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Linguistics Aspectsof Interlanguage

Linguistics Aspectsof Interlanguage

Abdulaziz Assanosi

Contents

• Typological Universals.

• Universal Grammar.

• Learnability.

• The Critical Period Hypothesis.

• Access to UG

• Markedness

• Typological Universals.

• Universal Grammar.

• Learnability.

• The Critical Period Hypothesis.

• Access to UG

• Markedness

12/1/2014 Abdulaziz Assanosi 2

Introduction

• Linguistic aspects of interlanguageanswer the question:– How does the nature of language affects

acquisition development?

• It shows the relationship between SLAand linguistics.

• Linguistic aspects of interlanguageanswer the question:– How does the nature of language affects

acquisition development?

• It shows the relationship between SLAand linguistics.


Typological Universals: Relative Clauses(1)

• The study of relative clauses can explaininterlanguage development.

• Some languages (like Arabic) have relativepronouns.

• Other languages (like Chinese) do not havethem.

• This linguistic differences affect the waylearners acquire them. (Easiness & order)

• The study of relative clauses can explaininterlanguage development.

• Some languages (like Arabic) have relativepronouns.

• Other languages (like Chinese) do not havethem.

• This linguistic differences affect the waylearners acquire them. (Easiness & order)



• Relative clauses can be attached to the end ofthe clause:– The police have caught the man who stole the car.

• Or it can be inserted in the clause:– The man who stole the car has been caught by the

police.

• Learners of English begin to acquire relativeclauses with the first type. Thus the structureaffects acquisition

• Relative clauses can be attached to the end ofthe clause:– The police have caught the man who stole the car.

• Or it can be inserted in the clause:– The man who stole the car has been caught by the

police.

• Learners of English begin to acquire relativeclauses with the first type. Thus the structureaffects acquisition



• Languages have accessibility hierarchy, whichmeans that the presence of a relative pronounfunction low means the existence of pronounsabove it but not those below it.

• In English language the full range of relativepronouns is permitted.

• The accessibility hierarchy of English relativepronoun is as follows

• Languages have accessibility hierarchy, whichmeans that the presence of a relative pronounfunction low means the existence of pronounsabove it but not those below it.

• In English language the full range of relativepronouns is permitted.

• The accessibility hierarchy of English relativepronoun is as follows



ExampleRelative pronounfunction

The driver who won the race is youngSubject

The boy whom we met is Hamad.Direct object

The teacher to whom we spoke isBritish.

Indirect object The teacher to whom we spoke isBritish.

Indirect object

The woman with whom we meet is adoctor

Object of preposition

The driver whose car you saw is mybrother.

Genitive

The girl who I have write a betterresearch than asked me.

Object of comparative



• It is found that subject relative clausesacquired before objective of comparative.

• Accessibility hierarchy can predict sequence ofSLA.

• This means that linguistics help SLA.

• Results of SLA studies also does so by refiningour understanding of linguistics.

• It is found that subject relative clausesacquired before objective of comparative.

• Accessibility hierarchy can predict sequence ofSLA.

• This means that linguistics help SLA.

• Results of SLA studies also does so by refiningour understanding of linguistics.


Checkpoint

• What is the concern of linguistic aspectsstudies?

• How relative pronouns explain interlanguagedevelopment?

• What does accessibility hierarchy mean?• If a language contains relative clause for

object of preposition (whom) what are othernecessary relative clauses and unnecessaryones to be found in that language?

• What is the concern of linguistic aspectsstudies?

• How relative pronouns explain interlanguagedevelopment?

• What does accessibility hierarchy mean?• If a language contains relative clause for

object of preposition (whom) what are othernecessary relative clauses and unnecessaryones to be found in that language?


Universal Grammar (UG)

• Highly abstract principles that provideparameters which are given particularsetting in different languages. (SVO) vs.(VSO)

• A general grammar that is applied for allhuman languages but its setting differsfrom language to another.

• Highly abstract principles that provideparameters which are given particularsetting in different languages. (SVO) vs.(VSO)

• A general grammar that is applied for allhuman languages but its setting differsfrom language to another.



• Example of UG is the reference of reflexivepronouns.

• Some languages (like English) permit Localbinding:– The nurse hurt herself.

