Functionalism in Second Language Acquisition

Tomlin, Russell S.

doi:10.1017/s0272263100009062

Cited by 40 publications

(26 citation statements)

References 65 publications

(66 reference statements)

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“…A major assumption Chomsky makes is that the linguistic input to children acquiring their first language underdetermines or is insufficient to account for language acquisition. Moreover, children 5 Some of the more prominent among these being Krashen's monitor model (1985), Hatch and Hawkins' experiential approach (1985); Bialystok and Ryan's knowledge and control dimensions (1985); McLaughlin's cognitive theory (1987); the multidimensional model (Pienemann & Johnston, 1987;Clahsen, 1987); Andersen's cognitive interactionist model (1988), and the functionalist perspective (Tomlin, 1990).…”

Section: Nativist Universal Grammar (Ug)mentioning

confidence: 99%

Second Language Acquisition Research: Staking out the Territory

Larsen‐Freeman¹

1991

TESOL Quarterly

117

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Since its emergence some 20 years ago, the field of second language acquisition research has focused on two areas: the nature of the language acquisition process and the factors which affect language learners. Initial research was essentially descriptive. More recently, researchers have been attempting to explain how acquisition occurs and how learner factors lead to differential success among learners. The focus has alternately broadened as researchers became more aware of the complexity of the issues and narrowed as greater depth of analysis was required. The paper suggests that the next phase of research will be characterized by a union of these two focal areas: learning and the learner. It also recommends that more research attention be given to tutored acquisition.

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Section: Nativist Universal Grammar (Ug)mentioning

confidence: 99%

Second Language Acquisition Research: Staking out the Territory

Larsen‐Freeman¹

1991

TESOL Quarterly

117

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“…These findings are relevant if the overuse of full NPs and the overuse of pronouns are manifestations of the same phenomenon. Tomlin (1990), using an experimental on-line production task, elicited narratives from NNSs of English. He found that the speakers used mostly full NPs and that changes in "activated memory," a factor affecting NSs' choice of nominal, did not have any relation to whether NNSs used a pronoun or full NP.…”

Section: Previous Research On Nominal Referencementioning

confidence: 99%

Acquiring Nothing?

Polio

1995

Stud Sec Lang Acq

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Some earlier SLA research suggests that zero pronouns should be easily acquired by second language learners, yet this has not been carefully examined because studies of nominal reference are usually limited to the acquisition of languages that do not have zero pronouns. This study examines how speakers of languages with zero pronouns (Japanese) and without them (English) use zero pronouns when acquiring a language that has them (Mandarin Chinese). The findings show that second language learners do not use zero pronouns as often as native speakers and that their use increases with proficiency. When examined more closely, it can be seen that the speakers have no difficulty using zero pronouns when there is a syntactic or semantic restriction, but they do have difficulty at the discourse level. It is claimed that this underuse of zero pronouns corresponds with other research that shows that second language learners tend to avoid pronouns in favor of full noun phrases. Some explanations for these phenomena are postulated.Much attention has been given to acquisition of nominal reference in second language acquisition for reasons best expressed by Chaudron and Parker (1990) in their study on the acquisition of English noun phrases:This paper was written from part of my dissertation under the guidance of Roger Andersen. His direction throughout the project was extremely helpful. I also thank Susan Gass, H. Gary Cook, and three anonymous SSLA reviewers for their useful comments.• 1995 Cambridge University Press 0272-2631/95 $7.50 + .10 353

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“…Also, the study of second language from the functional perspective begins with the assumption that the purpose of language is communication, and that development of linguistic knowledge (be it in First or Second Language) requires communicative use. Finally, the scope of concern goes beyond the sentence to include discourse structure and how language is used in interaction, and to include aspects of communication beyond language (see also , Tomlin 1990). Tomlin (1990, p155) admits that the functional approach "represents a comprehensive orientation to matters of language use and interaction which underlie and affect the temporal acquisition of second languages".…”

Section: Introductionmentioning

confidence: 99%

You Are Not Logged In: Context and Interpersonal Meaning of Instructions and Links in a typical Learning Management System

2016

IJALEL

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It is common knowledge that the incorporation of Learning Management Systems (LMS) in ESL/EFL instruction has enhanced learners understanding of the language just as it has helped teachers in monitoring students' progress. However, the use of these eLearning platforms can be quite challenging for EFL learners who are yet to be proficient in the English language. This is because all course information and instructions are offered in the language. Following the notion of context and language metafunctions by Halliday (1985) and his followers, analysis of some linguistic expressions in typical learning management systems is conducted. I show how context and interpersonal meanings are established, and how they can enhance learners' comprehension of information and instructions. The linguistic expressions used as data are sourced from student-specific pages of the web-based Learning Management System (Blackboard) and the Modular Object-Oriented Dynamic Learning Environment (Moodle) as adapted in colleges and institutes in Saudi Arabia.

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Functionalism in Second Language Acquisition

Cited by 40 publications

References 65 publications

Second Language Acquisition Research: Staking out the Territory

Second Language Acquisition Research: Staking out the Territory

Acquiring Nothing?

You Are Not Logged In: Context and Interpersonal Meaning of Instructions and Links in a typical Learning Management System

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