Further thoughts on parameters and features in second language acquisition: a reply to peer comments on Lardiere's `Some thoughts on the contrastive analysis of features in second language acquisition' in SLR 25(2)

2009 ◽  
Vol 25 (3) ◽  
pp. 409-422 ◽  
Author(s):  
Donna Lardiere
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Contrastive Analysis

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.

On the contrastive analysis of features in second language acquisition: uninterpretable gender on past participles in English—French processing

2009 ◽  
Vol 25 (2) ◽  
pp. 255-267 ◽  
Author(s):  
Laurent Dekydtspotter ◽  
Claire Renaud
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Reading Time ◽  
Past Participle ◽  
Associative Model ◽  
Contrastive Analysis ◽  
L2 Acquisition

Lardiere's discussion raises important questions about the use of features in second language (L2) acquisition. This response examines predictions for processing of a feature-valuing model vs. a frequency-sensitive, associative model in explaining the acquisition of French past participle agreement. Results from a reading-time experiment support the feature-valuing model.

Some thoughts on the contrastive analysis of features in second language acquisition

2009 ◽  
Vol 25 (2) ◽  
pp. 173-227 ◽  
Author(s):  
Donna Lardiere
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Universal Grammar ◽  
First Language ◽  
Contrastive Analysis ◽  
Different Types ◽  
Mapping Parameter ◽  
Lexical Items

In this article I discuss the selection and assembly of formal features in second language acquisition. Assembling the particular lexical items of a second language (L2) requires that the learner reconfigure features from the way these are represented in the first language (L1) into new formal configurations on possibly quite different types of lexical items in the L2. I illustrate the nature of the problem by comparing the assembly and expression of features involved in plural-marking in English, Mandarin Chinese and Korean, and situate this comparison with respect to specific claims of the Nominal Mapping Parameter and within a discussion of parameter (re)setting more generally. I conclude with a few even more general thoughts on the role of Universal Grammar (UG) in (second) language acquisition.

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.

Contrastive Analysis, Error Analysis, Markedness Theory, Universal Grammar and Monitor Theory and their Contributions to Second Language Learning

2018 ◽  
Vol 10 (1) ◽  
pp. 12
Author(s):  
Mohamed Fathy Khalifa
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Language Learning ◽  
Universal Grammar ◽  
Natural Order ◽  
Contrastive Analysis ◽  
L2 Acquisition ◽  
L2 Learning

Theories of second language acquisition (SLA) play an important role in second language (L2) learning. These theories can help both language teachers and their students to understand L2 language learning process. There are various theories and approaches of SLA which try to explain how L2 learning takes place. Each theory accounts for L2 acquisition from a different perspective. This paper describes and compares five theories of L2 acquisition: Contrastive Analysis (CA), Error Analysis (EA), Markedness Theory, Universal Grammar (UG) and Monitor Theory, explains their contributions to L2 learning and shows the criticism of each theory. First, in Contrastive Analysis, the weak and strong hypotheses and types of language transfer are explained. Second, in Error Analysis, attitudes towards errors and aims, process and models of Error Analysis are described. Third, in Markedness Theory, the role of typological markedness in the explanation of L2 learning, the Markedness Differential Hypothesis (MDH) and the Structural Conformity Hypothesis (SCH) are explained. Fourth, in Universal Grammar, it is shown that L2 acquisition occurs on the basis of first language (L1) acquisition: L2 acquisition is a matter of setting the correct L2 parameters. The Language Acquisition Device (LAD) and L2 access to UG are explained. Finally, in Monitor Theory, it is suggested that comprehensible input is crucial for L2 acquisition and the five hypotheses of the theory are explained: (a) The Input Hypothesis, (b) The Learning-Acquisition Hypothesis, (c) The Monitor Hypothesis, (d) The Natural Order Hypothesis and (e) The Affective Filter Hypothesis. 

scholarly journals A Brief Discussion on the Application of Contrastive Analysis Theory in English Phonetics Teaching

2021 ◽  
Vol 5 (1) ◽  
pp. 251
Author(s):  
Sha Li
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Target Language ◽  
Contrastive Analysis ◽  
Reinforcement Theory ◽  
Stimulus Response ◽  
Analysis Theory ◽  
Similarities And Differences

Contrastive analysis is an important theory in second language acquisition, which aims to compare the similarities and differences between the learner’s first language and the target language, so as to predict the difficulties in second language acquisition. Although the theory has its limitations, its role in second language acquisition is undeniable. Especially for English teachers, the transfer theory and Stimulus-Response-Reinforcement theory provide a lot of guidance for phonetics teaching.

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