scholarly journals A Review of the Interlanguage on Performance and Competence Representation: Universal Grammar

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Qurrata 'Ain ◽  
Pratomo Widodo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Universal Grammar ◽  
First Language ◽  
Field Research ◽  
The People ◽  
And Performance

Interlanguage has been the main development of field research on second language acquisition (SLA). According to Richard et al (1996) Interlanguage is one of the kinds of language that can be produced by second language learners in the process of acquiring or learning a new language. The influence of the universal grammar of the first language in learning the second language is still debated whether or not universal grammar takes part in second language acquisition. In this article has the aim to investigate the interlanguage of competence and performance representation. In second language acquisition, there is a confusion between the interlanguage of competence and performance. When people perform the second language, it will different from native speakers and argue that demonstrates defects in competence aspect. So, there is a lack of universal grammar. Interlanguage is natural when people acquire a second language based on the theory interlanguage. It might have the knowledge of grammar but when the people produced the sentence or words. It will be grammatical errors. There is some performance factor that the second language learners' competence is hidden such as parsing or demands of processing.  It differences between pure knowledge and how people use the knowledge of its self. Both of them do not always coincide. This research tried to offer a descriptive review of the Interlanguage on performance and competence representation.

Translation in Light of Bilingual Mental Lexicon: A Psycholinguistic Approach

2018 ◽  
Vol 7 (3) ◽  
pp. 165
Author(s):  
Congmin Zhao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Use ◽  
Second Language Learners ◽  
First Language ◽  
Mental Lexicon ◽  
Insight Into

This paper gives insight into the translating process of second language learners in language use in light of the mechanism of bilingual mental lexicon. Structure and development of second language mental lexicon explains the existence of first language items and translation equivalents. Conversely translation can promote the construction of second language mental lexicon and ultimately second language acquisition.

Effects of Instruction on Second Language Acquisition of the Japanese Long-Distance Reflexive Zibun

1996 ◽  
Vol 41 (3) ◽  
pp. 235-254 ◽  
Author(s):  
Lydia White ◽  
Makiko Hirakawa ◽  
Takako Kawasaki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Universal Grammar ◽  
Judgment Task ◽  
Teaching Intervention ◽  
Long Distance ◽  
Value Judgment

AbstractThis article reports on a small study investigating whether teaching second language learners the long-distance (LD) properties of the Japanese reflexive zibun ‘self leads to acquisition of its subject-oriented status. The study involved low intermediate level learners of Japanese who were instructed on zibun over a four-week period. The focus of the instruction was that the reflexive zibun can take long-distance antecedents. At the same time, subjects were never taught that the antecedent must be a subject. Subjects were tested using a truth-value judgment task. Results show that the learners initially rejected LD binding; they showed a significant increase in acceptance of LD antecedents after the teaching intervention. Analyses of individual learners show that about half of them successfully acquired the relevant properties of zibun. With one exception, learners did not generalize from their instruction to assume that “anything goes” as far as antecedents for zibun are concerned. Rather, they acquired grammars of reflexive binding that fall within the range permitted by Universal Grammar.

Awareness and Second Language Acquisition

1992 ◽  
Vol 13 ◽  
pp. 206-226 ◽  
Author(s):  
Richard Schmidt
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Universal Grammar ◽  
Interactional Context ◽  
Active Research ◽  
Context Of Learning

One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

The partial availability of Universal Grammar in second language acquisition: the ‘failed functional features hypothesis’

1997 ◽  
Vol 13 (3) ◽  
pp. 187-226 ◽  
Author(s):  
Roger Hawkins ◽  
Cecilia Yuet-hung Chan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Second Language Learners ◽  
Native Speaker ◽  
Universal Grammar ◽  
Research Literature ◽  
Functional Features ◽  
Operator Movement

A number of studies in the research literature have proposed that Universal Grammar (UG) is partially available to adult second language learners. Attempts to provide a syntactic characterization of that partial availability have only recently begun to appear, however. In this article we will argue that speakers of Chinese (a language without wh-operator movement in overt syntax) learning second language English (a language with wh-operator movement in overt syntax) establish mental representations for English which involve pronominal binding rather than operator movement. It will be suggested that this divergence from native-speaker representations is an effect of the inaccessibility of features of functional categories in second language acquisition, what we will refer to as the ‘failed functional features hypothesis’. Implications are drawn from the findings for the syntactic characterization of accessibility to UG more generally in second language acquisition.

World Englishes, Second Language Acquisition, and Language Contact

2015 ◽  
Author(s):  
Rajend Mesthrie
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Contact ◽  
Second Language Learners ◽  
World Englishes ◽  
Target Language ◽  
Political Dimension ◽  
Second Languages

Although areas of potential overlap between the fields of Second Language Acquisition (SLA) and World Englishes (WE) may seem obvious, they developed historically in isolation from each other. SLA had a psycholinguistic emphasis, studying the ways in which individuals progressed towards acquisition of a target language. WE studies initially developed a sociolinguistic focus, describing varieties that arose as second languages in former British colonies. This chapter explores the way in which each field could benefit from the other. The SLA emphasis on routes of development, overgeneralization, universals of SLA, and transfer in the interlanguage has relevance to characterizing sub-varieties of WEs. Conversely, the socio-political dimension of early WE studies and the notion of macro- or group acquisition fills a gap in SLA studies which sometimes failed to acknowledge that the goal of second language learners was to become bilingual in ways that were socially meaningful within their societies.

