A IMPORTÂNCIA DOS ESTUDOS SOBRE A GRAMÁTICA UNIVERSAL NAS PESQUISAS EM AQUISIÇÃO DE SEGUNDA LÍNGUA | THE IMPORTANCE OF UNIVERSAL GRAMMAR STUDIES IN SECOND LANGUAGE ACQUISITION RESEARCH

Language Acquisition ◽

Universal Grammar ◽

First Language ◽

Noam Chomsky ◽

Principles And Parameters

A importância dos estudos da Gramática Universal (GU) de Noam Chomsky, tanto para pesquisas sobre a língua materna quanto para pesquisas sobre línguas estrangeiras, é incontestável. Para Chomsky e seus seguidores, aprendemos nossa primeira língua de maneira inata. Além disso, todas as línguas possuem certas características universais (princípios) e algumas diferenças entre si (parâmetros). Uma das questões mais relevantes acerca da relação entre a GU e os estudos de Aquisição de Segunda Língua (SLA) é saber se o acesso à Gramática Universal segue operando de forma semelhante quando aprendemos uma língua adicional. Esta pesquisa, de cunho bibliográfico, tem como objetivo principal discutir a importância desses estudos, assim como explicar as atribuições da GU na ASL e esclarecer algumas hipóteses sobre se há, ou não, acesso à GU por parte dos aprendizes de uma segunda língua.Abstract: The importance of Universal Grammar (UG) studies, by Noam Chomsky, both to researches on first languages and to second languages, is uncontestable. To Chomsky and his followers, we learn our first language innately. Furthermore, all languages have some universal features (principles), and some differences among them (parameters). One of the most relevant issues about the relation between UG and the studies on Second Language Acquisition (SLA) is to know if the access to UG works in a similar way when we learn an additional language. This bibliographical research has as main goal discuss the importance of those studies, explain the assignments of UG in SLA, and describe some hypotheses that might indicate if students of a second language have access or not to the Universal Grammar.Keywords: Universal Grammar; Second language acquisition; principles and parameters.

Português Brasileiro como segunda língua: um estudo sobre o sujeito nulo (Brazilian Portuguese as a second language: a study about the null subject)

Estudos da língua(gem) ◽

10.22481/el.v10i2.5512 ◽

2012 ◽

Vol 10 (2) ◽

pp. 237

Author(s):

Gildete Rocha Xavier

Keyword(s):

Second Language ◽

Language Acquisition ◽

Universal Grammar ◽

Minimalist Program ◽

Direct Access ◽

Single Type ◽

Null Subject ◽

Verbal Form ◽

Principles And Parameters

Este estudo objetiva investigar como se dá a aquisição do sujeito nulo do português brasileiro (PB) como segunda língua (L2) por adultos estrangeiros, falantes nativos de inglês e italiano em situação de imersão total. A pesquisa desenvolve-se no âmbito da gramática gerativa, dentro do quadro da Teoria de Princípios e Parâmetros (CHOMSKY, 1981, 1986) e do Programa Minimalista (CHOMsKY, 1993, 1995, 2000). As questões da pesquisa estão relacionadas ao acesso à Gramàtica Universal (GU) por aprendizes de L2. Mais especificamente, procurou-se investigar se os sujeitos analisados têm acesso à GU e, em caso afirmativo, qual seria a forma desse acesso. Os resultados da análise dos dados confirmaram a) a hipótese de acesso direto à Gu, através do uso do valor default do parâmetro pro-drop = sujeitos nulos ou preenchidos + a forma verbal unipessoal, nas produções dos falantes de inglês e italiano em fase inicial de aquisição; e b)a hipótese do acesso indireto à Gu, via L1, nas produções dos sujeitos falantes de inglês e italiano em fase inicial de aquisição. Além disso, considerando que as línguas pro-drop não constituem um único tipo, levantou-se a hipótese de que, com base nos dados do input, os aprendizes vão apresentar o pro-drop do PB, a partir da (1999) aquisição da concordância dessa língua, o que se confirmou. A tese confirma a hipótese do "bilinguismo universal" de Roeper (1999) não apenas para o estágio inicial, mas para os estágios intermediário e final.PALAVRAS-CHAVE: Aquisição de linguagem. Gramática gerativa. Aquisição da segunda língua. Sujeito nulo. Princípios e parâmetros.ABSTRACT The aim of this study is to investigate the acquisition of the null subject in Brasilian Portuguese (BP) as a second language (L2) by native adult speakers of English and Italian, in a situation of total immersion. The research was developed within the framework of the Principles and Parameters Theory (CHOMSKY, 1981, 1986) and the Minimalist Program (CHOMSKY, 1993, 1995, 2000). The research attempted to investigate whether the L2 leaners have access to Universal Grammar (UG) and what the form of that access would be. The results of the analysis confirmed a) the hypothesis of direct access to UG , throught the use of the pro-drop parameter's default value = null or over subjects + the one-person agreement verbal form, in the production of English and Italian Speakers in the initial phase of acquisition. Considering that pro-drop languages do not constitute a single type, it was hypothesized that, based upon data from the input the learners would present the pro-drop of BP, starting by the acquisitionof the agreement in that language, which was confirmed. The analysis confirms the "universal bilinguism" hypotesis (ROEPER, 1999), not only for inatial stage of aquisition, but also for the intermediate and final stages.KEYWORDS: Language acquisition. Second language acquisition. Generative grammar. Null subject. Principles and parameters.

