The ability to learn and produce natural language and move beyond the communication of sign and body language is unique to human beings. The acquisition of language is possible since grammar is assumed to be universal. Universal Grammar (UG) defines properties of language itself. CHOMSKY’S theory of grammar is constrained, first, by universal grammatical principles which determine the broad outline of grammar and are generally true and, second, by grammatical parameters which are language-specific dimensions of a particular language and allow crosslinguistic variation. The first doesn’t have to be learned since it is part of the innate language faculty; the latter needs to be acquired and is assumed to be linked to individual items in the lexicon (CAPDEVILA I BATET ET AL. 1995, 31). The central task of acquisition is thus the construction of the grammar of the target language, in other words, the setting of parameters, which is also referred to as grammatical learning (versus lexical learning).
One of the parameters that needs to be set is the construction of negation. In this paper, I look at the nature and operation of negation (part I) and how children and adults acquire it during their first and second language acquisition process of different languages (parts II and III). Moreover, underlying principles and mechanisms of L1 and L2 acquisition will be discussed and compared. I want to investigate the way in which the principles and parameters of UG (do not) operate over time as the individual’s grammar gradually develops and find out if the children’s and adults’ grammars conform to these.
An individual acquiring L1 has to access the innate grammatical principals of UG in the initial state and learn the language-specific grammatical parameters. L1 acquisition is rapid, uniform and almost error-free. How the acquisition of negation for an L1-learner develops will be presented in the second part.
L2-learners have already learned an L1 and are expected to be competent users of the specific grammar of their first language. They learn a second language, i.e. determine a new setting for relevant grammatical parameters in order to arrive at a linguistic system of the target L2. Their acquisition is characterized by great variability crosslinguistically and across individual learners (MEISEL 1997, 227). Part 3 looks at 2LA of negation and wants to describe whether 1LA and 2LA share similarities and if UG plays a role in 2LA.
Inhaltsverzeichnis (Table of Contents)
- Part I
- The syntax of negation in different languages
- English
- German
- French
- Part II
- First Language Acquisition
- Acquisition of negation in Spanish, French and German
- Acquisition of negation in English
- Part III
- Second Language Acquisition
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper explores the acquisition of negation in first and second language acquisition. It aims to investigate the role of Universal Grammar (UG) in this process, examining how children and adults acquire negation across different languages. By comparing the acquisition of negation in both L1 and L2, the study seeks to uncover similarities and potential differences, ultimately exploring the influence of UG on language learning.
- The syntax of negation in different languages (English, German, French)
- The acquisition of negation in first language acquisition
- The acquisition of negation in second language acquisition
- The role of Universal Grammar (UG) in both first and second language acquisition
- Similarities and differences between first and second language acquisition of negation
Zusammenfassung der Kapitel (Chapter Summaries)
Part I: The syntax of negation in different languages
This part examines the syntax of negation in English, German, and French, focusing on the different negative elements used and their positions within the sentence structure. It explores the concept of do-support in English and the VP-internal subject hypothesis to understand the positioning of subjects and negators in these languages.
Part II: First Language Acquisition
This part explores the acquisition of negation in first language learning, examining how children acquire negation in Spanish, French, and German. It then delves into the acquisition of negation in English, providing insights into the developmental stages and potential challenges faced by children.
Schlüsselwörter (Keywords)
This paper focuses on the acquisition of negation in first and second language learning, examining the role of Universal Grammar (UG). Key terms include negation, syntax, language acquisition, first language acquisition (L1), second language acquisition (L2), Universal Grammar, parameters, and grammatical learning.
- Arbeit zitieren
- Lars Berghaus (Autor:in), 2006, On the acquisition of negation: What role does Universal Grammar play in first and second language acquisition?, München, GRIN Verlag, https://www.grin.com/document/74225
