III. L2 acquisition. Psycholinguistic and linguistic theories of SLA.
3.1. General psycholinguistic findings.
1. Developmental errors - overgeneralization of foreign elements: estoy hambre
instead of tengo hambre in the speech of French people learning Spanish, ich gehe
morgen nach Wien - Russian speaking German.
2. Same order of acquisition of morphemes and word order ( English).
3. Whereas linguistis usually report on the critical period in language acquisition,
psycholinguists point to the fact that adult learners progress quicker (2-4 years
opposed to 10-12 years of learning by a child).
4.. Perfect speaker of foreign language - writer? bilingual child.
anrufen + ACC opposed to Russian "klingen + Dat." motivation of words, primary
etymological information.
3.2. Input and intake:
phonological A - Ha - O
morphological - to what extent does a hearer analyse linguistic information
that he gets? (input theories: intake is not = to input)
syntactic - nobody never doesn't love me.
3.3. Internal learning vs. external behavioral phenomenon.
Interlanguage grammar ( Selinker 1972 . Internat. Review of Applied linguistics, 9.)
Corder, S.P. (1967) The significance of learner's errors. Internat. Review of Applied
linguistics, 5).
Nemser, W. 1971. Approximative systems of foreign language learners. Internat.
Review of Applied linguistics, 9.
Case system is not only influenced by the mother-tongue, but is also simplified:
semantic cases before syntactic cases, obligatory marking before correct marking,
functional hierarchy .
Selinker - critical period, whereas Corder not.
The works by Adjemian (1976) concern the problem whether interlanguage processes
change 2 language learner's underlying grammar or only their performance behavior.
Distinctions between automatic and controlled processed.
3.4. Comprehensive model of speech processing in L1.
W.J.M. Levelt (1983) Monitoring and self-repair in speech. Cognition, 14, pp.41-104.
W.J.M. Levelt (1989) Speaking: From intention to articulation. Cambridge MA. MIT
PRESS.
W.J.M. Levelt (1993). Language use in normal speakers and its disorders. In:
Blanken, G.; Dittmannn, J.; Grimm, H.; Marshall, J.C. & Wallesch, C.-W.
(Eds.) Second language production, pp. 50-68. Rtübingen, Günter Narr.
W.J.M. Levelt (1995). The ability to speak: From intentions to spoken words.
European Review, 3. Pp. 13-27.
Conceptualizer
Communicative intention
message generation
preverbal message
Formulator
grammatical encoding
inferred intention
Monitoring
discourse model
situational &
encyclopedic
knowledge
Lexicon
lemmas
lexemes
surface structure
phonological encoding
discourse processing
parsed speech/
derived message
Parser
grammatical decoding
lexical-prosodic representation
syllabary
phonological decoding & lexical
selection
phonetic/articulatory plan
(intern speech)
phonetic representation
Articulator
Acoustic-phonetic processor
overt speech
---------------
speech
3.5. Language as problem-solving mechanism.
Dörnyei, Z. & Kormos, J. 1998. Problem-solving mechanisms in L2 communication.
Studies in second language acquisition (SSLA) v.20, N 3, Cambr. Univ. Press.
Pp.349-385.
Problem type
Relevant phase of speech
Problem-solving
production
mechanisms
Ressource deficit
planning & encoding the
Lexical problem-solving
preverbal message
mechanisms
Grammatical problemsolving mechanisms
Phonological problemsolving mechanisms
Processing time pressure
Perceived deficiancy in
one’s own language output
Perceived deficiency in the
interlocutor’s performance
planning & encoding the
preverbal message
Monitoring the phonetic
plan and the articulated
speech
Post-articulatory
monitoring
Stalling mechanisms
Self-corrections
Check questions
Meaning-negotiation
mechanisms