No reasonably successful theory of the acquisition of negation seems to have yet been proposed. Most studies describe post hoc what has taken place; but they fail to go on to suggest a theory that will predict what will take place. McNeill seems to be the only one to have explicitly aimed at a theory with at least a certain amount of predictive capacity, but his views leave much to be desired. This paper outlines an alternative proposal to cover four very early stages for the acquisition of negation systems in natural languages. It emphasizes the formal linguistic devices as the major variables that determine the various language-specific developmental sequences.
This paper is based on ongoing research on a recent low-dose, late partial English immersion (IM) program in Germany. The evaluation compares English language outcomes of IM groups, groups from non-IM schools, and non-IM groups from the same school as the IM groups, at various points of their development. This paper focuses on whether English vocabulary learning occurs incidentally while students are learning history or geography, or both, taught in English and whether there is evidence to suggest that the learning abilities activated in the IM classroom are the same as those found in traditional foreign language teaching and in naturalistic (untutored) L2 acquisition. The data derive from a communicative group test. It is shown that some of the lexical items cannot have come from the textbook or from other kinds of teaching materials used during regular foreign language instruction in the program. This leaves the teacher's oral use of English as the most likely source. Several implications for L2 acquisition theory and teaching practice are discussed.
Quatre enfants allemands äges de 4 a 9 ans apprenaient l'anglais comme langue etrangere (L2) sans etre soumis a aucune forme d'enseignement. Les dates fondees sur le langage spontane ainsi que les dates experimentales semblent indiquer que Pacquisition naturelle du Systeme phonologique en L2 n'est ni completement parallele a l'acquisition phonologique en Ll, ni completement differente non plus. II y a, plutot, certaines similarites ä Tacquisition dirigee de L2 (c-a-d. l'enseignement d'une langue etrangere). L'acquisition naturelle du Systeme phonologique en L2 semble etre un processus assez complexe, et le recours ä Ll en forme une partie integrale. Apparemment, les enfants acquierent le Systeme phonologique de L2 sur la base de leur Systeme phonologique de Ll. Le caractere systematique du recours ä Ll, qui peut etre prognostique, n'est pas f onde sur les differences globales entre Ll et L2, mais sur leurs similarites specifiables en termes phonetiques/phonologiques.Vier deutschsprachige Kinder lernten im Alter von 4-9 Jahren anläßlich eines halbjährigen Aufenthaltes in den Vereinigten Staaten Englisch, ohne daß sie Fremdsprachenunterricht (FU) erhielten. Trotz einiger individueller Unterschiede zwischen den Kindern verlief ihr L2-Erwerb des englischen Lautsystems im wesentlichen gleich. Er deckt sich trotz vieler Parallelen im Grundsätzlichen wie im Detail nicht völlig mit dem Ll-Erwerb. Wie dieser ist der L2-Erwerb ein hochgradig strukturierter Prozeß. Im Einklang mit dem FU unterscheidet sich der L2-Erwerb vom L l-Erwerb vor allem durch den Rückgriff auf Ll. Er ist ein integrierter Bestandteil des L2-Erwerbs. Dieser Rückgriff unterliegt jedoch einer strengen Systematik. Es scheint, als könne es zu einem Rückgriff auf Ll nur kommen, wenn bestimmte sprachlich-strukturelle Voraussetzungen in der L2-Entwicklung des jeweiligen Kindes gegeben sind. Diese Systematik basiert nicht auf globalen Unterschieden zwischen Ll und L2, sondern auf phonetisch-phonologisch genau bestimmbaren Ähnlichkeiten. PurposeIn the past the acquisition of phonology has been studied extensively for L l acquisition and for foreign language teaching. Both lines of research have been carried out fairly independent of each other. As far äs I can make out, there has been no large-scale attempt to interrelate these two lines of research. It seems to me that a different approach is necessary. Man is unique in that only he can acquire a -human -language. In fact, he can acquire more than one; and he can Revised Version of Arbeitspapiere zum Spracherwerb Nr. 8, 1975, Englisches Seminar der Universität, Kiel. Thanks are due to several people on our research group, notably
Four German children aged 4–9 learned English as their second language (L2) the natural way, i.e. without formal teaching. They acquired the local L2 /r/ – Which varied from central frictionless continuant to retroflex – in the same developmental sequence. The first non-zero substitute for the L2 /r/ was [w], then a frictionless continuant [ɹ] and, finally, a retroflex [r]. Additional evidence from other first-language (LI) and L2 studies suggests that, at least under non-school-room conditions, the L2 acquisition of the various types of r’s is not accomplished by relying on the prior LI /r/. This contrasts sharply with the acquisition of other types of phonetic-phonological elements like the L2 target vowels, plosives, and others, which are first replaced by LI elements.
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