is ordered and stage-like and instruction (v) has a limited role. Theoretical and pedagogical implications will be highlighted.

What we have to explain in foreign language learning

1996 ◽  
Vol 19 (4) ◽  
pp. 718-718 ◽  
Author(s):  
Robert Bley-Vroman
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Theory ◽  
Foreign Language Learning ◽  
Fundamental Difference ◽  
Human Cognition ◽  
Development Theory

AbstractWhile child language development theory must explain invariant “success,” foreign language learning theory must explain variation and lack of success. The fundamental difference hypothesis (FDH) outlines such a theory. Epstein et al. ignore the explanatory burden, mischaracterize the FDH, and underestimate the resources of human cognition. The field of second language acquisition is not divided into camps by views on “access” to UG.

scholarly journals Second language acquisition of Italian accusative and dative clitics

2007 ◽  
Vol 23 (1) ◽  
pp. 37-50 ◽  
Author(s):  
Maurizio Santoro
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Initial State

This experimental study investigates the acquisition of Italian accusative and dative clitics by English adult speakers. These pronouns are non-existent in English. Results from a grammaticality judgement task show that Italian accusative and dative clitics develop slowly but gradually in Italian second language (L2) grammars. Interestingly, the placement properties appear to develop earlier than their case properties. The possible implications of these findings for theories of the L2 initial state are considered.

scholarly journals Livonian in recent years

2016 ◽  
Vol 7 (1) ◽  
pp. 257-274
Author(s):  
Valts Ernštreits
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Everyday Life ◽  
Current Situation ◽  
Social Setting ◽  
Language And Culture ◽  
The Social ◽  
The Status ◽  
Insight Into

This article discusses developments affecting Livonian during the last decade. It describes actions to promote Livonian during this period, for example, the International Year of Livonian Language and Culture and also discusses the status of Livonian in Latvia, the social setting for its use, and the ways in which it is used in everyday life. This article offers insight into the difficulties associated with Livonian language acquisition and language development as well as a description of Livonian language pedagogical materials and other resources, which have been recently developed or are in the process of being developed. Likewise, methods and opportunities for further developing Livonian and improving its current situation are examined in the context of potential solutions as well as already existing initiatives.Kokkuvõte. Valts Ernštreits: Liivi keel uusimal ajal. Artiklis on vaadeldud liivi keele arengut viimase aastakümne jooksul. Sellesse on koondatud andmeid sel ajal aset leidnud liivi keele populariseerimisega seotud ürituste, näiteks rahvusvahelise liivi keele ja kultuuri aasta kohta, samuti teavet liivi keele staatusest Lätis, keelekeskkonnast ja argipäevasest kasutusest. Artikkel heidab pilgu liivi keele omandamise ja keelekorraldusega seotud probleemidele ning viimasel ajal valminud või praegu loodavatele õppevahenditele ja liivi keele ressurssidele. Samuti on artiklis nii potentsiaalsete lahenduste kui ka olemasolevate algatuste kontekstis vaadeldud viise ja võimalusi edasiseks liivi keele arendamiseks ja keele olukorra parandamiseks.Märksõnad: liivi keel, keelepoliitika, keelekorraldus, keelekorpus, sotsiolingvistika, keeleressursid, grammatika, keele õpetamineKubbõvõttõks. Valts Ernštreits: Līvõ kēļ amāūžimõl āigal. Kēra vaņțlõb līvõ kīel kazāndimizt perīz āigastkim āigal. Sīezõ ātõ kubbõ võttõd tīetõd līvõ kīel tundtõbõks tīemizõks sidtõd jeddõvõtāmiztõst, nägțõbõks iļ rovdvailiz līvõ kīel ja kultūr āigast, nei īž tieutõ iļ līvõ kīel statūs Lețmǭl, kīel immõrkouțšt ja jegāpäuvizõst kȭlbatimizõst. Kēra ētab pilk līvõ kīel ummistõmiz ja kīel kõrdõlpanmiz problēmõd pǟl, perīz āigal vaļmõks sǭdõd agā paldīn lūodõbõd optõbvaindõkst ja līvõ kīel resursõd pǟl. Neiīž ātõ võibizt arāndõkst ja paldīņizt tikkimizt kontekstõs vaņțõltõd līvõ kīel kazāntimiz ja vȯlmiz parāntimiz vītõd ja võimizt.

scholarly journals LANGUAGE ACQUISITION IN CHILDHOOD STAGE: A REVIEW

2019 ◽  
Vol 4 (1) ◽  
pp. 53-64
Author(s):  
Teguh Budiharso
Keyword(s):  
Second Language Acquisition ◽  
Social Context ◽  
Language Acquisition ◽  
Language Development ◽  
Language Learning ◽  
Early Stage ◽  
Simple Sentence ◽  
Natural Approach ◽  
The Social ◽  
Compound Sentence

This paper reviews the language acquisition theory in childhood stages.  Five models of baby’s language development including pre-linguistic, holophrastic, telegraphic, simple sentence, and compound sentence are central of discussion.  In the early stage, characteristics of language development and language learning in the kindergarten level are discussed integratedly.  In the area of Second Language Acquisition (SLA), Krashen Theory in Natural Approach is prevalent, prevailing frontier concepts in children language development.  In the social context, language view that has closed relationship to culture is included. This way,  norm, etiquette, values, and other aspects of communication are valuable to teaching children in the early stage.   

Interlanguage Development

AILA Review ◽  
2006 ◽  
Vol 19 ◽  
pp. 69-82 ◽  
Author(s):  
Kathleen Bardovi-Harlig
Keyword(s):  
Second Language ◽  
Longitudinal Study ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Grammatical Development ◽  
The Future ◽  
Interlanguage Development

The study of language development in second language acquisition naturally leads to information about linguistic processes of second language acquisition, but it also sheds light on learners’ individual differences. This article examines the acquisition of the future in L2 English and explores how learners in a longitudinal study respond to input, instruction, and the general task of learning a second language through the lens of their grammatical development.

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