• They don’t permit (long-distance binding).– The nurse knew that Hind hurt herself.

• Other languages permit both bindings.

• Example of UG is the reference of reflexivepronouns.

• Some languages (like English) permit Localbinding:– The nurse hurt herself.

• They don’t permit (long-distance binding).– The nurse knew that Hind hurt herself.

• Other languages permit both bindings.



• Japanese learners of English should(reset their parameters) about reflexiveto learn English.

• Arabian learners of English should resettheir parameters about (be).

• Can they do so? No inclusive results, yet).Different results.

• Japanese learners of English should(reset their parameters) about reflexiveto learn English.

• Arabian learners of English should resettheir parameters about (be).

• Can they do so? No inclusive results, yet).Different results.


Learnability

• It is about the extent to which L2 is learnable.

• (fully? Native-like? Performance only? etc..)

• For Noam Chomsky, input is not enough toteach children their mother tongue.(something else).

• Poverty of stimulus : the inability of alanguage input to provide children with allgrammatical rules of their language.

• It is about the extent to which L2 is learnable.

• (fully? Native-like? Performance only? etc..)

• For Noam Chomsky, input is not enough toteach children their mother tongue.(something else).

• Poverty of stimulus : the inability of alanguage input to provide children with allgrammatical rules of their language.


Learnability

• For example : (Hind cooked well the rice)* is anungrammatical sentence, but input cannot teachchildren that.

• Input gives only positive evidence not negativeevidence about ungrammatical.

• Chomsky suggest that children knowungrammatical structure by using LAD.

• For example : (Hind cooked well the rice)* is anungrammatical sentence, but input cannot teachchildren that.

• Input gives only positive evidence not negativeevidence about ungrammatical.

• Chomsky suggest that children knowungrammatical structure by using LAD.


Learnability

• LAD comprises UG.

• UG enables children to knowungrammatical sentences.

• This is helpful in L1.

• Is it available in L2 i.e. for adult learnersalso??

• LAD comprises UG.

• UG enables children to knowungrammatical sentences.

• This is helpful in L1.

• Is it available in L2 i.e. for adult learnersalso??


Checkpoint

• What is UG?

• Give an example of UG?

• According to UG theory, What should learners doto learn other language?

• What is learnability?

• Define poverty of stimulus?

• Why cannot input teach children incorrectsentences?

• What is UG?

• Give an example of UG?

• According to UG theory, What should learners doto learn other language?

• What is learnability?

• Define poverty of stimulus?

• Why cannot input teach children incorrectsentences?


The Critical Period Hypothesis

• It is a period during which languageacquisition is easy and complete.

• Native-speaker ability is achieved for learnerswho start learning at that time.

• The time to start learning is more importantthan duration of learning.

• Beyond this period, learning is difficult andincomplete.

• It is a period during which languageacquisition is easy and complete.

• Native-speaker ability is achieved for learnerswho start learning at that time.

• The time to start learning is more importantthan duration of learning.

• Beyond this period, learning is difficult andincomplete.



• Based on researches (losing and regaininglanguages)

• And People deprived to acquire L1 (Genie &Wes).

• Adult L2 learners cannot acquire native-likecompetence in grammar or pronunciation.

• In USA immigrants arrived before puberty aremore proficient than those who arrived after.

• Based on researches (losing and regaininglanguages)

• And People deprived to acquire L1 (Genie &Wes).

• Adult L2 learners cannot acquire native-likecompetence in grammar or pronunciation.

• In USA immigrants arrived before puberty aremore proficient than those who arrived after.



• There is no sudden cut-off age.

• Ability to achieve competence declinegradually.

• It complete by 16.

• In case of pronunciation it is earlier may beat 6.

• Some exceptions (e.g. Julie, Start learningat 21, for 26 years , master it)

• There is no sudden cut-off age.

• Ability to achieve competence declinegradually.

• It complete by 16.

• In case of pronunciation it is earlier may beat 6.

• Some exceptions (e.g. Julie, Start learningat 21, for 26 years , master it)



• Causes may be:

• Social distance when learning L2.

• Brain become stiff and rigid.

• Adult has linguistic system which mayinterfere with the new (L2).

• Most adults L2 learners have no access toUG.

• Causes may be:

• Social distance when learning L2.

• Brain become stiff and rigid.

