All students in the seminar “Language Acquisition” (SS 07) are obligated to write a term paper about an issue which fits into the course subject matter. In this case, the topic “The Role of Universal Grammar in Second Language Acquisition” was chosen. The seminar deals with both, first and second language acquisition. The main focus lies on German and English. However, the course is not supposed to deal with a contrastive view but rather a descriptive way of analyzing language acquisition in general and with a specific concentration on English. The following term paper, primarily, deals with second language acquisition and the Role of Universal Grammar (UG) in the course of the on-going acquisition process. The UG approach is an issue which is often discussed within the linguistic science and the opinions about it are highly diverged. Not only in Second Language Acquisition (SLA), but also in First Language Acquisition the Universal Grammar approach is often seen as not verified, or on the other hand, as opposed to, it is viewed as the only solution to the mysterious question of language acquisition. This term paper defines the essential different sights of UG and its role in the process of SLA. The main question of the paper is:” Does UG plays a role in SLA and if so, what kind of role?” Another issue is whether only UG influences SLA or the first language governs acquisition of a second language. Some researchers even state that there is no UG in language acquisition and others say that UG is ‘dead’ in SLA. There are a bunch of opinions on this topic and all of them show evidence, more or less persuasive. It is not possible to explain all the different aspects of research and all the data and experiments concerning UG and SLA in this term paper. Nevertheless, this paper describes some of the essential views on how UG plays a role in SLA and additionally what kind of influence first language (L1) can possibly have on the process of SLA. Considering L1, UG and L2 is necessary because L1 acquisition is definitely different from SLA. Bilingual aspects are not considered in this context. To describe and define the most important expressions, the paper starts with definitions, before the so-called Logical Problem of Language Acquisition and the differences between L1 and L2 acquisition are portrayed. The main part is about the Role of L1 (transfer) and the access to UG in SLA.
Table of Contents
1. Introduction
2. Definitions
2.1 Universal Grammar
2.2 Interlanguage Grammar
2.3 Competence and Performance
3. Poverty-of-the-Stimulus Argument (Logical Problem of Language Acquisition)
3.1 Deficient Input
4. Differences between L1 and L2 acquisition
4.1 Success and Fossilization
4.2 Critical Period Hypothesis (Age)
5. Role of the L1 (transfer) and Access to UG in SLA
5.1 Mother-tongue-grammar (Full transfer/No access)
5.2 UG-is-dead hypothesis (Partial transfer/No access)
5.3 Combination of complete L1 and parts of UG (Full transfer/partial access)
5.4 Parts of L1 combined with complete UG (Partial transfer/Full access)
5.5 Complete L1 arranged with complete UG (Full transfer/Full access)
5.6 Pure UG hypothesis (No transfer/Full access)
5.7 Parts of L1, Parts of UG and general learning strategies (Partial transfer/Partial access)
6. Conclusion
Research Objective and Core Topics
This paper examines the influence and applicability of Universal Grammar (UG) in the context of Second Language Acquisition (SLA), specifically investigating whether UG remains accessible to adult learners and how it interacts with the first language (L1).
- The role of Universal Grammar in the acquisition of a second language.
- The logical problem of language acquisition and the poverty-of-the-stimulus argument.
- Theoretical hypotheses regarding L1 transfer and UG accessibility in SLA.
- Differences in language acquisition success between first and second language learners.
- The impact of age and the critical period hypothesis on linguistic achievement.
Excerpt from the Book
3. Poverty-of-the-Stimulus Argument (Logical Problem of Language Acquisition)
The poverty-of-the-stimulus argument is the main supportive feature in the discussion about Universal Grammar. It is also called the Logical Problem of Language Acquisition or the Projection Problem. In this paragraph, its main statement is described.
