A CASE STUDY OF NL INFLUENCE IN UNIS FKIP ENGLISH DEPARTMENT STUDENTS' INTERLANGUAGE

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).

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Language acquisition without Universal Grammar: a general nativist proposal for L2 learning

Second language Research ◽

10.1177/026765839601200403 ◽

1996 ◽

Vol 12 (4) ◽

pp. 374-397 ◽

Cited By ~ 43

Author(s):

William O'Grady

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Universal Grammar ◽

L2 Learning ◽

Acquisition Device ◽

L1 Acquisition

This article explores the prospects for a 'general nativist' theory of first and second language acquisition. A modular acquisition device that does not include Universal Grammar (UG) is outlined and its role in the emergence of an L1 is considered. The relevance of this proposal for a theory of SLA is then explored, leading to the suggestion that the properties and outcome typical of postadolescent L2 learning can be traced to the fact that adults have only partial access to the L1 acquisition device.

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Cut-offs and Gestures: Analytical Tools to Understand a Second Language Speaker

10.29007/tb8k ◽

2018 ◽

Author(s):

Renia Lopez-Ozieblo

Keyword(s):

Second Language ◽

Hong Kong ◽

Second Language Acquisition ◽

Native Speakers ◽

Mother Tongue ◽

English Speakers ◽

Communicative Process ◽

Hong Kong Students ◽

Analytical Tools ◽

The Relationship

This paper will focus on one specific type of disfluency (speech less than fluent), that is, interruptions or cut-offs. The research on cut-offs has led to various hypotheses explaining how cut-offs are processed: Seyfeddinipur, Kita & Indefrey (2008) suggested that the cut-off is a controlled action and so on detecting the trouble the stop might be postponed, if necessary, to allow time for the resumption process; Tydgat, Stevens, Hartsuiker and Pickering (2011) added that the stopping and resumption processes are likely to occur concurrently and share the same resources. Therefore, the speaker has to decide whether it is more effective to stop and, if so, where.In Second Language Acquisition (SLA) error has been the topic of much discussion. However, disfluencies have surprisingly aroused less interest. SLA usually takes the view that any repair following a disfluency is the consequence of linguistic difficulties (usually grammar or vocabulary). However, like among native speakers, there are more reasons for disfluency and repair than just linguistic difficulties.A tool to aid disfluency analysis is that of the gesture performed together with speech. McNeill’s gesture theory holds that gesture and speech are two modalities of the same communicative process and that as such should be analysed together (2012). Therefore, the gesture might provide additional analytical information to the observer.The objective of this study was to investigate the nature of cut-offs in speakers using their mother tongue and also a second language. As our specific interest is the acquisition of Spanish by English speakers, our results are based on data from 8 participants, 4 Spanish native speakers and 4 Hong Kong students of Spanish as a foreign language (L2). Our results, based on a combination of qualitative and quantitative analysis, indicate that cut-offs, and the gestures associated with them, are used similarly by native speakers of both English and Spanish, including the relationship between the cut-off and the repair or its absence and the gesture. However, the L2 results are very different, showing a significant increase of within-word cut-offs in Hong Kong participants and a decrease among Spanish native speakers. We observed differences in the length and number of pauses after the cut-offs, as well as differences as to the point at which the cut-off occurred in the word. This paper will provide explanations as to the differences observed as well as providing evidence to support some of the existing hypotheses on cut-off production and gesture-speech relationships.

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Does Bilingualism Expand the Cognitive Experience of the Students?

International Perspectives on Modern Developments in Early Childhood Education - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-2503-6.ch001 ◽

2020 ◽

pp. 1-14

Author(s):

María Bobadilla-Pérez ◽

Suellen Pereira-Balado

Keyword(s):

Qualitative Research ◽

Early Childhood ◽

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Theoretical Framework ◽

The World ◽

Cognitive Experience ◽

The One

This chapter shows the results of a study carried out in an immersion early education classroom in Galicia (Spain). The study focuses on how children in a bilingual context develop their perception of the world according to the concepts they are able to build around things in their environment, using the language as a reference. A brief theoretical framework precedes the presentation of the study. On the one hand, attention is paid to the pedagogical implications of second language acquisition in early childhood. Secondly, and most importantly, the nature of the bilingual brain is discussed through the consideration of the works of relevant authors in the field. Later, the case study is explained. For the purpose of the qualitative research, participants were presented with different images to be described in English and Spanish, and an observation table was designed in order to classify the utterances produced by the students. As will be discussed, results showed that students in immersion educational contexts increase their sense of the world when using both languages.

