The epistemological status of second language acquisition

1986 ◽  
Vol 2 (2) ◽  
pp. 120-159 ◽  
Author(s):  
Bonnie D. Schwartz
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Linguistic Theory ◽  
Linguistic Knowledge ◽  
Philosophical Debate ◽  
Language Research ◽  
Epistemological Status ◽  
Generative Approach ◽  
Epistemological Basis

In this paper I argue for the necessity of recognizing the epistemological basis of language (and hence of linguistic theory) for research in and theories of second language acquisition. In particular, I review the arguments for a generative approach to linguistic theory (e.g. Chomsky, 1965, 1975, 1981) and for why language as a system of knowledge must be distinct from other sorts of know ledge (Fodor, 1983), with the purpose of clarifying many misconceptions that seem to have arisen with respect to the work in generative grammar over the last 20 years. After doing this I argue that the null hypothesis for second language acquisition is, as concerns its mental representation of linguistic knowledge, that its epistemological status should be assumed to be the same as that of L 1 until proven otherwise. I then demonstrate how SLA theory (e.g. Krashen, 1981) can be elucidated by subsuming (parts of) L2 under linguistic theory with its firm epistemological basis, and how, in particular, one could empirically test Krashen's theory as well as any other theory of SLA that assumes L 1 and L2 to be epistemologically equivalent. In addition I discuss the need for researchers to consider the special epistemological status of linguistic knowledge before prescribing L2 pedagogy. In sum this is a paper that takes a step back into the philosophical debate concerning the mental status of language in general in order for us to be able to take a step forward in second language research in particular.

Linguistic Theory in Second Language Acquisition

Language ◽  
1992 ◽  
Vol 68 (1) ◽  
pp. 202
Author(s):  
Sara Thomas Rosen ◽  
Suzanne Flynn ◽  
Wayne O'Neil
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Linguistic Theory

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

The value of clitics in non-native Spanish

1985 ◽  
Vol 1 (2) ◽  
pp. 151-168 ◽  
Author(s):  
Juana M. Liceras
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Linguistic Theory ◽  
English Speakers ◽  
Parameter Setting ◽  
Conflicting Evidence ◽  
L2 Learners ◽  
French And English

One of the tasks of second language acquisition research is to determine the ‘linguistic’ nature of interlanguage systems. To achieve this goal it is mandatory to formulate the properties of learners' grammars in terms of the theoretical constructs proposed by linguistic theory. I have proposed elsewhere (Liceras, 1985) that, permeability, one of those properties, is related to parameter setting. In this paper, it is hypothesized that the location of a given process in the different components of the grammar may also be relevant in the determination of permeability. In the light of conflicting evidence provided by the Spanish interlanguage of French and English speakers with respect to the value of clitics in the non-native grammar, it is suggested that, due to the nature of ‘intake’, L2 learners of Spanish may locate clitics in the lexicon (as affix-like elements) or postlexically (as words in the syntax) rather than giving them a unidimensional value. I have also suggested that non-native clitics may not share all the properties that are assigned to Modern Spanish clitic pronouns.

Natural Phonology and Second Language Acquisition

1996 ◽  
Vol 55 ◽  
pp. 9-21
Author(s):  
Niclas Abrahamsson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
First Language Acquisition ◽  
Original Theory ◽  
Preliminary Model ◽  
Language Research ◽  
Promising Application ◽  
Phonetic Value

This paper looks at whether Natural Phonology can be directly applied to second language acquisition. First, the original theory, as presented by Stampe and Donegan in the 1970s, is outlined. Secondly, its application to first language acquisition is presented, as this is highly crucial for the following discussion on the naturalness of second language phonology. Thirdly, an attempt is made to establish a preliminary model of the application to second language speech. Findings indicate that Natural Phonology is able to, if not resolve, then at least shed some light on a controversial issue in second language research, namely the distinction between interference and development. With the dichotomy of processes vs. rules offered by Natural Phonology, and hence the interpretation of deviations in second language research as the result of failure of suppression and limitation of processes (instead of as the result of interference from LI phonological rules), the interference/ development distinction collapses. In addition, a principle of closest phonetic value' is postulated in order to explain substitutional variation across learners with differing LI backgrounds. Although highly promising, application of Natural Phonology to second language issues also raises inherent problems in the original theory that need to be resolved. Instead of the notions of innateness and latency of processes proposed by Stampean Natural Phonology, in this paper, suggestions are made concerning the brain's early programming of processes in the form of a model which covers both first and second language acquisition.

scholarly journals Testing the Noticing Function of the Output Hypothesis

2016 ◽  
Vol 9 (2) ◽  
pp. 136 ◽  
Author(s):  
Sumayyah Qaed Alsulami
Keyword(s):  
Original Writing ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Writing Skills ◽  
Language Learner ◽  
Linguistic Knowledge ◽  
Second Language Learner ◽  
Comprehensible Input ◽  
Stage 1

<p>In spite of Krashen’s (1985) claims that the only way to acquire a second language is through non-stressful comprehensible input, Swain (1995, 1998, 2005) and others propose that the production of language (speaking or writing), under certain circumstances, is a significant part of the second-language acquisition process. Swain also states that there are three functions of output, and one of these is the noticing or triggering function, in which through producing output, learners become aware of their linguistic knowledge. This study examines the role and effectiveness of output – in particular, the noticing function of language output – in developing the writing skills of an English as a Foreign Language (EFL) student from Saudi Arabia. The notice function enables the student to identify lexis and grammar problems in his writing. Data collection for the study was conducted in three stages: In Stage 1 the participant, who studies English at Latrobe Language Centre in Level 4A, wrote three paragraphs in response to illustrated questions. In Stage 2, the participant compared his original writing to model paragraph feedback tools. In Stage 3, the student rewrote his original paragraphs based on what he noticed in Stages 1 and 2. This methodology demonstrated the aspects of language that a second-language learner noticed while forming a paragraph on his own. It also illustrated what the participant noticed when he compared his writing to a model and what changes he made to his writing, as a result. It pushed the learner to create a modified output, leading to development of his writing skills in second-language acquisition.</p>

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>

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