INVESTIGATIONS IN UNIVERSAL GRAMMAR: A GUIDE TO EXPERIMENTS ON THE ACQUISITION OF SYNTAX.Stephen Crain and Rosalind Thornton. Cambridge, MA: MIT Press, 1998. Pp. xi + 342. US $55.00 cloth.

2000 ◽  
Vol 22 (1) ◽  
pp. 136-136
Author(s):  
Lynn Eubank
Keyword(s):  
Research Methods ◽  
Universal Grammar ◽  
First Language ◽  
Theoretical Framework ◽  
Experimental Techniques ◽  
Human Language ◽  
Linguistic Performance ◽  
Methodological Practice ◽  
L1 Acquisition

Well known for their work in first language (L1) acquisition, Crain and Thornton (henceforth C&T) have produced with their Investigations in Universal Grammar a thorough review of the innovative experimental techniques they developed to investigate the acquisition of syntax. In this sense, the volume would appear to be a kind of research-methods book. The volume is a great deal more, however. Indeed, in the volume's three main sections (16, 8, and 16 chapters, respectively), C&T present examinations not only of the nature of human-language grammars but also of the factors that conspire to result in linguistic performance. What makes the C&T volume superior is that they integrate theoretical framework with methodological practice so seamlessly.

scholarly journals Universal Grammar: Arguments for its Existence

2021 ◽  
Vol 12 (2) ◽  
pp. 31
Author(s):  
Jameela Hanoon Umarlebbe ◽  
Seriaznita Binti Mat Said
Keyword(s):  
Theoretical Model ◽  
Language Acquisition ◽  
Language Learning ◽  
Universal Grammar ◽  
First Language ◽  
Theoretical Framework ◽  
Human Mind ◽  
Learning Needs ◽  
First Language Acquisition ◽  
Reasonable Explanation

The first part of this paper discusses the rationale for universal grammar (UG) theory to explain first language acquisition. It also illustrates the issues of language acquisition Chomsky argued which could not be supported by behaviourist theories and shows how Chomsky proposed a solution to this problem through his theoretical model of universal grammar. The next part outlines this theory’s key tenets, arguing that these principles must be an innate endowment of the human mind. Moreover, the study illustrates specific examples of grammatical phenomena that universal grammar seeks to explain. Lastly, it shows that certain distinct grammatical features are linked and that these connections can be explained within the Universal Grammar theoretical framework. The only reasonable explanation for the first language learning needs only limited linguistic exposure to activate them and set criteria for the language being learned for children whose minds have already been wired with essential language concepts.

A CASE STUDY OF NL INFLUENCE IN UNIS FKIP ENGLISH DEPARTMENT STUDENTS' INTERLANGUAGE

2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Universal Grammar ◽  
Similar System ◽  
The One ◽  
L1 Acquisition

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).

‘I me Mine’ The Acquisition of Dutch Pronominal Possessives by L1 Children, L2 Children and L2 Adults

2008 ◽  
Vol 155 ◽  
pp. 23-52
Author(s):  
Elma Nap-Kolhoff ◽  
Peter Broeder
Keyword(s):  
Adult Learners ◽  
Young Children ◽  
First Language ◽  
Spontaneous Speech ◽  
L2 Acquisition ◽  
Possessive Constructions ◽  
Speech Data ◽  
L2 Learners ◽  
Dutch Language ◽  
L1 Acquisition

Abstract This study compares pronominal possessive constructions in Dutch first language (L1) acquisition, second language (L2) acquisition by young children, and untutored L2 acquisition by adults. The L2 learners all have Turkish as L1. In longitudinal spontaneous speech data for four L1 learners, seven child L2 learners, and two adult learners, remarkable differences and similarities between the three learner groups were found. In some respects, the child L2 learners develop in a way that is similar to child L1 learners, for instance in the kind of overgeneralisations that they make. However, the child L2 learners also behave like adult L2 learners; i.e., in the pace of the acquisition process, the frequency and persistence of non-target constructions, and the difficulty in acquiring reduced pronouns. The similarities between the child and adult L2 learners are remarkable, because the child L2 learners were only two years old when they started learning Dutch. L2 acquisition before the age of three is often considered to be similar to L1 acquisition. The findings might be attributable to the relatively small amount of Dutch language input the L2 children received.

Long-distance wh-movement and long-distance wh-movement avoidance in L2 English: Evidence from French and Bulgarian speakers

2014 ◽  
Vol 31 (2) ◽  
pp. 179-210 ◽  
Author(s):  
Nikolay Slavkov
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Processing Load ◽  
Long Distance ◽  
Canadian French ◽  
Equivalent Length ◽  
Show Evidence ◽  
L1 Acquisition

This article investigates spoken productions of complex questions with long-distance wh-movement in the L2 English of speakers whose first language is (Canadian) French or Bulgarian. Long-distance wh-movement is of interest as it can be argued that it poses difficulty in acquisition due to its syntactic complexity and related high processing load. Adopting the derivational complexity hypothesis, which has so far been applied to long-distance (LD) wh-movement in L1 acquisition and child second language acquisition, I argue that adult L2 learners also show evidence that questions with LD wh-movement are often replaced by alternative utterances with lower derivational complexity. I propose that such utterances, which are sometimes of equivalent length and with similar meaning to the targeted LD wh-structures, are avoidance strategies used by the learners as an intermediate acquisition resource. That is, such strategies are used as an escape-hatch from the derivational complexity of LD wh-movement. Overall, the results of this research indicate that the link between the number and complexity of derivational steps in a given structure is a fruitful area with strong potential in the second language acquisition field.

scholarly journals Is history of economic thought a "serious" subject?

