A Parameter-Setting Model of L2 Acquisition

Flynn, Suzanne

doi:10.1007/978-94-009-3747-5

Cited by 204 publications

(77 citation statements)

References 2 publications

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“…Total accessibility to UG: Flynn (1984Flynn ( , 1987 claimed that adult L2 learners had access to the same innate device that L1 learners have; therefore, the acquisition problems were the same in L1 and L2. Epstein, Flynn and Martohardjono (1996) maintained that the adult learner of L2 had access to principles and parameters of UG, and that he could assign a different value than the one assigned in L1.…”

Section: Literature Reviewmentioning

confidence: 99%

Errors in Second/Foreign Language Learning and Their Interpretations

Wood

2017

ELR

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The aim of this article is to try to understand why the results of studies on errors in second language learning undertaken for several decades are diverse or even divergent. Some of these studies state that the mother tongue (L1) plays an important role in the learning process not only at the beginning, but also at higher levels of competency while others deny the influence of the mother tongue. The results of 60 studies on errors over a period of 40 years were contrasted to find out if a link existed between the theoretical foundations, and the interpretation of data, and conclusions of those studies. The results of the meta-analysis of studies whose theoretical foundations were related to operational cognitive strategies showed a continuum from partial to an important role of L1, and those related to order of acquisition, universal sequences showed a non-influence of L1. Another possible cause for this discrepancy was found in the method used to classify the errors. Finally, a possible cause could have been the methodological difficulties concerning the reliability and validity of the data. Only one third of the studies applied the control of bias and the triangulation of data.Keywords: Errors in second language learning, Second language acquisition, Role of the mother tongue in second language learning/acquisition

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Section: Literature Reviewmentioning

confidence: 99%

Errors in Second/Foreign Language Learning and Their Interpretations

Wood

2017

ELR

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“…Evidências da complexidade do processamento de certas estruturas sintáticas em L2, dependendo da remarcação de parâmetros linguísticos na L1, também podem ser encontrados no livro de Gass e Schachter (1989). Com base nesses modelos, Flynn (1987Flynn ( , 1989 sugere que aprendizes de L2 usam princípios de organização sintática da L1 para a construção da gramática da L2. Quando esses princípios envolvem a remarcação de parâmetros linguísticos, os aprendizes de L2 devem reconhecer a congruência ou incongruência desses parâmetros entre a L1 e a L2 por meio da instrução focada na forma.…”

Section: Tabela 3 -Comparação Entre Os Grupos Controle E Experimentalunclassified

Instrução gramatical na era da tecnologia: investigando diferentes abordagens para o ensino-aprendizagem de Inglês no Ensino Médio Integrado

Prebianca

Vieira

Finardi

2014

Signum: Estud. Ling.

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“…for example. Flynn (1987) or White (1989). This may well be a misunderstanding of what Generative Grammar is about; in this theory, it does not matter whether a particular structure is "grammatical' or not according to some informants but whether it can be interpreted by the relevant components of the human language faculty, cf.…”

Section: Basic Variety Theory Of Grammar and Second Language Acquisimentioning

confidence: 99%

The basic variety (or: couldn’t natural languages be much simpler?)

2018

Looking at Language

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In this article, we discuss the implications of the fact that adult second language learners (outside the classroom) universally develop a wellstructured, efficient and simple form of language -the Basic Variety (BV). Three questions are asked as to (1) the structural properties of the BV, (2) the status of these properties and (3) why some structural properties of 'fully fledged' languages are more complex. First, we characterize the BV in four respects: its lexical repertoire, the principles according to which utterances are structured, and temporality and spatiality expressed. The organizational principles proposed are small in number, and interact. We analyse this interaction, describing how the BV is put to use in various complex verbal tasks, in order to establish both what its communicative potentialities are, and also those discourse contexts where the constraints come into conflict and where the variety breaks down. This latter phenomenon provides a partial answer to the third question, concerning the relative complexity of 'fully fledged' languages -they have devices to deal with such cases. As for the second question, it is argued firstly that the empirically established continuity of the adult acquisition process precludes any assignment of the BV to a mode of linguistic expression (e.g.. 'protolanguage') distinct from that of 'fully fledged' languages and. moreover, that the organizational constraints of the BV belong to the core attributes of the human language capacity, whereas a number of complexifications not attested in the BV are less central properties of this capacity. Finally, it is shown that the notion of feature strength, as used in recent versions of Generative Grammar, allows a straightforward characterization of the BV as a special case of an I-language. in the sense of this theory. Under this perspective, the acquisition of an 1-language beyond the BV can essentially be described as a change in feature strength.

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A Parameter-Setting Model of L2 Acquisition

Cited by 204 publications

References 2 publications

Errors in Second/Foreign Language Learning and Their Interpretations

Errors in Second/Foreign Language Learning and Their Interpretations

Instrução gramatical na era da tecnologia: investigando diferentes abordagens para o ensino-aprendizagem de Inglês no Ensino Médio Integrado

The basic variety (or: couldn’t natural languages be much simpler?)

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