One of the most extraordinary characteristics of language acquisition is the fact that language learners are able to create sentences and utterances which they could never had heard or learnt before. The argument of the poverty-of-the-stimulus is based on this fact; therefore, it argues that “the input to which children are exposed is insufficient to enable them to discover the rules of the language they are trying to learn. This insufficiency is referred to as the poverty of the stimulus.” The main question is: “How is it possible that a language learner knows so much about the target language without being taught or instructed?” This argument used to be introduced only in the discussion about first language acquisition, nevertheless; now, this argument is also used to describe the acquisition of a second language. The reason why it is applied to both kinds of language acquisition is that in both there is a mismatch obvious between the kind of input the learners receive and their ultimate achievement in the final state of acquisition. To make it easy to understand, the input they receive does not match the output. Advocates of UG state that the solution to this curious problem is that human beings have innate abilities which make them able to end up with a complex grammar which goes ahead of the input.
Summary of Chapters
1. Introduction: Outlines the scope of the paper, focusing on the debate surrounding the role of Universal Grammar in second language acquisition.
2. Definitions: Establishes fundamental terminology, including Universal Grammar, Interlanguage, and the distinction between Competence and Performance.
3. Poverty-of-the-Stimulus Argument (Logical Problem of Language Acquisition): Discusses the argument that linguistic input is often insufficient to account for the complex grammatical knowledge learners achieve.
4. Differences between L1 and L2 acquisition: Explores factors such as fossilization and the critical period hypothesis that differentiate first from second language learning.
5. Role of the L1 (transfer) and Access to UG in SLA: Provides a detailed classification of various hypotheses concerning the extent of UG accessibility and L1 influence in SLA.
6. Conclusion: Synthesizes the discussed viewpoints, maintaining that while the role of UG in SLA is complex, it likely functions as an essential, though partially accessible, component of language acquisition.
Keywords
Universal Grammar, Second Language Acquisition, SLA, Language Acquisition Device, Poverty-of-the-Stimulus, Interlanguage Grammar, Competence, Performance, Fossilization, Critical Period Hypothesis, L1 Transfer, Parameter Setting, Innateness Hypothesis, Linguistic Input, Language Faculty
Frequently Asked Questions
What is the central focus of this term paper?
The paper explores the role of Universal Grammar (UG) in Second Language Acquisition (SLA) and evaluates whether UG continues to influence the learning process in non-native speakers.
What are the key thematic areas addressed?
The main themes include the logical problem of language acquisition, the influence of the first language (transfer), the distinction between competence and performance, and various theoretical hypotheses regarding UG accessibility.
What is the primary research question?
The core question is: "Does Universal Grammar play a role in Second Language Acquisition, and if so, what kind of role is it?"
Which scientific method is utilized in this study?
The study employs a descriptive, theoretical approach, analyzing existing linguistic literature and research perspectives to contrast different hypotheses regarding UG and L1 influence.
What subjects are covered in the main part of the paper?
The main part focuses on the "Role of L1 (transfer) and Access to UG in SLA," providing a structured overview of seven major hypotheses ranging from "Full transfer/No access" to "Pure UG" (No transfer/Full access).
Which keywords define the scope of the work?
Essential keywords include Universal Grammar, SLA, Fossilization, Critical Period, L1 Transfer, and Innateness Hypothesis.
How does the author define "Poverty of the Stimulus"?
It refers to the observation that the linguistic input received by learners is insufficient to account for the complex and error-free grammatical rules they eventually master.
What is the author's stance on the "UG-is-dead" hypothesis?
The author views this hypothesis as problematic, arguing that adult learners can achieve high levels of L2 proficiency, suggesting that UG likely remains an available resource under appropriate conditions.
Why is the L1 considered influential in SLA?
L1 knowledge is seen as a significant factor in SLA because learners often compare the new target language to their native language, particularly when acquisition takes place in unnatural, instructed settings.
- Arbeit zitieren
- Henner Kaatz (Autor:in), 2007, The role of universal grammar in second language acquisition, München, GRIN Verlag, https://www.grin.com/document/90841