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Does Bilingualism Expand the Cognitive Experience of the Students?

10.4018/978-1-6684-3690-5.ch016 ◽

2022 ◽

pp. 290-303

Author(s):

María Bobadilla-Pérez ◽

Suellen Pereira-Balado

Keyword(s):

Qualitative Research ◽

Early Childhood ◽

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Theoretical Framework ◽

The World ◽

Cognitive Experience ◽

The One

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English Language Acquisition As A Foreign Language on Coachman of Cidomo In Gili Trawangan Lombok

International Journal for Educational and Vocational Studies ◽

10.29103/ijevs.v2i3.2434 ◽

2020 ◽

Vol 2 (3) ◽

Author(s):

Jumadil Jumadil ◽

Emzir Emzir ◽

Ninuk Lustyantie

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

English Language ◽

Native Speakers ◽

English Language Acquisition ◽

Analysis Technique ◽

Depth Interviews

This paper discusses the acquisition of English as a Foreign language on coachman of cidomob. In this study the researchers applied a case study. The purpose of this study was to find deeper, how Cidomo coaches acquired English, the obstacles faced in acquiring English, and the strategy of English acquisition used. To get the data in these study researchers conducted observations in three months and in-depth interviews with two informants who had been previously chosen. After obtaining the data the researcher conducted data reduction, data presentation and conclusions by using Mile & Huber man’s data analysis technique. The result it found that both of coachman Cidomo had acquired English as foreigners by listening to the native speakers, known through their native friends, imitating it and afterwards practicing with the tourist and their native friends, while the obstacles faced by them were pronunciation, changing sounds of several phonemes such as phoneme F to P, V to F and B to P and the difficulty in memorizing vocabulary because they have been acquiring that second language since they were forty years old. Further, the strategy of English acquisition they applied respectively started from memorizing utterances such as greetings, asking for permission, saying goodbye, and after that they memorizing vocabularies related to their job ranging from objects to the natural environment around them to complete and improve their second language acquisition.

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The Role of Presuppositionality in the Second Language Acquisition of English Articles

Linguistic Inquiry ◽

10.1162/ling.2010.41.2.213 ◽

2010 ◽

Vol 41 (2) ◽

pp. 213-254 ◽

Cited By ~ 13

Author(s):

Heejeong Ko ◽

Tania Ionin ◽

Ken Wexler

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Universal Grammar ◽

Experimental Results ◽

L2 Acquisition ◽

Experimental Findings ◽

English Articles ◽

L1 Acquisition

This article investigates the role of presuppositionality (defined as the presupposition of existence) in the second language (L2) acquisition of English articles. Building upon the proposal in Wexler 2003 that young English-acquiring children overuse the with presuppositional indefinites, this article proposes that presuppositionality also influences article (mis)use in adult L2 acquisition. This proposal is supported by experimental results from the L2 English of adult speakers of Korean, a language with no articles. The experimental findings indicate that presuppositional indefinite contexts trigger overuse of the with indefinites in adult L2 acquisition, as in child L1 acquisition (cf. Wexler 2003). The effects of presuppositionality are teased apart from the effects of other semantic factors previously examined in acquisition, such as scope (Schaeffer and Matthewson 2005) and specificity (Ionin, Ko, and Wexler 2004). The results provide evidence that overuse of the in L2 acquisition is a semantic rather than pragmatic phenomenon. Implications of these findings for overuse of the in L1 acquisition are discussed. This article also has implications for the study of access to Universal Grammar in L2 acquisition, as well as for the number and type of semantic universals underlying article choice crosslinguistically.

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Second Language Acquisition and Universal Grammar

Studies in Second Language Acquisition ◽

10.1017/s0272263100009049 ◽

1990 ◽

Vol 12 (2) ◽

pp. 121-133 ◽

Cited By ~ 34

Author(s):

Lydia White

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Potential Role ◽

Mother Tongue ◽

Universal Grammar ◽

First Language ◽

Generative Grammar ◽

L2 Acquisition

In this article, the motivation for Universal Grammar (UG), as assumed in the principles and parameters framework of generative grammar (Chomsky, 1981a, 1981b), is discussed, particular attention being paid to thelogical problemof first language acquisition. The potential role of UG in second language (L2) acquisition is then considered. Three different positions are reviewed: (a) the claim that UG is not available to L2 learners; (b) the claim that UG is fully available; and (c) the claim that the L2 learner's access to UG is mediated by the mother tongue. This raises the issue of what kind of evidence can be used to decide between these three positions. Recent experimental research which argues for one or another of these positions by investigating the L2 status of the Subjacency Principle is reviewed, and the implications of this research are discussed.

