Beyond poverty: Engaging with input in generative SLA

Abstract

A generative approach to language acquisition is no different from any other in assuming that target language input is crucial for language acquisition. This discussion note addresses the place of input in generative second language acquisition (SLA) research and the perception in the wider field of SLA research that generative SLA 'ignores' the input. This impression may have arisen because generative SLA researchers have tended not to systematically study quantitative distribution of input properties, nor qualitative properties of the input available to learners. We argue that precisely these sorts of studies would be at least beneficial, if not indispensable, to the development of a comprehensive (generative) theory of SLA. Furthermore, a welcome sideeffect of more systematic engagement with input would be potential for greater accessibility for generative SLA in the wider field of second language (L2) studies. Keywordsgenerative theory, input, second language acquisition, poverty of the stimulus, UG I IntroductionInput is a central concern for any model of language acquisition. A generative approach is no different from any other in so far as it assumes that target language input and how learners process that input are crucial for first and second language development. It is, therefore, surprising that there seems to be a persistent notion in the wider second language acquisition (SLA) research community that generative SLA ignores input. To

Beyond Statistical Learning: Communication Principles and Language Internal Factors Shape Grammar in Child and Adult Beginners Learning Polish Through Controlled Exposure

“…Notes 1 More recent generative accounts (e.g., Rankin & Unsworth, 2016) recognize the impact that the quantity and the quality of input may have on the acquisition process. 2 The total lack of L1 influence on the Basic Variety is not beyond doubt (Schwartz, 1997).…”

“…More recent generative accounts (e.g., Rankin & Unsworth, ) recognize the impact that the quantity and the quality of input may have on the acquisition process.…”

On the Role of Input in Second Language Acquisition: The Case of French Strong Pronouns

“…This study examined whether a semantic interpretation that is infrequent in the input typically available to second language (L2) learners and that is misrepresented in formal instruction can be acquired by L2 learners. It is generally agreed that input is paramount for L2 acquisition (Rankin & Unsworth, ; Slabakova, Leal, & Liskin‐Gasparro, ). However, although usage‐based accounts have attempted to demonstrate that the task of acquiring a (second) language can be accomplished through domain‐general/data‐driven algorithms, generative linguists have insisted on an important role of “domain‐specific cognitive principles or mechanisms constraining the acquisition of language” (Schwartz & Sprouse, , p. 138).…”

“…Given the importance of the debate about the role of input in language learning, several voices within the field have called for a systematic quantitative investigation of frequency in L2 input. The present study was designed to answer this call for a “more robust empirical approach to input” (Rankin & Unsworth, , p. 2) by taking into account naturalistic distributions of a linguistic property, its pedagogical presentations, and semantic interpretations available to native speakers and L2 learners of the language.…”

Connaissances et Usages en L2 : nouvelles perspectives

“…En AL2, la distinction fondatrice entre connaissances et usages est également mouvante. Les approches formelles analysent prioritairement les connaissances entendues comme des représentations mentales du système linguistique, sans toutefois ignorer l'apport de l'input ou des usages entrants (Rankin & Unsworth 2016) tandis que les approches fonctionnelles privilégient l'examen de systèmes linguistiques fondés dans la pratique de la langue. Les études de l'acquisition d'une langue seconde en dehors du milieu institutionnel montrent effectivement que les usages peuvent se développer indépendamment de toute connaissance consciente du système (Watorek, Benazzo & Hickmann 2012).…”