The current convergence in linguistic theory: some implications for second language acquisition research

1987 ◽  
Vol 3 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Frederick J. Newmeyer

To the outsider, generative grammar must appear to contain a bewildering variety of different frameworks for syntactic description, each with its own distinct goals, research programme and technical vocabulary. It seems fair to say that this seeming inability of theoretical linguists to get their own house in order has led many applied linguists to question whether even the most general conceptions of generative grammar have any relevance to their concerns. Despite superficial appearances, however, the differences between the major generative frameworks are relatively minor, and are steadily lessening. Indeed, a convergence is taking place among the three most important, namely, the government-binding theory, generalized phrase structure grammar, and lexical-functional grammar. In particular, all now accept two basic concepts governing grammatical processes: 'modularity' and 'locality'. According to the former, grammatical complexity results from the interaction of autonomous grammatical subsystems; according to the latter, grammatical processes are sharply constrained as to the degree of 'distance' that the elements involved may lie from each other. It will be argued that these convergences have interesting implications for those who wish to apply linguistic theory to the understanding of second language acquisition.

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

1985 ◽  
Vol 1 (1) ◽  
pp. 18-46 ◽  
Author(s):  
Paul van Buren ◽  
Michael Sharwood Smith

This paper discusses the application of Government Binding Theory to second language acquisition in the context of a project which is looking into the acquisition of preposition stranding in English and Dutch. The bulk of the discussion focuses on the theoretical problems involved. Firstly, the potential value of Government Binding Theory in principle is considered both in terms of the formulation of linguistic questions per se and also in terms of more specifically acquisitional questions having to do with the speed and order of acquisition. Secondly, some results in the pilot studies conducted so far in Utrecht are examined with respect to the theoretical usefulness of the framework adopted. The potential of the framework to generate sophisticated linguistic research questions is found to be undeniable. The acquisitional aspects need to be elaborated and adapted to cope with the special features of second, as opposed to first, language acquisition. This involves an elaboration of scenarios to be investigated: one in which the learner's initial assumption is that the unmarked setting of a given parameter of Universal Grammar holds for the target system, one in which the settings of parameters shared by the target and native systems are assumed to be identical, the second being a 'cross linguistic' scenario. These possibilities are considered in the light of the nature of evidence derived from the input and in the light of a set of possible learning strategies derived from the scenarios. The scenarios, the types of evidence and the strategies are spelled out in terms of the specific problem of preposition stranding in Universal Grammar, in Dutch and in English.


1985 ◽  
Vol 1 (2) ◽  
pp. 151-168 ◽  
Author(s):  
Juana M. Liceras

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.


1986 ◽  
Vol 2 (2) ◽  
pp. 120-159 ◽  
Author(s):  
Bonnie D. Schwartz

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.


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