• Adult has linguistic system which mayinterfere with the new (L2).

• Most adults L2 learners have no access toUG.


Checkpoint

• What is Critical Period?

• According to CPH, what is the most importantfactor to learn a language?

• Give an example that proves CPH.

• When and how do learners start to lose theirability to achieve competence?

• Mention some possible causes of CP.

• What is Critical Period?

• According to CPH, what is the most importantfactor to learn a language?

• Give an example that proves CPH.

• When and how do learners start to lose theirability to achieve competence?

• Mention some possible causes of CP.


Access to UG

• No agreement as to whether adult learnershave access to UG.

Complete Access

• No agreement as to whether adult learnershave access to UG.

Dual Access

Partial Access

No Access


Complete Access

• Learners begin with the parameters oftheir L1 and then switch to L2parameters.

• Based on this:– Full native-like competence is possible for

adult learners.

– Nothing as critical period

– Julie is an evidence.

• Learners begin with the parameters oftheir L1 and then switch to L2parameters.

• Based on this:– Full native-like competence is possible for

adult learners.

– Nothing as critical period

– Julie is an evidence.12/1/2014 Abdulaziz Assanosi 23

No Access

• UG is not available to adult L2 learners.

• Based on this:– They depend on learning strategies.

– L1 and L2 is different.

– Adult L2 are not able to achieve fullcompetence.

– Their language have impossible rules.

• UG is not available to adult L2 learners.

• Based on this:– They depend on learning strategies.

– L1 and L2 is different.

– Adult L2 are not able to achieve fullcompetence.

– Their language have impossible rules.


Partial Access• Learners have access to parts of UG but

not others.

• E.g. they access the parameters which aresimilar to their L1.

• They may switch to L2 parameters by helpof teaching.

• Based on this:– SLA is partly regulated by UG and partly by

learning strategies.

• Learners have access to parts of UG butnot others.

• E.g. they access the parameters which aresimilar to their L1.

• They may switch to L2 parameters by helpof teaching.

• Based on this:– SLA is partly regulated by UG and partly by

learning strategies.12/1/2014 Abdulaziz Assanosi 25

Dual Access

• Adult L2 learners make use of bothUG and general learning strategies.

• Based on this:– The use of Learning strategies blocks UG.

– This causes impossible errors .

– No full competence achieved.

• Adult L2 learners make use of bothUG and general learning strategies.

• Based on this:– The use of Learning strategies blocks UG.

– This causes impossible errors .

– No full competence achieved.


Markedness

• Some structures are more (natural) than other.

• Unmarked structures: common in humanlanguage.

• Marked structures: found in specific languages.Resulted of historical accident.

• Example:– Local binding is unmarked.

– Long-disance binding is marked.

• Some structures are more (natural) than other.

• Unmarked structures: common in humanlanguage.

• Marked structures: found in specific languages.Resulted of historical accident.

• Example:– Local binding is unmarked.

– Long-disance binding is marked.


Markedness

• VOS is a marked structure.

• VSO & SVO are umarked.

• For Chomsky: Marked lies outside UG.

• Students acquire less marked before moremarked structures.

• However, frequency of use also affects order.

• L1 transfer also may interchange withMarkedness.

• VOS is a marked structure.

• VSO & SVO are umarked.

• For Chomsky: Marked lies outside UG.

• Students acquire less marked before moremarked structures.

• However, frequency of use also affects order.

• L1 transfer also may interchange withMarkedness.


Summing up

• Linguistic provides many insightsthat help SLA studies. (especiallytypological linguistics research.

• Implications from SLA studies alsoprovide useful insights to languageuse.

• Linguistic provides many insightsthat help SLA studies. (especiallytypological linguistics research.

• Implications from SLA studies alsoprovide useful insights to languageuse.


Terminus

• In brief, explain adult learners access to UG.

• If adult learners have no access to UG, whatare the result based on that?

• What are the results of dual access?

• Define marked structures?

• Define unmarked structures?

• Beside markedness, what are the other factorthat affect acquisition order?

• In brief, explain adult learners access to UG.

• If adult learners have no access to UG, whatare the result based on that?

• What are the results of dual access?

• Define marked structures?

• Define unmarked structures?

• Beside markedness, what are the other factorthat affect acquisition order?


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