If we take for granted that children acquire their first language with the help of an innate language acquisition device containing Universal Grammar, is it likely that the acquisition of a second language works in the same way? Is Universal Grammar still the driving force or did the prerequisites for the acquisition change in a way that learners need to consult other means and resources, like only their general cognitive abilities and learning strategies?
There are many points in which first and second language acquisition differ...It is these differences that made linguists doubt that first and second language acquisition are entirely the same process.
This paper is concerned with the question whether Universal Grammar is still available for second language learners and whether the mental grammar of L2 learners shows signs of impairment. After a short introduction to the concept of Universal Grammar in first language acquisition, it will turn to Universal Grammar in second language acquisition. In this context it will be considered whether the interlanguage grammar might be impaired and whether UG is probable to influence second language acquisition. Several theories of second language acquisition will be presented in advance to the discussion whether learners are likely to have full access, partial access or no access to Universal Grammar. Before being concluded it will take a short look at the problems that arise in second language research.
Table of Contents
1. The Contribution of Universal Grammar to Second Language Acquisition
2. Which Role is UG likely to play in SLA?
3. First language acquisition and Universal Grammar
4. Second language acquisition and Universal Grammar
4.1 Impairment of the L2 representation
5. Is UG accessible in second language acquisition?
6. Basic alternatives of UG accessibility
6.1 Full access theories
6.2 Partial and indirect access theories
6.3 No access theories
7. Discussion
8. Problems with the studies
9. Conclusion
Research Objectives and Themes
This paper examines the role of Universal Grammar (UG) in second language acquisition (SLA) to determine whether the innate language mechanisms available in first language acquisition remain accessible to adult learners or if L2 acquisition relies on alternative cognitive strategies.
- The potential involvement of Universal Grammar in non-native language learning.
- Distinctions between first language acquisition and the acquisition of a second language.
- Evaluation of "full access," "partial access," and "no access" theoretical models.
- The influence of L1 transfer and cross-linguistic factors in interlanguage grammars.
- Methodological challenges in interpreting production data and grammaticality judgment tests.
Excerpt from the Book
Which Role is UG likely to play in SLA?
If we take for granted that children acquire their first language with the help of an innate language acquisition device containing Universal Grammar, is it likely that the acquisition of a second language works in the same way? Is Universal Grammar still the driving force or did the prerequisites for the acquisition change in a way that learners need to consult other means and resources, like only their general cognitive abilities and learning strategies?
There are many points in which first and second language acquisition differ. The most striking difference is that in the case of second language acquisition the learner has already successfully acquired one language. This knowledge is likely to influence the process of acquiring a second language, for example, being taken as a further resource available. Another point is the age of language acquirers. In contrast to the first language, which is acquired in early childhood, further languages can be learned at any age. The fact that many second language learners are not children, but adults or youths leads to differences in the prerequisites for first and second language learners, which probably influence the acquisition processes.
Summary of Chapters
The Contribution of Universal Grammar to Second Language Acquisition: Introduces the core question of whether UG, which governs first language acquisition, remains available during the second language acquisition process.
Which Role is UG likely to play in SLA?: Explores fundamental differences between first and second language acquisition, focusing on cognitive maturity, critical periods, and the availability of prior linguistic knowledge.
First language acquisition and Universal Grammar: Discusses the theoretical framework of Universal Grammar and the principles and parameters model as proposed by Chomsky.
Second language acquisition and Universal Grammar: Examines different positions on the impairment of interlanguage grammars and whether L2 acquisition is guided by the same innate mechanisms as L1 acquisition.
Is UG accessible in second language acquisition?: Investigates evidence regarding the logical problem of language acquisition and whether second language learners have access to UG.
Basic alternatives of UG accessibility: Categorizes various theories into full access, partial/indirect access, and no access models concerning UG.
Discussion: Evaluates the contradictory evidence found in SLA research and weighs the merits of different theoretical hypotheses.
Problems with the studies: Highlights methodological limitations, such as the comparative fallacy and differences in study designs, that make reaching a consensus difficult.
Conclusion: Summarizes that while results are inconsistent, evidence suggests that UG remains at least partially available to L2 learners and that observed differences often relate to processing constraints rather than deep grammatical impairment.
Keywords
Universal Grammar, Second Language Acquisition, Interlanguage, Principles and Parameters, Language Acquisition Device, Fossilization, Critical Period, Full Access, Minimalist Programme, Linguistic Competence, Performance Errors, Cross-linguistic Influence, Mental Grammar, Syntax, Inflectional Morphology.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper focuses on the debate regarding whether Universal Grammar remains accessible to second language learners or if they must rely on general cognitive abilities after passing a critical period.
What is the central research question?
The paper asks whether Universal Grammar is still the driving force in second language acquisition or if the acquisition process undergoes fundamental changes due to the learner's existing linguistic and cognitive structure.
How is the term "Universal Grammar" defined in this context?
Universal Grammar is treated as an innate language acquisition device consisting of principles and parameters that guide the human mind toward the systematic construction of a language.
What are the three main theoretical categories discussed?
The paper categorizes theories into "full access," "partial and indirect access," and "no access" theories regarding the availability of Universal Grammar to L2 learners.
Does the author conclude that UG is impaired in adults?
The author argues that it is improbable that mental grammars are truly impaired, suggesting instead that UG remains available, though its manifestation may be limited by processing factors or L1 influence.
What methodology is primarily used for the analysis?
The author conducts a literature review of established theories and studies, analyzing both production data and grammaticality judgment tests to evaluate the consistency of different scientific perspectives.
How does the "Missing Surface Inflection Hypothesis" explain L2 errors?
This hypothesis suggests that learners' problems in L2 are not due to an underlying impairment of their grammar, but rather a difficulty in mapping abstract features to their morphophonological representations.
Why does the author caution against comparing L1 and L2 learners directly?
The author warns against the "comparative fallacy," where researchers compare L2 learners' performance to native speaker norms without accounting for the different predispositions and learning environments.
- Quote paper
- Lena Linden (Author), 2006, The contribution of Universal Grammar to second language acquisition - Which role is UG likely to play in SLA?, Munich, GRIN Verlag, https://www.grin.com/document/83851