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THE ROBUSTNESS OF APTITUDE EFFECTS IN NEAR-NATIVE SECOND LANGUAGE ACQUISITION

Studies in Second Language Acquisition ◽

10.1017/s027226310808073x ◽

2008 ◽

Vol 30 (4) ◽

pp. 481-509 ◽

Cited By ~ 163

Author(s):

Niclas Abrahamsson ◽

Kenneth Hyltenstam

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Adult Learners ◽

Critical Period ◽

Native Speakers ◽

Mother Tongue ◽

L2 Proficiency ◽

Language Aptitude ◽

Positive Effects ◽

High Degree

Results from a number of recent studies suggest that nativelike adult second language (L2) learners possess a high degree of language learning aptitude, the positive effects of which may have compensated for the negative effects of a critical period in these learners. According to the same studies, child learners seem to attain a nativelike command of the L2 regardless of high or low aptitude, which has led researchers to conclude that this factor plays no role in early acquisition. The present study investigates the L2 proficiency and language aptitude of 42 near-native L2 speakers of Swedish (i.e., individuals whom actual mother-tongue speakers of Swedish believe are native speakers). The results confirm previous research suggesting that a high degree of language aptitude is required if adult learners are to reach a L2 proficiency that is indistinguishable from that of native speakers. However, in contrast to previous studies, the present results also identify small yet significant aptitude effects in child SLA. Our findings lead us to the conclusions that the rare nativelike adult learners sometimes observed would all turn out to be exceptionally talented language learners with an unusual ability to compensate for maturational effects and, consequently, that their nativelikeness per se does not constitute a reason to reject the critical period hypothesis.

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The acquisition of multiple wh-questions by high-proficiency non-native speakers of English

Second language Research ◽

10.1191/026765800676857467 ◽

2000 ◽

Vol 16 (1) ◽

pp. 3-26 ◽

Cited By ~ 7

Author(s):

Robert Bley-V roman ◽

Naoko Yoshinaga

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Native Speakers ◽

Universal Grammar ◽

First Language ◽

Different Types ◽

Wh Questions ◽

Native Speakers Of English ◽

High Level

This paper investigates the knowledge of multiple wh-questions such as Who ate what? by high-proficiency non-native speakers of English whose first language is Japanese. Japanese grammar is known to license a wider range of such questions than English – who came why, for example – although the precise theoretical account is not yet clear. Acceptability judgements were obtained on 6 different types of such questions. Acceptability of English examples was rated by native speakers of English, Japanese examples were judged by native speakers of Japanese, and the English examples were judged by high-proficiency Japanese speakers of English. The results for native speakers judging their own language were generally in accord with expectations. The high-level non-native speakers of English were significantly different from native speakers in their ratings of these sentences. However, the ratings were clearly not simply the result of transfer. The consequences of this finding for theories of Universal Grammar (UG) in second language acquisition (SLA) are discussed.

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Straight on through to Universal Grammar: Spatial modifiers in second language acquisition

Second language Research ◽

10.1177/0267658310384567 ◽

2011 ◽

Vol 27 (3) ◽

pp. 289-311 ◽

Cited By ~ 4

Author(s):

David Stringer ◽

Beatrix Burghardt ◽

Hyun-Kyoung Seo ◽

Yi-Ting Wang

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Word Order ◽

Native Speakers ◽

Universal Grammar ◽

First Language ◽

Functional Categories ◽

Grammaticality Judgment ◽

Functional Hierarchy ◽

Flow Of Information

There has been considerable progress in second language (L2) research at the syntax—semantics interface addressing how syntax can inform phrasal semantics, in terms of interpretive correlates of word order (Slabakova, 2008). This article provides evidence of a flow of information ostensibly in the opposite direction, from meaning to grammar, at the interface between lexical semantics and syntax. It is argued that there is a functional hierarchy of modifiers in the domain of adpositions, which enables the linguistic elaboration of trajectories, but that not all languages lexicalize all types. This study examines whether L2 learners of English are able to overcome the poverty of the stimulus and recruit the relevant functional categories despite their absence in the first language (L1). Modifiers were taught to learners individually, but never in combination. A computer-animated narrative was designed in order to create felicitous contexts for combinations of modifiers, and preference and grammaticality judgment tasks were administered to 121 students from various L1 backgrounds, as well as 20 native speakers. Accuracy scores were remarkably targetlike on binary combinations of modifiers (1) across proficiency levels, (2) across L1s, and (3) across the two tasks, revealing that with the semantics of modifiers in place, the syntactic hierarchy is naturally manifested.

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