The nature of interlanguage: SLA of English reflexives

1996 ◽  
Vol 12 (3) ◽  
pp. 266-303 ◽  
Author(s):  
Shigenori Wakabayashi
Keyword(s):  
Experimental Data ◽  
Universal Grammar ◽  
Linguistic Knowledge ◽  
Binding Theory ◽  
L2 Learners ◽  
Designed Experiment ◽  
Alternative Hypotheses ◽  
Syntactic Constraints ◽  
Parameter Values ◽  
New Evidence

This article examines experimental data of SLA of English reflexives. A carefully designed experiment to tap syntactic constraints of interlanguage grammar and the consideration of the consistency of responses of individual subjects reveal the systematicity of interlanguage grammar much more explicitly than previous studies. Of subjects' behaviour, 95% perfectly matches the sanctions of parameter values suggested in Wexler and Manzini's (1987) Governing Category Parameter and Proper Antecedent Parameter. However, re-examined in the light of the alternative hypotheses in the Binding Theory since Wexler and Manzini (1987), interlanguage grammar may violate the sanctions of Universal Grammar (UG) parameters for the variaton of referential properties of anaphors. Taking into account of this new evidence, the author suggests: 1) SLA is systematic; 2) L2 learners' interpretations of English reflexives are attributed to their linguistic knowledge; and 3) UG is available in SLA, and SLA of the referential properties of English reflexives is carried out by (re)setting parameter values.

scholarly journals Investigating the acquisition of the Split-IP parameter and the V2 parameter in second language Afrikaans

2006 ◽  
Vol 22 (1) ◽  
pp. 64-94 ◽  
Author(s):  
Simone Conradie
Keyword(s):  
Second Language ◽  
English Learners ◽  
Universal Grammar ◽  
First Language ◽  
L2 Acquisition ◽  
L2 Learners ◽  
English Speaking ◽  
Parameter Resetting ◽  
L1 And L2 ◽  
Parameter Values

Researchers who assume that Universal Grammar (UG) plays a role in second language (L2) acquisition are still debating whether L2 learners have access to UG in its entirety (the Full Access hypothesis; e.g. Schwartz and Sprouse, 1994; 1996; White, 1989; 2003) or only to those aspects of UG that are instantiated in their first language (L1) grammar (the No Parameter Resetting hypothesis; e.g. Hawkins and Chan, 1997). The Full Access hypothesis predicts that parameter resetting will be possible where the L1 and L2 differ in parameter values, whereas the No Parameter Resetting hypothesis predicts that parameter resetting will not be possible. These hypotheses are tested in a study examining whether English-speaking learners of Afrikaans can reset the Split-IP parameter (SIP) (Thráinsson, 1996) and the V2 parameter from their L1 ([-SIP], [-V2]) to their L2 ([+SIP], [+V2]) values. 15 advanced English learners of Afrikaans and 10 native speakers of Afrikaans completed three tasks: a sentence manipulation task, a grammaticality judgement task and a truth-value judgement task. Results suggest that the interlanguage grammars of the L2 learners are [+SIP] and [+V2] (unlike the L1), providing evidence for the Full Access hypothesis.

Tweede-Taalverwerving en Universele Grammatica

1988 ◽  
Vol 30 ◽  
pp. 31-47 ◽  
Author(s):  
Peter Jordens
Keyword(s):  
Language Acquisition ◽  
Adult Learners ◽  
Language Development ◽  
Native Speakers ◽  
Universal Grammar ◽  
Linguistic Knowledge ◽  
Logical Problem ◽  
L2 Learners ◽  
Rule System ◽  
Learning Principles

Among researchers in SLA there is currently a debate on wheter or not L2 learners may have access to Universal Grammar. Clahsen & Muysken (1986), for example, claim that this should not be the case. This is because the interlanguage system of L2 learners should contain rules which do not belong to "a possible rule system". Felix (1987), Flynn (1984, 1985) and White (1987), however, claim that the interlanguage system of L2 learners consists of "instantiations of possible rules". Furthermore, L2 learners should possess linguistic knowledge that cannot be related to general learning principles, nor to linguistic knowledge of L1. In the present article evidence from a study by White (1987) with respect to the so-called "logical problem of language acquisition" and from studies by Flynn (1984, 1985) regarding the so-called "logical problem of language development" is examined critically. With regard to the acquisition of the thai-trace effect in L2 English by native speakers of Dutch it can be shown that it is not necessary to assume that L2 learners should have access to Universal Grammar. Similarly, it can be shown that evidence that is interpreted in favour of the resetting of the head-parameters in the L2 English of native speakers of Japanese and Chinese can also be explained alternatively. Methodologically it appears to be problematical to find empirical evidence for the use of Universal Grammar by adult learners of a second language.