Universal Grammar and critical periods: A most amusing paradox

Behavioral and Brain Sciences ◽

10.1017/s0140525x00043727 ◽

1996 ◽

Vol 19 (4) ◽

pp. 735-735

Author(s):

Philip Lieberman

Keyword(s):

Second Language ◽

Language Acquisition ◽

Universal Grammar ◽

First Language ◽

Critical Periods ◽

Sensitive Periods ◽

Neural Bases

AbstractEpstein et al. take as given that, (1) a hypothetical Universal Grammar (UG) exists that allows children effortlessly to acquire their first language; they then argue (2) that critical or sensitive periods do not block the UG from second language acquisition. Therefore, why can't we all effortlessly “acquire” Tibetan in six months or so? Data concerning the neural bases of language are also noted.

Some thoughts on the contrastive analysis of features in second language acquisition

10.1177/0267658308100283 ◽

2009 ◽

Vol 25 (2) ◽

pp. 173-227 ◽

Cited By ~ 194

Author(s):

Donna Lardiere

Keyword(s):

Second Language ◽

Language Acquisition ◽

Universal Grammar ◽

First Language ◽

Contrastive Analysis ◽

Different Types ◽

Mapping Parameter ◽

Lexical Items

In this article I discuss the selection and assembly of formal features in second language acquisition. Assembling the particular lexical items of a second language (L2) requires that the learner reconfigure features from the way these are represented in the first language (L1) into new formal configurations on possibly quite different types of lexical items in the L2. I illustrate the nature of the problem by comparing the assembly and expression of features involved in plural-marking in English, Mandarin Chinese and Korean, and situate this comparison with respect to specific claims of the Nominal Mapping Parameter and within a discussion of parameter (re)setting more generally. I conclude with a few even more general thoughts on the role of Universal Grammar (UG) in (second) language acquisition.

HANDBOOK OF SECOND LANGUAGE ACQUISITION.William C. Ritchie & Tej K. Bhatia (Eds.). San Diego: Academic Press, 1996. Pp. vii + 758. $69.95 cloth.

Studies in Second Language Acquisition ◽

10.1017/s027226319825306x ◽

1998 ◽

Vol 20 (3) ◽

pp. 429-430

Author(s):

Carolyn G. Madden

Keyword(s):

Second Language ◽

Language Acquisition ◽

Language Contact ◽

Universal Grammar ◽

First Language ◽

Academic Press ◽

History Of ◽

Work Done ◽

Theoretical Issues

Handbook of Second Language Acquisition is what its title suggests, a very thorough guide through the field of SLA. Indeed, the first chapter, an overview, is quite extensive in summarizing the history of SLA and the current issues in SLA. In addition to the lengthy overview, the handbook is divided into seven major sections: I. Research and theoretical issues in second language acquisition, II. Issues of maturation and modularity in second language acquisition, III. Second language speech and the influence of the first language, IV. Research methodology and applications, V. Modality and the linguistic environment in second language acquisition, VI. The neuropsychology of second language acquisition and use, and VII. Language contact and its consequences. These sections are thorough, well researched, and accessible. Section I includes one chapter by Gregg, which sets the tone and bias of the text with his claim that theoretical considerations that are central to SLA are those that address the issue of knowledge; that is, competence within the Chomskyan framework of Universal Grammar. Gregg makes it clear that he is not suggesting that other theories of acculturation or variation are uninteresting but rather that what is central to developing a theory of SLA is a theory that explains competence as the work done within the principles and parameter framework, not, for example, one that explains communicative competence. Section II, the core of the text, consists of six chapters on the various models, approaches, and frameworks of SLA. The first two chapters, by White and Flynn, support the principles and parameters framework for SLA and are followed by a well-reasoned challenge by Schachter.

IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) ◽

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

10.21093/ijeltal.v4i1.245 ◽

2019 ◽

Vol 4 (1) ◽

pp. 1

Author(s):

Qurrata 'Ain ◽

Pratomo Widodo

Keyword(s):

Second Language ◽

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.

The theoretical significance of Universal Grammar in second language acquisition

10.1177/026765830101700404 ◽

2001 ◽

Vol 17 (4) ◽

pp. 345-367 ◽

Cited By ~ 21

Author(s):

Roger Hawkins

Keyword(s):

Second Language ◽

Language Acquisition ◽

Universal Grammar ◽

First Language ◽

Theory Development ◽

Language Faculty ◽

Older Learners ◽

Recent Approach ◽

Innate Ability

The evidence that native language acquisition is possible only because children are born with an innately-determined language faculty - Universal Grammar - is considerable. The evidence that the same innate ability is involved in second language acquisition (SLA) by older learners is superficially less clear. There are differences both in the context of acquisition and the nature of development. One recent approach suggests that only ‘poverty of the stimulus’ phenomena - where neither the first language (L1) nor the second language (L2) are possible sources for L2 representations - can provide incontrovertible evidence for Universal Grammar (UG) in SLA. I argue that while ‘poverty of the stimulus’ phenomena are important landmarks in theory development in SLA research, they are not the most compelling reason for assuming the involvement of UG. More compelling are attempts to explain L2-L1 differences. The latter are likely to lead to real progress, not only in understanding the nature of SLA but also the structure and organization of the language faculty itself.

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 ◽

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.

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

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 ◽

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.

Directions of influence in first and second language acquisition research

10.1177/026765839300900204 ◽

1993 ◽

Vol 9 (2) ◽

pp. 140-152 ◽

Cited By ~ 4

Author(s):

Susan H. Foster-Cohen

Keyword(s):

Second Language ◽

Language Acquisition ◽

Individual Variation ◽

Universal Grammar ◽

First Language ◽

First Language Acquisition ◽

Language Research ◽

Learner Strategies

This article explores ways in which studies in second language acquisition (SLA) research can illuminate first language acquisition research. The discussion revolves around the issues of learner strategies, individual variation, the acquisition of late learned structures, bilingualism, the role of Universal Grammar (UG) and the fate of obsolete knowledge in acquisition. It is argued that second language research in these (and other) areas can provide fresh insights into familiar problems and raise issues not commonly given consideration in first language acquisition studies.

Resetting Universal Grammar parameters: evidence from Second Language Acquisition of Subjacency and the Empty Category Principle

10.1177/026765839300900103 ◽

1993 ◽

Vol 9 (1) ◽

pp. 49-83 ◽

Cited By ~ 12

Author(s):

Sigal Uziel

Keyword(s):

Second Language ◽

Language Acquisition ◽

Universal Grammar ◽

First Language ◽

Target Language ◽

L2 Acquisition ◽

Empty Category ◽

Parameter Values ◽

Category Principle

This article is concerned with whether the principles of UG are available in adult Second Language Acquisition (SLA) as in child first language acquisi tion. My hypothesis is that these principles are fully available to the L2 learner, and that the process of L2 acquisition is, in fact, a process of parameter-reassignment or new assignment in which the L2 learner resets the parameter-values of the L1 to their values in the L2. In order to test this hypothesis, I built on previous work by Martohardjono (1991) and conducted a study which examined the acquisition of two principles of UG, Subjacency and the Empty Category Principle, by native speakers of Hebrew learning English as a second language. I made a series of predictions with respect to the patterns of acquisition for various constructions in the target language, based on the assumption that L2 grammars are systems of knowledge guided by the internal logic, or 'systematicity' specified by UG. These predictions were borne out by the results of my study, leading to the conclusion that UG is indeed available in SLA. My conclusion corroborates other studies in the field which have reached similar conclusions (e.g., Flynn, 1987; White, 1988 and Martohardjono, 1991).