2008 ◽  
Vol 1 (1) ◽  
pp. 107 ◽  
Author(s):  
Maria Cristina Marcuzzo
Keyword(s):  
Research Methods ◽  
Theoretical Framework ◽  
Economic Thought ◽  
Historical Narrative ◽  
Contextual Analysis ◽  
History Of Economic Thought ◽  
Textual Exegesis ◽  
The Past ◽  
History Of ◽  
The Subject

The purpose of this paper is to clarify the nature of research methods in the history of economic thought. In reviewing the "techniques" which are involved in the discipline, four broader categories are identified: a) textual exegesis; b) "rational reconstructions"; c) "contextual analysis"; and d) "historical narrative". After examining these different styles of doing history of economic thought, the paper addresses the question of its appraisal, namely what is good history of economic thought. Moreover, it is argued that there is a distinction to be made between doing economics and doing history of economic thought. The latter requires the greatest possible respect for contexts and texts, both published and unpublished; the former entails constructing a theoretical framework that is in some respects freer, not bound by derivation, from the authors. Finally, the paper draws upon Econlit records to assess what has been done in the subject in the last two decades in order to frame some considerations on how the past may impinge on the future.

scholarly journals Language Change and Language Acquisition

Nordlyd ◽  
10.7557/12.21 ◽  
2004 ◽  
Vol 31 (1) ◽  
Author(s):  
Thorbjörg Hróarsdóttir
Keyword(s):  
Language Acquisition ◽  
Language Change ◽  
Universal Grammar ◽  
First Language ◽  
Language Performance ◽  
Previous Generation ◽  
Two Generations ◽  
New Interpretation ◽  
Context Specific ◽  
Diachronic Changes

The aim of this paper is to present diachronic changes in terms of the conditions of first language acquisition. Grammars, seen as mental organs, may change between two generations. A change is initiated when (a population of) learners converge on a grammatical system which differs in at least one parameter value from the system internalized by the speakers of the previous generation. Learnability issues then connect to both language acquisition and language change, and understanding language changes depends on understanding how children acquire their native language. Acquisition is a process in which Universal Grammar (UG) interacts with a context-specific set of Primary Linguistic Data (PLD: the linguistic input to the child-learner) and uses these PLD as the source for triggers or cues that map the innate (preexperience) knowledge to a mature grammar. If a certain phenomenon has survived through many generations, it must have been reflected clearly in the PLD. Then, if we note that it has changed, something in the language performance of the previous generation must have changed, and thereby paved the way for a new interpretation. Innovation leading to linguistic variation in the PLD and gradual changes in PLD play a central role in the explanation here: the immediate cause of a grammar change must lie in some alternation in the PLD. We will look at how the language spoken in a certain community (E-language) may gradually become different from the language that originally served as the triggering experience. These changes in the E-language also mean changes in the input available to the child-learners of the next generation and a motivation for a different parameter setting has arisen.

Researching the caregiver’s lived experiences

2020 ◽  
pp. 19-40
Author(s):  
Natalie Booth
Keyword(s):  
Research Methods ◽  
Lived Experiences ◽  
Theoretical Framework ◽  
The Third ◽  
Depth Analysis ◽  
Point Of Reference

This chapter outlines the methodology used in this book, including the theoretical framework and methods selected. The aim of the research presented throughout this book was to explore how maternal imprisonment was experienced from a family-centred perspective. The intention was to provide an in-depth analysis of the experiences and perceptions of relatives looking after children whose mothers were in prison. To explain how this was achieved, the chapter is divided into three sections: the first section provides a description of the theoretical framework; the second section is an overview of the research methods adopted; and the third section introduces the caregiving kin and their familial circumstances. While the third section veers away from conventional academic norms, it does enable the participants' lives and experiences to be foregrounded, to act as a point of reference, a reminder of the realities that they were negotiating.

Tool and Symbol

Mind Shift ◽  
2021 ◽  
pp. 32-45
Author(s):  
John Parrington
Keyword(s):  
Tool Use ◽  
Universal Grammar ◽  
Brain Evolution ◽  
Human Society ◽  
Growing Up ◽  
Human Language ◽  
Human Brain Evolution ◽  
Equal Importance ◽  
Language Capacity ◽  
Development Of Language

This chapter examines the emergence of tool use and human language in human brain evolution. Increasing use and design of tools made possible by the bipedalism of our proto-human ancestors was a key step in the development of language. Indeed, communal tool use ‘helped to bring the members of society together by increasing the cases of mutual support and joint activity’. During this process, ‘the reaction of labour and speech on the development of the brain and its attendant senses, of the increasing clarity of consciousness, power of abstraction and of conclusion, gave both labour and speech an ever renewed impulse to further development’. The chapter then considers the studies which assess the fundamental differences in terms of language capacity between humans and apes. While the behaviourist view that human language acquisition is simply an accumulation of conditioned reflexes now looks incorrect, recent studies have also challenged the view of a biological basis for a ‘universal grammar’ shared by all humans. Instead, increasing evidence points to both human biology and the process of growing up in a specific human society as being factors of equal importance in the formation of language.

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