The acquisition of the syntax of negation in French and German: contrasting first and second language development

1997 ◽  
Vol 13 (3) ◽  
pp. 227-263 ◽  
Author(s):  
Jürgen M. Meisel
Keyword(s):  
Second Language ◽  
Universal Grammar ◽  
Linguistic Knowledge ◽  
L2 Acquisition ◽  
Second Languages ◽  
Second Language Development ◽  
L1 Data ◽  
L2 Learners ◽  
L2 Development ◽  
L1 And L2

The acquisition of negation is perhaps the best-studied syntactic phenomenon in early interlanguage research,and many of these publications concluded that first (L1) and second language (L2) development had much more in common than had previously been assumed. In the present paper, the problem of whether the same underlying principles and mechanisms guide L1 and L2 acquisition will be re-examined from the perspective of more recent grammatical theory. The empirical basis consists of longitudinal case-studies of the acquisition of French and German as first and second languages. The L2 learners' first language is Spanish. In L1 data one finds a rapid, uniform and almost error-free course of development across languages exhibiting quite different morphosyntactic means of expressing negation. This is explained in terms of Parameter Theory, primarily referring to functional categories determining the placement of finite verbal elements. L2 acquisition, on the other hand, is characterized by considerable variability, not only crosslinguistically, but also across learners and even within individuals. This can be accounted for by assuming different strategies of language use. More importantly, different kinds of linguistic knowledge are drawn upon in L1 as opposed to L2. It is claimed that adult L2 learners, rather than using structure-dependent operations constrained by Universal Grammar (UG), rely primarily on linear sequencing strategies which apply to surface strings.

Second language acquisition: Theoretical and experimental issues in contemporary research

1996 ◽  
Vol 19 (4) ◽  
pp. 677-714 ◽  
Author(s):  
Samuel David Epstein ◽  
Suzanne Flynn ◽  
Gita Martohardjono
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Universal Grammar ◽  
Functional Categories ◽  
L2 Acquisition ◽  
Psycholinguistic Research ◽  
Explanatory Theory ◽  
Parameter Values ◽  
Theoretical Issues

AbstractTo what extent, if any, does Universal Grammar (UG) constrain second language (L2) acquisition? This is not only an empirical question, but one which is currently investigable. In this context, L2 acquisition is emerging as an important new domain of psycholinguistic research. Three logical possibilities have been articulated regarding the role of UG in L2 acquisition: The first is the “no access” hypothesis that claims that no aspect of UG is available to the L2 learner. The second is the “partial access” hypothesis that claims that only LI instantiated principles and LI instantiated parameter-values of UG are available to the learner. The third, called the “full access” hypothesis, asserts that UG in its entirety constrains L2 acquisition.In this paper we argue that there is no compelling evidence to support either of the first two hypotheses. Moreover, we provide evidence concerning functional categories in L2 acquisition consistent with the claim that UG is fully available to the L2 learner (see also Flynn 1987; Li 1993; Martohardjono 1992; Schwartz & Sprouse 1991; Thomas 1991; White 1989). In addition, we will attempt to clarify some of currently unclear theoretical issues that arise with respect to positing UG as an explanatory theory of L2 acquisition. We will also investigate in some detail certain crucial methodological questions involved in experimentally testing the role of UG in L2 acquisition and finally, we will present a set of experimental results of our own supporting the “Full Access” hypothesis.

scholarly journals CO2 Induced Foaming Behavior of Polystyrene near the Glass Transition

2017 ◽  
Vol 2017 ◽  
pp. 1-15
Author(s):  
Salah Al-Enezi
Keyword(s):  
Experimental Data ◽  
High Pressure ◽  
Glass Transition ◽  
Dissolved Gas ◽  
Foaming Process ◽  
Foaming Behavior ◽  
Potential Applications ◽  
Model C ◽  
Parameter Values ◽  
Good Agreement

This paper examines the effect of high-pressure carbon dioxide on the foaming process in polystyrene near the glass transition temperature and the foaming was studied using cylindrical high-pressure view cell with two optical windows. This technique has potential applications in the shape foaming of polymers at lower temperatures, dye impregnation, and the foaming of polystyrene. Three sets of experiments were carried out at operating temperatures of 50, 70, and 100°C, each over a range of pressures from 24 to 120 bar. Foaming was not observed when the polymer was initially at conditions below Tg but was observed above Tg. The nucleation appeared to occur randomly leading to subsequent bubble growth from these sites, with maximum radius of 0.02–0.83 mm. Three models were applied on the foaming experimental data. Variable diffusivity and viscosity model (Model C) was applied to assess the experimental data with the WLF equation. The model shows very good agreement by using realistic parameter values. The expansion occurs by diffusion of a dissolved gas from the supersaturated polymer envelope into the bubble.

Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology

2011 ◽  
Vol 8 (1) ◽  
pp. 90-133 ◽  
Author(s):  
Silvina Montrul ◽  
Silvia Perpiñán
Keyword(s):  
Heritage Language ◽  
Language Instruction ◽  
Linguistic Knowledge ◽  
L2 Acquisition ◽  
Heritage Speakers ◽  
Tense And Aspect ◽  
Classic Problem ◽  
L2 Learners ◽  
Advanced Proficiency ◽  
L1 Acquisition

The acquisition of the aspectual difference between the preterit and imperfect in the past tense and the acquisition of the contrast between subjunctive and indicative mood are classic problem areas in second language (L2) acquisition of Spanish by English-speaking learners (Collentine, 1995, 1998, 2003; Salaberry, 1999; Slabakova & Montrul, 2002; Terrell, Baycroft & Perrone, 1987). Similarly, Spanish heritage speakers in the U.S exhibit simplification of the preterit/imperfect contrast and incomplete acquisition/attrition of subjunctive morphology (Merino, 1983; Montrul, 2002, 2007; Potowski, Jegerski & Morgan-Short, 2009; Silva-Corvalán, 1994). This raises the question of whether the linguistic knowledge of a developing L2 learner is similar to incomplete L1 acquisition in heritage language (HL) learners. Because heritage speakers are exposed to the heritage language from infancy whereas L2 learners begin exposure much later, Au et al. (2002, 2008) have claimed that heritage speakers are linguistically superior to L2 learners only in phonology but not in morphosyntax. The present study reexamines this claim by focusing on the interpretation of tense, aspect and mood (TAM) morphology in 60 instructed HL learners and 60 L2 learners ranging from low to advanced proficiency in Spanish. Results of four written tasks showed differences between the groups both in tense and aspect and in mood morphology, depending on proficiency levels. Implications of these findings for heritage language instruction are discussed.

Statistical Design of Fatigue Experiments

1952 ◽  
Vol 19 (1) ◽  
pp. 109-113
Author(s):  
Waloddi Weibull
Keyword(s):  
Experimental Data ◽  
Statistical Design ◽  
Testing Time ◽  
Optimum Distribution ◽  
Analytical Expression ◽  
Optimum Choice ◽  
Stress Levels ◽  
Parameter Values ◽  
Applied Stresses

Abstract An analytical expression connecting fatigue lives with applied stresses, and methods for computing the values of its parameters from experimental data are given. Formulas for estimating the uncertainty of computed parameter values, caused by scatter of loads and fatigue lives, for optimum distribution of specimens, and for optimum choice of stress levels, are deduced. Testing time and costs may be reduced by more than 40 per cent by using the formulas.

The acquisition of preposition stranding by second language learners and parametric variation

1985 ◽  
Vol 1 (1) ◽  
pp. 18-46 ◽  
Author(s):  
Paul van Buren ◽  
Michael Sharwood Smith
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Universal Grammar ◽  
Target System ◽  
Binding Theory ◽  
Pilot Studies ◽  
Preposition Stranding ◽  
Government Binding

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.

scholarly journals Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation Policy

2015 ◽  
Vol 10 (1) ◽  
pp. 4-45 ◽  
Author(s):  
Judith Scott-Clayton ◽  
Olga Rodriguez
Keyword(s):  
Degree Completion ◽  
Proficiency Test ◽  
Community College System ◽  
College Level ◽  
Remedial Courses ◽  
College Remediation ◽  
College System ◽  
Background Data ◽  
Alternative Hypotheses ◽  
New Evidence

Half of all college students will enroll in remedial coursework but evidence of its effectiveness is mixed. Using a regression-discontinuity design with data from a large urban community college system, we make three contributions. First, we articulate three alternative hypotheses regarding the potential impacts of remediation. Second, in addition to credits and degree completion we examine several underexplored outcomes, including initial enrollment, grades in subsequent courses, and post-treatment proficiency test scores. Finally, we exploit rich high school background data to examine impact heterogeneity by predicted dropout risk. We find that remedial assignment does little to develop students’ skills. But we also find little evidence that it discourages initial enrollment or persistence, except for a subgroup we identify as potentially misassigned to remediation. Instead, the primary effect of remediation appears to be diversionary: students simply take remedial courses instead of college-level courses. These diversionary effects are largest for the lowest-risk students.

Information content of data with respect to models

1983 ◽  
Vol 245 (5) ◽  
pp. R620-R623
Author(s):  
M. Berman ◽  
P. Van Eerdewegh
Keyword(s):  
Experimental Data ◽  
Data Collection ◽  
Information Content ◽  
Mathematical Framework ◽  
Statistical Measures ◽  
Parameter Values ◽  
Collection Strategies

A measure is proposed for the information content of data with respect to models. A model, defined by a set of parameter values in a mathematical framework, is considered a point in a hyperspace. The proposed measure expresses the information content of experimental data as the contribution they make, in units of information bits, in defining a model to within a desired region of the hyperspace. This measure is then normalized to conventional statistical measures of uncertainty. It is shown how the measure can be used to estimate the information of newly planned experiments and help in decisions on data collection strategies.

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