Interlanguage Grammar in Second Language Acquisition.ppt

1、Interlanguage Grammar in Second Language Acquisition,Heejeong Ko MIT,“Error”?,“Error”? Dictionaries say ,An act that through ignorance, deficiency, or accident departs from or fails to achieve what should be done. (Meriam-Webster Dictionary),“Error”? Dictionary views,An act that through ignorance, d

2、eficiency, or accident departs from or fails to achieve what should be done. (Meriam-Webster Dictionary) An error is something that you have done which is considered to be incorrect or wrong, or which should not have been done.(Cobuild English Dictionary),“Error”? Dictionary views,An act that throug

3、h ignorance, deficiency, or accident departs from or fails to achieve what should be done. (Meriam-Webster Dictionary) An error is something that you have done which is considered to be incorrect or wrong, or which should not have been done.(Cobuild English Dictionary) A mistake. (),“Errors” in Seco

4、nd Language Acquisition,Errors in second language acquisition may mean something totally different.,“Errors” in Second Language Acquisition,Errors in second language acquisition may mean something totally different.L2-learners errors are not random. cf. mistake,“Errors” in Second Language Acquisitio

5、n,Errors in second language acquisition may mean something totally different.L2-learners errors are not random. cf. mistake L2-learners errors reflect learners systematic knowledge of grammar. cf. accident act,“Errors” in Second Language Acquisition,Errors in second language acquisition may mean som

6、ething totally different.L2-learners errors are not random. cf. mistake L2-learners errors reflect learners systematic knowledge of grammar. cf. accident act L2-learners errors are informative data that we can use to probe into sophisticated linguistic hypotheses and predictions. cf. incorrect/wrong

7、 act,L2-Errors = Interlanguage Hypothesis,Learners have an interlanguage grammar (= a mental representation of grammatical knowledge) at every stage of the acquisition process (Corder 1967, 1981; Selinker 1972).,L2-Errors = Interlanguage Hypothesis,Learners have an interlanguage grammar (= a mental

8、representation of grammatical knowledge) at every stage of the acquisition process (Corder 1967, 1981; Selinker 1972).Errors are evidence of hypotheses being tested; they are a sign of progress in learning;,L2-Errors = Interlanguage Hypothesis,Learners have an interlanguage grammar (= a mental repre

9、sentation of grammatical knowledge) at every stage of the acquisition process (Corder 1967, 1981; Selinker 1972).Errors are evidence of hypotheses being tested; they are a sign of progress in learning; Interlanguage grammars are systematic and continuously evolving.,L2-Errors = Interlanguage Hypothe

10、sis,Learners have an interlanguage grammar (= a mental representation of grammatical knowledge) at every stage of the acquisition process (Corder 1967, 1981; Selinker 1972).Errors are evidence of hypotheses being tested; they are a sign of progress in learning; Interlanguage grammars are systematic

11、and continuously evolving.Argument: Learners acquire some aspects of the L2 grammar through similar stages, regardless of their L1.,L2-Errors = Interlanguage Hypothesis,Learners have an interlanguage grammar (= a mental representation of grammatical knowledge) at every stage of the acquisition proce

12、ss (Corder 1967, 1981; Selinker 1972).Errors are evidence of hypotheses being tested; they are a sign of progress in learning; Interlanguage grammars are systematic and continuously evolving.Learners acquire some aspects of the L2 grammar through similar stages, regardless of their L1. L1 transfer i

13、s not the only process in L2 acquisition.,Todays class,We will discuss some important issues in understanding the interlanguage grammar in second language acquisition.,Todays class,What factors may contribute to the development of L2 interlanguage grammars?,Todays class,What factors may contribute t

14、o the development of L2 interlanguage grammars? What is the role of L1 for L2 interlanguage grammar?,Todays class,What factors may contribute to the development of L2 interlanguage grammars? What is the role of L1 for L2 interlanguage grammar? How do L2-learners acquire abstract and subtle grammatic

15、al properties without proper input or L1-transfer? Universal Grammar?,Todays class,What factors may contribute to the development of L2 interlanguage grammars? What is the role of L1 for L2 interlanguage grammar? How do L2-learners acquire abstract and subtle grammatical properties without proper in

16、put or L1-transfer? Universal Grammar? How do we study L2 interlanguage grammar? (methodology),Todays class,What factors may contribute to the development of L2 interlanguage grammars? What is the role of L1 for L2 interlanguage grammar? How do L2-learners acquire abstract and subtle grammatical pro

17、perties without proper input or L1-transfer? Universal Grammar? How do we study the L2 interlanguage grammar? (methodology) A case study: L2-acquisition of English articles,L1 influence,L1 and L2 acquisition: differences,L1 and L2 acquisition: differences,Knowledge of a language: L2-learners already

