CHAPTER 7

CHAPTER 7

LINGUISTIC ASPECTS OF INTERLANGUAGE

Typological Universal: Relative Clauses

A good example of how linguistic enquire can shed light on interlaguage development can be found in the study of relative clauses. Learners whose L1 includes relative clauses find them easier to learn than learners whose L1 does not and, consequently, they are less likely to avoid learning them.

A effect of relative clause structure on L2 acquisition can be identified. Linguists have shown that languages are more likely to permit relative clauses with a subject pronoun than with an object pronoun. In fact the hierarchy of relativization,is known as the accessibility hierarchy.

The accessibility hierarchy serves as an example of how SLA and linguistics can assist each other. On the other hand, linguistic facts can be used to explain and even predict acquisition. On the other, the results of empirical studies of L2 acquisition can be used to refine our understanding of linguistic facts.

Universal Grammar

SLA also owes a considerable debt to another branch of linguistic- that associated closely with Noam Chomsky’s theory of Universal Grammar. He argues that language is governed by a set of highly abstract principles that provide parameters which are given particular setting in different languages.

Learnability

Chomsky has claimed that children learning their L1 must rely on innate knowledge of language because otherwise the task facing them is an impossible one. His argument is tht 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.

Negative evidence would make possible children to find out that sentences are ungrammatical

The Critical Period Hypothesis

it states that there is a period during which language acquisitions easy and complete and beyond which it is difficult and typically incomplete.

Access to USG

We will briefly examine a number of theoretical positions.

1.      Complete access

It is argued that learners begin with the parameter setting of their L1 but subsequently learn to switch to the L2 parameter setting.

2.      No Access

Here is that UG is not available to adult L2 learners. They rely on general learning strategies.

3.      Partial Access

Another theoretical possibility is that learners have access to parts of UG but no others.

4.      Dual Access

According to this position, adult L2 learners make use of both UG and general learning strategies.

Markedness

This uncertainty regarding the contribution of linguistic theory to the study of L2 acquisition is also evident in another area of linguistic enquiry-.

Cognitive versus Linguistic Explanation

In short, it comes down to whether L2 acquisition is to be explained in terms of a distinct and innate language faculty or in terms of general cognitive abilities. There is no consensus on this issue. It should be noted however that UG does not claim to account for the whole of a language or even the whole of the grammar of a language.

Questions        :

1.      What is actually meant by “markedness” ?

2.      What is more influence between cognitive and linguistic explanation?