The Development of the Grammatical System in Early Second Language Acquisition
The Multiple Constraints Hypothesis
1st Edition
Published in September 2013
XX, 280 pages
978-90-272-7169-3 (ISBN)
Description
Shortlisted for the Christopher Brumfit Award in Applied Linguistics.
The Development of the Grammatical System in Early Second Language Acquisition focuses on the acquisition process of early L2 learners. It is based on the following key hypothesis: the initial mental grammatical system of L2 learners is constrained semantically, syntactically and mnemonically. This hypothesis is formalised as the Multiple Constraints Hypothesis. The empirical test of the Multiple Constraints Hypothesis is based on a large database including cross-sectional and longitudinal data from square-one ESL beginners. The study demonstrates that the postulated constraints are relaxed successively as learning progresses. The book is intended for postgraduate students as well as SLA researchers.
The Development of the Grammatical System in Early Second Language Acquisition focuses on the acquisition process of early L2 learners. It is based on the following key hypothesis: the initial mental grammatical system of L2 learners is constrained semantically, syntactically and mnemonically. This hypothesis is formalised as the Multiple Constraints Hypothesis. The empirical test of the Multiple Constraints Hypothesis is based on a large database including cross-sectional and longitudinal data from square-one ESL beginners. The study demonstrates that the postulated constraints are relaxed successively as learning progresses. The book is intended for postgraduate students as well as SLA researchers.
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Anke Lenzing
The Development of the Grammatical System in Early Second Language Acquisition
The Multiple Constraints Hypothesis
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08/2013
John Benjamins Publishing Co
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Content
- The Development of the Grammatical Systemin Early Second Language Acquisition
- Editorial page
- Title page
- LCC data
- Dedication page
- Table of contents
- List of abbreviations
- List of figures
- List of tables
- Acknowledgements
- 1. Introduction
- 1.1 Lexical-Functional Grammar - An introduction
- 1.2 Processability Theory - An introduction
- 1.3 The Multiple Constraints Hypothesis
- 1.4 L1 transfer
- 1.4.1 Different perspectives on transfer and the L2 initial state
- 1.5 Outline
- 2. Lexical-Functional Grammar
- 2.1 Design principles of Lexical-Functional Grammar
- 2.2 Levels of representation
- 2.2.1 F(unctional)-structure
- 2.2.2 C(onstituent)-structure
- 2.2.3 Mapping principles from c-structure to f-structure
- 2.2.4 A(rgument)-structure
- 2.2.5 Lexical Mapping Theory
- 2.3 Psychological and typological plausibility
- 3. Developmental patterns in SLA
- 3.1 The Morpheme Order Studies
- 3.2 Criticism of the Morpheme Order Studies
- 3.3 Developmental sequences of acquisition - the Multidimensional Model and the Strategies Approach
- 3.4 Criticism of the Multidimensional Model and the Strategies Approach
- 4. Processability Theory
- 4.1 The psycholinguistic basis of PT
- 4.1.1 Levelt's Blueprint for the Speaker
- 4.1.2 Key psychological factors in language processing
- 4.2 Incremental language generation
- 4.3 The Processability Theory hierarchy of processing procedures
- 4.4 A processability hierarchy for English as L2
- 4.5 Hypothesis Space
- 4.6 Extended Processability Theory
- 4.6.1 Linear mapping and the Unmarked Alignment Hypothesis
- 4.6.2 Linguistic non-linearity and the mapping of c-structure to f-structure - the Topic Hypothesis
- 4.6.3 Linguistic non-linearity and the mapping of a-structure to f-structure - the Lexical Mapping
- 5. The role of transfer in SLA
- 5.1 Some early views on language transfer - Contrastive Analysis and Error Analysis
- 5.2 Transfer - an outdated concept?
- 5.3 UG-based approaches to language transfer
- 5.3.1 The Full Transfer / Full Access Model
- 5.3.2 Partial Transfer / Full Access: the Minimal Trees Hypothesis
- 5.3.3 Partial Transfer / Full Access: the Valueless Features Hypothesis
- 5.3.4 Minimal Transfer / Full Access: the Initial Hypothesis of Syntax
- 5.3.5 Indirect access to UG: the 'No-Parameter Resetting' perspective
- 5.3.6 Evaluation of UG-based approaches to transfer
- 5.4 The Competition Model
- 5.5 The Developmentally Moderated Transfer Hypothesis
- 5.5.1 Common misconceptions of the DMTH
- 6. The study: Design and data collection
- 6.1 Communicative tasks and the Steadiness Hypothesis
- 6.2 Tasks for the interviews
- 6.3 Data collection
- 6.4 Data analysis - methodological principles
- 6.4.1 Distributional analysis
- 6.4.2 The Emergence Criterion
- 7. Testing the Multiple Constraints Hypothesis: Data analysis and results
- 7.1 Developmental stages - grade 3
- 7.1.1 Results for syntax - grade 3
- 7.1.2 Results for morphology - grade 3
- 7.1.3 Summary - stages of acquisition grade 3
- 7.2 Developmental stages - grade 4
- 7.2.1 Results for syntax - end of grade 4
- 7.2.2 Results for morphology - grade 4
- 7.2.3 Summary - stages of acquisition grade 4
- 7.3 Comparison of L2 development: grade 3 - grade 4
- 7.4 Results a(rgument)-structure
- 7.4.1 A-structure in questions - grade 3
- 7.4.2 A-structure in statements - grade 3
- 7.4.3 A-structure in questions - grade 4
- 7.4.4 A-structure grade 4 - statements
- 7.4.5 Comparison results grade 3 - grade 4
- 7.5 Results transfer
- 7.5.1 Formulaic sequences
- 7.5.2 Absence of transfer from L1 German: 'Split-Verb' and 'V2/inv' structures
- 7.5.3 A case of L1 transfer? 'V2/inv' and 'Verb-First' structures
- 8. Concluding remarks
- Bibliography
- Name index
- Subject index