18、 have a language in place.,L1 and L2 acquisition: differences,Knowledge of a language: L2-learners already have a language in place. Age: L2-learners are older than L1-learners,L1 and L2 acquisition: differences,Knowledge of a language: L2-learners already have a language in place. Age: L2-learners

19、are older than L1-learners Ultimate attainment: In the absence of impairment or deprivation, all children succeed in acquiring their L1. But many L2-learners fail to acquire their L2 fully.,L1 and L2 acquisition: differences,Knowledge of a language: L2-learners already have a language in place. Age:

20、 L2-learners are older than L1-learners Ultimate attainment: In the absence of impairment or deprivation, all children succeed in acquiring their L1. But many L2-learners fail to acquire their L2 fully. Explicit instruction: Children arent taught their first language. But many L2-learners do receive

21、 explicit instruction about the L2 grammar.,L1 and L2 acquisition: differences,Knowledge of a language: L2-learners already have a language in place.,Behaviorism: the role of L1 for SLA,Behaviorism: language as a set of habits(imitation, reinforcement, analogy)L1-acquisition as imitation and learnin

22、g by analogyL2-acquisition = learning new habits,Behaviorism: the role of L1 for SLA,Behaviorism: language as a set of habitsL1-acquisition as imitation and learning by analogyL2-acquisition = learning new habitspositive transfer: facilitationL1 habit = L2 habitnegative transfer: interference L1 hab

23、it L2 habit,Contrastive Analysis Hypothesis (CAH: Lado 1957),Language learning = Learning a new habit major source of errors in L2 is L1,Contrastive Analysis Hypothesis (CAH: Lado 1957),Language learning = Learning a new habit major source of errors in L2 is L1Methodologically, analyze errors ,Contr

24、astive Analysis Hypothesis (CAH: Lado 1957),Language learning = Learning a new habit major source of errors in L2 is L1by comparing the L1 and the L2when L1 = L2, learning is easywhen L1 L2, learning is difficultthe greater differences = more errors,Contrastive Analysis,Language learning = Learning

25、a new habit major source of errors in L2 is L1comparing the L1 and the L2when L1 = L2, learning is easywhen L1 L2, learning is difficultstrong version: predicting where L2-errors should occur weak version: explaining why L2-errors occur,L1-influence,One of the differences between FLA and SLA is that

26、 L2 learners already have a set of knowledge about their L1. How does knowledge of L1 affect acquisition of L2 grammar? Behaviorism and the contrast analysis hypothesis (CAH) would expect that errors by L2 learners are the result mainly of transfer from their L1. BUT!,Problems with the CAH,Not all e

27、rrors can be accounted for by L1 transfer alone.,Problems with the CAH,Not all errors can be accounted for by L1 transfer alone.,Too weak occurrence of errors that are not predicted.Too strong non-occurrence of errors that are predicted,Problems with the CAH (too weak),occurrence of errors that are

28、not predicted.Second language learner data reflect errors that go beyond the native language. (like child L1 learner data) He comed yesterday. (Gass & Selinker 1994),Problems with the CAH (too strong),non-occurrence of errors that are predicted. (e.g. Zobl 1980) FrenchJe les voi I them see I see the

29、m,EnglishI see them *I them see.,Problems with the CAH (too strong),non-occurrence of errors that are predicted. (e.g. Zobl 1980) FrenchJe les voi I them see I see them,EnglishI see them *I them see.,L1-French learners L2-English : *I them see L2-English learners L1-French: Je voi les,Error Analysis

30、 (Corder 1967),focus on explaining existing errors distinction between mistakes (performance) and errors (competence): systematic interlanguage grammar comparison between L2-data and TL,Error Analysis (Corder 1967),focus on explaining existing errors distinction between mistakes (performance) and er

31、rors (competence): systematic grammar/errorscomparison between L2-data and TLerror collection error identification error classification quantification analysis of error source design of pedagogical materials,Problems: Error Analysis,Problems: Error Analysis,disregard of number of obligatory contexts

32、 (avoidance issues, amount correct%),Problems: Error Analysis,disregard of number of obligatory contexts (avoidance issues, amount correct%) usage correct interpretation Johna likes him *a/b,Problems: Error Analysis,disregard of number of obligatory contexts (avoidance issues, amount correct%) usage

33、 correct interpretation multiple interpretations of error sources (neither developmental nor TL-related),The role of L1-transfer in L2-interlanguage grammars,Transfer as avoidance (Schachter 1974)Learners avoid constructions in the TL that do not exist in the NL. Differential learning ratesSimilarit