Metonymic inferencing and second language acquisition

AILA Review ◽  
2010 ◽  
Vol 23 ◽  
pp. 134-155 ◽  
Author(s):  
Antonio Barcelona
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Comprehension ◽  
Second Language Learners ◽  
Linguistic Research ◽  
Cognitive Linguistic ◽  
Lexical Polysemy

The article is a reflection on the various areas of cognitive linguistic research on metonymy that are of potential relevance for SLA. Three of them are particularly relevant: (1) research on metonymy-guided inferencing; (2) research on metonymy-based lexical polysemy, and (3) research on metonymy-based grammatical constructions. Of the three main areas with which the paper is mainly concerned, area (1) is particularly relevant for research on second language comprehension, especially in utterance and discourse types heavily relying on the inferential work of the comprehender; area (2) has already proved to be very useful for research on the inferencing strategies followed by second language learners in their comprehension of new lexical senses in context; and area (3) should be helpful for research on the acquisition of grammatical constructions by these learners.

Noticing in second language acquisition: a critical review

1998 ◽  
Vol 14 (2) ◽  
pp. 103-135 ◽  
Author(s):  
John Truscott
Keyword(s):  
Second Language ◽  
Cognitive Psychology ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Critical Review ◽  
Second Language Learners ◽  
Theory Of Language ◽  
Indirect Tests ◽  
Metalinguistic Knowledge

This article examines the Noticing Hypothesis – the claim that second language learners must consciously notice the grammatical form of their input in order to acquire grammar. I argue, first, that the foundations of the hypothesis in cognitive psychology are weak; research in this area does not support it, or even provide a clear interpretation for it. The problem of interpreting the hypothesis is much more acute in the area of language acquisition. Partly because the hypothesis is not based on any coherent theory of language, it is very difficult to determine exactly what it means in this context,or to draw testable predictions from it.In the absence of specific predictions, research on form-focused instruction and feedback provide indirect tests, the results of which create additional problems for the hypothesis. The various problems can be eliminated or greatly reduced if the Noticing Hypothesis is reformulated as a claim that noticing is necessary for the acquisition of metalinguistic knowledge but not competence.

Second Language Acquisition and Syntactic Theory in the 21st Century

2010 ◽  
Vol 30 ◽  
pp. 248-269 ◽  
Author(s):  
Juana M. Liceras
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Contact ◽  
Second Language Learners ◽  
Universal Grammar ◽  
Minimalist Program ◽  
Science Field ◽  
Syntactic Theory ◽  
Syntactic Properties

Syntactic theory has played a role in second language acquisition (SLA) research since the early 1980s, when the principles and parameters model of generative grammar was implemented. However, it was the so-called functional parameterization hypothesis together with the debate on whether second language learners activated new features or switched their value that led to detailed and in-depth analyses of the syntactic properties of many different nonnative grammars. In the last 10 years, with the minimalist program as background, these analyses have diverted more and more from looking at those syntactic properties that argued for or against the various versions of the UG-access versus non-UG-access debate (UG for Universal Grammar) and have more recently delved into the status of nonnative grammars in the cognitive science field. Thus, using features (i.e., gender, case, verb, and determiner) as the basic units and paying special attention to the quality of input as well as to processing principles and constraints, nonnative grammars have been compared to the language contact paradigms that underlie subsequent bilingualism, child SLA, creole formation, and diachronic change. Taking Chomsky's I-language/E-language construct as the framework, this article provides a review of these recent developments in SLA research.

scholarly journals Syntactical interference of Katigan language to Indonesian language in SMP Negeri 1 at Katingan Tengah regency at Central Kalimantan

2017 ◽  
Vol 1 (1) ◽  
pp. 82
Author(s):  
Irni Cahyani ◽  
Lili Agustina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Language Contact ◽  
Second Language Learners ◽  
Language Skills ◽  
First Language ◽  
Foreign Language Learners ◽  
Word Change

Syntactical interference of Language of Katingan to Indonesian in Katingan Tengah School at Katingan Tengah regency has been a focus of some language research recently. The research was aimed at recognizing and identifying interference in second language acquisition. The term interference refers to two different linguistic phenomena, namely psychological interference and sociolinguistic interference. Psychological interference refers to the influence of old habits as a result of learning something against something being studied[1]. While sociolinguistic interference refers to the interaction of the language, such as loan or word change. Factors that cause interference is the factor of contact language and language skills. Interference is caused by language contact factors in bilingual societies and an unsteady language mastery factor in second language learners or foreign language learners [2]. This is in accordance with the teacher's opinion that there are still errors in the language, whether it's talking and writing activities. That's what makes researchers interested in doing this. Based on the above problems, it  can be identified some points, namely the influence of the first language habit of Katingan in using a second language, Indonesian language, language skills that have not been steady in the second language learning and errors in the language, because of the influence of the first language. The result of research on the syntactic interference aspects of Katingan language to Indonesian language was found in two types of syntactic interference which was contained in oral and written language of students of SMPN 1 Katingan Tengah, such as: (1) Interference phrase to Indonesian language and (2) Interference sentence to Indonesian language.

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