Apparent UG Inaccessibility in Second Language Acquisition

Martohardjono, Gita; Gair, James W.

doi:10.1075/lald.4.08mar

Cited by 67 publications

(32 citation statements)

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“…The results show that subjects have more errors in judgment of WH-island and appositive clauses but are more accurate in the structure of subject clauses and relative clauses. The phenomenon is referred to as "strong violation" and "weak violation" in the study of Martohardjono [17]. According to Martohardjono, removing the WH-element from the relative clause is a "strong violation," while removing WH -island structure is a "weak violation," and subjects generally judge the "strong violation" more accurately [17].…”

Section: Subjacency Principlementioning

confidence: 99%

“…The phenomenon is referred to as "strong violation" and "weak violation" in the study of Martohardjono [17]. According to Martohardjono, removing the WH-element from the relative clause is a "strong violation," while removing WH -island structure is a "weak violation," and subjects generally judge the "strong violation" more accurately [17]. In relative clauses structure, the WH-element violates the subjacency principle by directly crossing three boundaries with a single movement, the most apparent ungrammatical movement compared to other constructions.…”

Section: Subjacency Principlementioning

confidence: 99%

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Accessibility of Subjacency Principle and Empty Category Principle to SLA

Li¹,

Liu²,

Sun³

2022

BCPBM

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A foreign language is essential for promoting world exchanges. Chomsky's theory of universal grammar is one of the representative theories to reveal how language learners acquire their mother tongue. However, in recent years, more and more researchers have focused on the accessibility of UG to SLA. This study investigates the accessibility of UG to 50 native Chinese university students by investigating their acquisition of the two general grammar principles of WH word shift limit: Adjacency Principle and Empty Category Principle. Another 5 native English speakers are set up in the control group. Questionnaires and quantitative analysis are used in this study. The author tested the students’ general performance both in the grammatical judgment and in the reading comprehension and their attitudes towards the questions, which violate either the Subjacency Principle or the Empty Category Principle. The author finds that by comparing the accuracy of the two groups, these native students are similarly sensitive to the two universal principles with English people; that is to say, the Universal Grammar is accessible to these Chinese university students’ English acquisition.

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Section: Subjacency Principlementioning

confidence: 99%

Section: Subjacency Principlementioning

confidence: 99%

Accessibility of Subjacency Principle and Empty Category Principle to SLA

Li¹,

Liu²,

Sun³

2022

BCPBM

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“…If the lack of access to the lexifier was not the reason prompting creole evolution, then there must have been other factors at play. In contrast to Mufwene (1996), who sees creoles as restructured versions of their lexifiers, and Chaudenson (2001), who describes their evolution as the result of cyclical squared approximations to the European superstrate, McWhorter proposes that plantation creoles were once pidgins that were expanded into full-fledged languages by either children or adults (McWhorter 1997(McWhorter , 2000. As a result of this, Chaudenson's (1979Chaudenson's ( , 1992) and Mufwene's (1996) frameworks, as well as those proposed by the creolists who subscribe to some version of the limited access model, would be seriously flawed.…”

Section: The Lack Of Spanish Creoles On the Mainlandmentioning

confidence: 99%

“…in Chinese, Korean, and Japanese; cf. Birdsong 1992;Johnson & Newport 1989;Martohardjono & Gair 1993;White 1992;White & Juffs 1998;etc. ).…”

Section: Susijos No Repetan [La] Gente Mayómentioning

confidence: 99%

Afro-Peruvian Spanish

Sessarego

2015

Creole Language Library

139

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“…The conclusions on the accessibility of UG during L2 acquisition have been variable but results have suggested that the mastery of such structures may be difficult to obtain, especially if the learner's L1 does not present such constructions (e.g., in Chinese, Korean, and Japanese) (cf. Johnson & Newport 1989;Birdsong 1992;White 1992;Martohardjono & Gair 1993;White & Juffs 1998;among others).…”

mentioning

confidence: 99%