CLL lecture: L2 development 2 November 2004 Florencia Franceschina.
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CLL lecture: L2 development
2 November 2004
Florencia Franceschina
What do we study when we study (L2) development?
Developmental sequences Mechanisms that cause these sequences
(transition theories)
What are the sequences of L2 development?
NB: It is important to separate rate and route of development when analysing developmental data.
Example: Morpheme order studies
(Dulay and Burt, 1973, 1974; Bailey, Madden and Krashen, 1974)
Dulay and Burt (1974)
Example:The acquisition of question formation Pienemann, Johnston and Brindley (1988)
1. A dog?2. The boys throw the shoes?3. What the dog are playing? Is the picture has two planets on top?4. Where is the sun?5. How do you say [proche]?6. It’s better, isn’t it? Why can’t you go? Can you tell me what the date is today?
Example:The acquisition of negation
Schumann (1979)
1. No bicycle.No have any sand.I no like it.
2. He don’t like it.I don’t can sing.
3. You can not go there.He was not happy.She don’t like rice.
4. It doesn’t work.We didn’t have supper.I didn’t went there.
L1 vs. L2 developmental sequences
There are some similarities and some differences
Example:Dulay, Burt and Krashen (1982), Meisel, Clahsen and Pienemann (1981)
Dulay and Burt (1974)
Adult vs child L2 development
They are quite similar, although some differences have been found in rate and route of development of different age groups
Example: Compare Dulay and Burt (1974) and Bailey Madden and Krashen (1974)
*Dulay and Burt (1974)
** Bailey et al. (1974)
L1 effects on L2 development
On rate of developmentDulay and Burt (1974) on grammatical morphemesSchumann (1982) on negationGilbert and Orlovic (1975) on articles
Keller-Cohen (1978) on yes/no questions
On route of developmentZobl (1982) on articles
Context of acquisition effects on L2 development
Virtually no effects in terms of route of developmentDulay and Burt (1973) Pienemann (1989)Pica (1983) Perkins and Larsen-Freeman (1975)
Some effects of instruction on rate of acquisitionPienemann (1989)
Dulay and Burt (1973)
Methodological issues
How should one measure language development?
- Emergence criterion
- Mastery (accuracy) criterion
Explaining developmental sequences
According to Gregg (1996), developmental sequences can be explained as:
– Environmental– Reductive– Teleological– Psycholinguistic
Theories of L2 development
(a.k.a. transition theories)
1. General learning principles (non-modular)
2. Modular learning mechanisms
1. Non-modular theories
Based on general learning principles
Example:- hypothesis testing- automaticity- inferencingetc.
LA= acquisition of a complex cognitive skill
2. Modular theories
UG-basedExample:Subset Principle(Wexler and Manzini, 1987)
OtherExample:Communicative Competence Theory (e.g., Canale and Swain, 1980; Bachman, 1990)
Subset Principle(e.g., Wexler and Manzini, 1987)
[-pro drop]
[+pro drop]
Superset
Subset
Communicative language competence(e.g., Canale and Swain, 1980; Bachman, 1990)
Language Competence
Organizational Competence
Pragmatic Competence
Grammatical Competence
Textual Competence Illocutionary Competence Sociolinguistic Competence
Vocabulary Morphology Syntax Phonology/Graph Cohesion Rhetorical organization
Ideat. functions
Manip. functions
Heur. functions
Imag.fucntions Sensitivity to
dialectal variety
Sensitivity to register
Sensitivity to nat.
Cultural refs. and
figs. of speech
C o m p o ne n ts o f C o m m u n ica tive C o m p e ten ce in C o m m u n ica tive La n g ua g e U se
L a ng u ag e C om pe ten ce(K o w le d ge o f th e w o rld )
K o w led g e S tru ctu res(K no w led ge o f la ng u ag e)
S tra te g ic C o m p e te n ce
C o nte n te xt o f S itu a tion
P sych op h ys io lo g ica l M e cha n ism s
Current issues in UG-based theories of L2 development
The initial state debate:
Minimal Trees (Vainikka and Young-Scholten, 1994, 1996, 1998)
vs
Full Transfer/Full Access (Schwartz and Sprouse, 1994, 1996)
The endstate debate:
Missing Surface Inflection Hypothesis
(Prevost and White, 2000)
vs.
