The second language instinct

Schwartz, Bonnie D.

doi:10.1016/s0024-3841(98)00032-1

Cited by 99 publications

(86 citation statements)

References 33 publications

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“…Unlike Eubank's (1996) study, most studies reported in the literature indicate that in L2 acquisition of a non-verb-raising 12 Eubank's more recent work (Eubank et al 1997) seems to suggest that he has modified his position by assuming that functional categories do not transfer from the L1 to the L2 initial stage. 13 Eubank's VF hypothesis is challenged by Schwartz (1998b), who points out that an 'inert' value is more likely to result in no verb movement than optionality. Under Chomsky's (1993Chomsky's ( , 1995 assumptions of 'economy', the grammar prefers nonmovement to movement.…”

Section: Groupsmentioning

confidence: 99%

Negation in French–Chinese, German–Chinese and English–Chinese Interlanguages

Yuan

2004

Trans of the Philol Soc

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This article reports on an empirical study of L2 acquisition of Chinese negation by French-, German-and English-speaking learners. With regard to the syntactic structure of clausal negation, French and German are different from Chinese while English and Chinese are similar. It was hypothesised that it would be easier for English-speaking learners than for French-and German-speaking learners to acquire the syntactic structure of Chinese negation. However, this hypothesis is disconfirmed by the results of the study; little variation is found between the L2 groups in the acquisition of Chinese negation and their behaviours are all native-like. These results present a challenge to some influential L2-acquisition hypotheses. The findings suggest that L2 grammars can have fully and appropriately specified features of functional categories from the initial stage of L2 acquisition even though these features may have different values in learners' L1s.

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Section: Groupsmentioning

confidence: 99%

Negation in French–Chinese, German–Chinese and English–Chinese Interlanguages

Yuan

2004

Trans of the Philol Soc

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“…According to the first proposition, Full Access Hypothesis, all the universal principles are available to the person when he/she is learning the L2 (Schwartz, 1998;Schwartz & Sprouse, 1996). This means that the necessary structural prerequisites are available to the language learner even before he/she begins the process of L2 acquisition (Schwartz, 1998).…”

Section: Ug-access Studies Of L2 Acquisitionmentioning

confidence: 99%

“…This means that the necessary structural prerequisites are available to the language learner even before he/she begins the process of L2 acquisition (Schwartz, 1998). The important point is that the learner has access to the UG principles without any mediation from his/her L1.…”

Section: Ug-access Studies Of L2 Acquisitionmentioning

confidence: 99%

Contributions of Grand Linguistic Theories to Second Language Acquisition Research and Pedagogy

Alimohammadirokni¹

2015

IJEL

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Research on second language acquisition (SLA) and use has always been enriched by linguistic schools and theories. The purpose of the present paper is give readers a snapshot of contributions grand linguistic theories have made to L2 acquisition research and pedagogy. The grand linguistic theories chosen for review in the present study include Structural Linguistics, Nativism, Functional Linguistics, and Cognitive Linguistics. These four linguistics theories have been, and some of them are, paid much more focus in the field of linguistics than other theories. In fact, the areas of SLA research and pedagogy have been highly influenced by these four grand linguistic theories. However, their impacts on these two areas have not been equal and, as a matter of fact, some of linguistic theories have more influenced SLA research while other theories have had implications more for SLA pedagogy. The contributions of the aforementioned grand linguistic theories to SLA research and pedagogy are discussed, along with criticisms against the contributions of each linguistic theory posed by the rival researchers.

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“…1 Full Transfer/Full Access model Schwartz (1998) and Schwartz & Sprouse (1994;1996; propose the Full Transfer/Full Access (FT/FA) model, where they claim that the final state of the first language (L1) grammar fully transfers to the initial state of the second language (L2) grammar, and that the L2 initial grammar will restructure where it cannot parse L2 input, under the constraints imposed by operations of UG. If this model is correct and the L1 grammar fully transfers to the L2 grammar, it is predicted that JLEs will use nominative forms in English in places where DPs are marked with the nominative case-marker ga, and accusative forms in English in places where DPs are marked with the accusative case-marker o.…”

Section: Predictions Of Different Models Of Sla About Case-markinmentioning

confidence: 99%

“…Drawing on our analysis of the data and our description of participants' interlanguage grammars, we consider the implications for SLA models in the next section. (Schwartz & Sprouse, 1994;1996;Schwartz, 1998), JLEs should accept Sub(Nom)/Obj(Acc), Sub(Nom)/Obj(Nom), Obj(Acc)/Sub(Nom) and Obj(Nom)/Sub(Nom) at early stages of acquisition since it is proposed that the L1 grammar fully transfers at the L2 initial state. In addition, as the FT/FA assumes that the L2 initial grammar will undergo restructuring under the constraints imposed by UG, JLEs should narrow their options to just Sub(Nom)/Obj(Acc) at some later stage.…”

Section: Koji Suda and Shigenori Wakabayashi 207mentioning

confidence: 99%

The acquisition of pronominal case-marking by Japanese learners of English

Suda

Wakabayashi

2007

Second Language Research

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Eighty-one seventh- and eighth-grade students (age 12—14) learning English in Japanese classrooms were tested on their knowledge of English case-marked pronouns in sentences like He likes her, * He likes she and * Him likes her. The aim of the study was to evaluate the predictions of three theories of second language (L2) development against the results obtained. Given the case-marking properties of Japanese, the Full Transfer/Full Access model of Schwartz (1998) and Schwartz and Sprouse (1994; 1996; 2000), the Minimal Trees model of Vainikka and Young-Scholten (1994; 1996a; 1996b; 1998) and the Lexical Learning/Lexical Transfer model of Wakabayashi (1997; 2002) make different predictions about the kinds of patterns of case-marked pronouns that will be found in the second language English of early learners with Japanese first language (L1). It is argued that the results are consistent with the predictions of the Lexical Learning/Lexical Transfer model, but with neither Full Transfer/Full Access nor Minimal Trees.

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The second language instinct

Cited by 99 publications

References 33 publications

Negation in French–Chinese, German–Chinese and English–Chinese Interlanguages

Negation in French–Chinese, German–Chinese and English–Chinese Interlanguages

Contributions of Grand Linguistic Theories to Second Language Acquisition Research and Pedagogy

The acquisition of pronominal case-marking by Japanese learners of English

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