34、ies between the NL and the TL facilitate the learning rate. OverproductionLearners overuse of a TL structure that is similar to the NL. e.g., topic-comment structures in the L2-English of L1-Chinese speakers.,Neither the NL Nor the TL, but systematic,However, L2-learners interlanguage grammars show

35、patterns that come from neither the NL nor the TL; not derived from any obvious overgeneralization, strategic inference, or formal instruction. Yet, systematic!,Beyond L1-influence: Universal Grammar and Second Language Acquisition,Motivating UG: L1 acquisition,Learnability arguments:Child can learn

36、 subtle grammatical properties without being taught!There is no obvious way of explaining Childrens knowledge of language,Motivating UG: L1 acquisition,Lets suppose that the child learn question formation: The girl is laughing Is the girl _ laughing?Rule: front the “is”,Motivating UG: L1 acquisition

37、,What about complex questions?The girl who is in the room is laughing How do you turn this into a question?,Motivating UG: L1 acquisition,What about complex questions?Possibility 1: move the first is (a linear order rule)The girl who is in the room is laughing Is the girl who _ in the room is laughi

38、ng?,Motivating UG: L1 acquisition,What about complex questions?Possibility 1: move the first is (a linear order rule)The girl who is in the room is laughing Is the girl who _ in the room is laughing? WRONG!,Motivating UG: L1 acquisition,What about complex questions?Possibility 2: move the is thats t

39、he main verb of the sentence (a structural rule)The girl who is in the room is laughing Is the girl who is in the room _ laughing?,Motivating UG: L1 acquisition,What about complex questions?Possibility 2: move the is that is the main verb of the sentence (a structural rule)The girl who is in the roo

40、m is laughing Is the girl who is in the room _ laughing? RIGHT!,Motivating UG: L1 acquisition,What about complex questions?Possibility 2: move the is that is the main verb of the sentence (a structural rule)The girl who is in the room is laughing Is the girl who is in the room _ laughing? RIGHT! = C

41、hildren know it!,Motivating UG: L1 acquisition,UG is motivated by learnability arguments: The primary linguistic data (the input that the child is exposed to) underdetermine unconscious knowledge of language (the grammar that the child acquires)Given the under-determination, it would be impossible t

42、o account for L1 acquirers achievement without postulating genetically built-in universal linguistic principles. = UG (Chomsky 1965).,Universal GrammarPrinciples: invariant properties of language Parameters: principles with a set of built-in options (values, settings),Motivating UG: L2 acquisition,I

43、n L2 acquisition, learners are faced, at least potentially, with a similar task to that of L1 acquirer.There are abstract, complex, and subtle properties of grammar that are underdetermined by the L2 input and by L1 grammar.,Motivating UG: L2 acquisition,If it turns out that L2 learners acquire abst

44、ract properties that could not have been induced from the input (or their L1), it can strongly indicate that UG constrains L2 interlanguage grammars systematically.,Motivating UG: L2 acquisition,L2-study: knowledge of complex question formation (Otsu and Naoi 1986)Subjects: 11 adolescent L1-Japanese

45、 L2-English learners Japanese doesnt front anything in questions The L2-learners were taught how to form simple questions (Is the girl in the room?) but not how to form complex questions,Motivating UG: L2 acquisition,Results: 7 out of 11 L2-learners correctly applied the structural rule: Is the girl

46、 who is the room _ laughing?Only 1 L2-learner incorrectly applied the linear order rule: Is the girl who _ in the room is laughing? L2-study knowledge of complex question formation (Otsu and Naoi 1986),UG-Access and L2 Acquisition,The phenomenon underdetermined by the L2 input. It cannot be acquired

47、 by observation of the L2 input, including statistical inference, analogy, or instruction. The phenomenon underdetermined by the L1 grammar as well. Transfer of surface properties is ruled out as an explanation of knowledge that L2 learners attain. (White 2003:23),Motivating UG: L2 acquisition,If it

48、 turns out that the L2 learner acquires abstract properties that could not have been induced from the input, it can strongly indicate that UG constrains L2 interlanguage grammars.= Systematic L2 errors are predicted by linguistic theory about UG!,For example ,Reflexive binding (Finer and Broselow 19

49、86; Finer 1991; Thomas 1991) Verb-adverb placement (Eubank et al. 1997; Ionin and Wexler 2002) Case-checking and Word order (Schwartz and Sprouse 1994) Metrical parameters associated with stress assignment (Dresher and Kaye, 1990), Archibald (1992, 1993), Pater (1993) Minimal Sonority Distance parameter (Broselow and Finer 1991).,UG and Article Semantics in L2-English,My experimental studies on L2 acquisition of English articles by L1-Korean learners and L1-Russian speakers,UG and Article Semantics in L2-English,