Chapter 6
Formal Approaches to SLA
Joanna – N98C0026 楊鎧綺
Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course
(3rd ed.). New York: Routledge.
6.1
Introduction – p 159-160
-The
relationship on the area of research that has
dominated the theoretical study of second
language acquisition over the year, Universal
Grammar.
6.2 Universal Grammar
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UG – Universal Grammar -p160 - 163
Chomsky’s Noam Theory
How does UG relate to language acquisition?
I want to go.
I wanna go.
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6.2.1 - p 163
Initial State –
The unconscious linguistic
knowledge that learners have before
receiving L2 input
6.2.1.1 - p164
Fundamental Difference Hypothesis –
The claim that child first language and
adult second language acquisition are
different.
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6.2.1.2 - p 165
Access to UG Hypothesis –
The claim that the innate language
facility is operative in second language
learners.
L1 as the base
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1.Full Transfer/Full Access
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2.Minimal Trees Hypothesis
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3.Valueless Features
6.2.1.2 - L2 UG-Based
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4.The Initial Hypothesis of Syntax
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5.Full Access/No Transfer
6.2.2 UG Principles
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6-13 The boy who is standing over there is happy.
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6-14 Is the boy who is standing over there ____ happy?
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6-15 Is the boy who ______ standing over there is happy?
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ECP – Empty Category Principle (Chomsky,1981)
6.2.3 UG parameters
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a) the omission of subject pronouns
b) the inversion of subjects and verbs in
declarative sentences
c) that-trace effects-that is, the extraction of a
subject out of a clause that contains a
complementizer.
6.2.4 Falsification
- Kaleidoscope factor 
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Assume a no-access to UG position, as we have
seen with regard to the Fundamental Difference
Hypothesis
Attribute the results to methodological problems
Attribute the result to an undefined performance
component
Attribute the results to mapping factors or;
Assume he theory is false
6.3 Transfer : the UG perspective
- White (1992) – Provided detail on this issue. –P176
6.3.1 Levels of representation – p176
6-25 Visiting relatives can be boring.
6-26 When I visit relatives, I am bored.
6-27 Relatives who visit me can be boring.
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6.3.2 Clustering
-P177
- How multiple properties of language do or do not
behave in a like fashion.
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6.3.3 Learnability
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(6-28) The man is drinking slowly his coffee.
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6.4 Phonology
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- 178
6.4.1 Markedness Differential Hypothesis -179
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6.4.2 Similarity/Dissimilarity : Speech Learning Model - 183
- Similarity Differential Rate Hypothesis
6.4.3 Optimality Theory – Eckman , Elreyes,and Iverson -184
(2003)
1) the target language has two contrasting sounds, neither
of which is present in the native language
(2)the target language has two contrasting sounds, one of
which is present in the native language and
(3)the target language has two contrasting sounds, both of
which are present in the native language , but which do
not contrast.
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6.4.4 Ontogeny Phylogeny Model – p 186
- Chronological corollary : interlanguage develops
chronologically in the following manner :
(a) L2 increases,
(b) L1 decreases, and
(c) U increases and then decreases (p85). this is demonstrated in
Figures 6-1to 6-6.
- Stylistic corollary : IL varies stylistically in the following manner :
(a) L2 increases
(b) l1 decreases
(c) U increases and then decreases (p.93)
-Similarity corollary: In similar phenomena, IL
develops chronologically in the following manner:
(a) L2 increases slowly
(b) L1 decreases slowly
(c) U increases slowly and then decreases slowly
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- Markedness corollary : In marked phenomena, IL
develops chronologically in the following manner:
(a) second language increases slowly
(b) first language decreases [at a normal rate] and
then decrease slowly
(c) U increases rapidly and decreases slowly . Thus,
except for the earliest stages, the role of U is much
greater than L1, compared to less-marked
phenomena.
6.5 Conclusion & Discussion
- 189
1.What is the concept of language UG and
relationship to SLA? Would these relate to the
concept of language universals?
2. What way can U affect the develop of IL
grammars in terms of the nature of how
grammatical knowledge relates to input?
How does this concept relate to Kellerman’s
notion of transfer discussed in chapter 5 ?
3. What might the function of the use or nonuse
of pronouns be ?
Why are pronouns obligatory in English and
not so in other
languages?
How can our knowledge of parameter
clusterings help language teachers?
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Thank you for your patient.
Have a nice day!
Joanna