Failed Functional Features Hypothesis
(Hawkins and Chan, 1997)
Reading
Hawkins, R. 2001: Second Language Syntax. A generative introduction. Oxford: Blackwell. (Chapter 2)
References
Bachman, L. F. 1990: Fundamental considerations in language testing. Oxford: Oxford University Press.
Bailey, N., C. Madden and S. Krashen 1974: Is there a 'natural sequence' in adult second language learning? Language Learning 24: 235-243.
Canale, M. and M. Swain. 1980: Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1, 1: 1-47.
Dulay, H. and M. Burt. 1973: Should we teach children syntax? Language Learning 23, 245-258. Dulay, H. and M. Burt 1974: Natural sequences in child second language acquisition. Language
Learning 24: 37-53.Dulay, H., M. Burt and S. D. Krashen. 1982: Language two. New York: Oxford University Press.Gregg, K. R. 1996: The logical and developmental problems of SLA, in W. C. Ritchie and T. K.
Bhatia, eds. The handbook of second language acquisition. San Diego: Academic Press. Pp. 49-81.
Hawkins, R. and C. Chan 1997: The partial availability of UG in second language acquisition: the ‘failed functional features hypothesis’. Second Language Research 13, 3: 187-226.
Meisel, J. M., H. Clahsen and M. Pienemann. 1981: On determining developmental stages in natural second language acquisition. Studies in Second Language Acquisition 3, 2: 109-135.
Perkins, K. and D. Larsen-Freeman. 1975: The effect of formal language instruction on the order of morpheme acquisition. Language Learning 25, 237-243.
Pica, T. 1983: Adult acquisition of English as a second language under different conditions of exposure. Language Learning 33, 465-497.
Pienemann, M. 1989: Is language teachable? Applied Linguistics 10, 1: 52-79.Pienemann, M., M. Johnston and G. Brindley. 1988: Constructing an acquisition-based
procedure for second language assessment. Studies in Second Language Acquisition 10, 2: 217-243.
Prévost, P. and L. White. 2000: Missing surface inflection or impairment in second language acquisition? Evidence from tense and agreement. Second Language Research 16, 2: 103-133.
Schumann, J. H. 1979: The acquisition of English negation by speakers of Spanish: a review of the literature, in R. W. Andersen, ed. The acquisition and use of Spanish and English as first and second languages. Washington, DC: TESOL. Pp. 3-32.
Schwartz, B. D. and R. A. Sprouse. 1994: Word order and nominative Case in nonnative language acquisition: a longitudinal study of (L1 Turkish) German interlanguage, in T. Hoekstra and B. D. Schwartz, eds. Language acquisition studies in generative grammar. Amsterdam: John Benjamins. Pp. 317-368.
Schwartz, B. D. and R. A. Sprouse. 1996: L2 cognitive states and the 'full transfer/full access' model. Second Language Research 12, 1: 40-72.
Vainikka, A. and M. Young-Scholten. 1994: Direct access to X'-theory: evidence from Korean and Turkish adults learning German., in T. Hoekstra and B. D. Schwartz, eds. Language acquisition studies in generative grammar. Amsterdam: John Benjamins.
Vainikka, A. and M. Young-Scholten. 1996: Gradual development of L2 phrase structure. Second Language Research 12, 1: 7-39.
Vainikka, A. and M. Young-Scholten. 1998: Functional categories and related mechanisms in child second language acquisition, in S. Flynn, G. Martohardjono and W. O'neil, eds. The generative study of second language acquisition. Mahwah, NJ: Lawrence Erlbaum
Wexler, K. and M. R. Manzini. 1987: Parameters and learnability in binding theory, in T. Roeper and E. Williams, eds. Parameter setting. Dordrecht: Reidel. Pp. 41-76.
Zobl, H. 1982: A direction for contrastive analysis: the comparative study of developmental sequences. TESOL Quarterly 16, 2: 169-183.
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