Carroll's Autonomous Induction Theory: Combining Views from UG and Information Processing Theories

Maftoon, Parviz; Esfandiari, Laleh Toupa

doi:10.17507/jltr.0602.24

Search citation statements

Order By: Relevance

Paper Sections

Select...

Carroll's Autonomous Induction Theory1

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2019

2024

Publication Types

Select...

Article3

Other2

Relationship

Self Cite0

Independent5

Authors

Journals

Cited by 5 publications

(1 citation statement)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, Carroll (1999, 2001, Maftoon, 2015 points out that a distinction between learning the language through processing information for acquisition and for parsing. In regard to the notion of comprehensible input, the acquisition mechanisms accrue when parsers fail to be triggered.…”

Section: Carroll's Autonomous Induction Theorymentioning

confidence: 99%

The Role of Input in Second Language Acquisition: An Overview of Four Theories

Alahmadi¹

2019

(BAES)

View full text Add to dashboard Cite

show abstract

Section: Carroll's Autonomous Induction Theorymentioning

confidence: 99%

The Role of Input in Second Language Acquisition: An Overview of Four Theories

Alahmadi¹

2019

(BAES)

View full text Add to dashboard Cite

show abstract

Roles of positive and indirect negative evidence in L2 feature reassembly

Prawatmuang

Yuan

2020

JSLS

View full text Add to dashboard Cite

This article reports an empirical study investigating L2 acquisition of the Mandarin Chinese collective marker -men by adult Thai-speaking learners and the Thai collective marker phûak- by adult Chinese-speaking learners within the framework of the Feature Reassembly Hypothesis (Lardiere, 2009a, 2009b). An acceptability judgment test was administered to learners with beginning, intermediate and advanced proficiencies of Chinese and Thai (n = 114) as well as native speaker controls (n = 30). The results reveal a facilitating role of positive evidence in L2 feature reassembly as Chinese learners who are exposed to positive evidence of “phûak + animal noun” and “phûak + indefinite noun” structures in their Thai input perform native-like on these structures from an intermediate level onward. On the other hand, feature reassembly is hindered when positive evidence is unavailable as in the case of Thai learners of Chinese where no evidence they receive in the input shows ungrammaticality of “animal noun + men” and “indefinite noun + men” structures in Chinese. These learners mostly fail to perform native-like even at an advanced level.

show abstract