The theoretical significance of Universal Grammar in second language acquisition

Abstract

The evidence that native language acquisition is possible only because children are born with an innately-determined language faculty - Universal Grammar - is considerable. The evidence that the same innate ability is involved in second language acquisition (SLA) by older learners is superficially less clear. There are differences both in the context of acquisition and the nature of development. One recent approach suggests that only ‘poverty of the stimulus’ phenomena - where neither the first language (L1) nor the second language (L2) are possible sources for L2 representations - can provide incontrovertible evidence for Universal Grammar (UG) in SLA. I argue that while ‘poverty of the stimulus’ phenomena are important landmarks in theory development in SLA research, they are not the most compelling reason for assuming the involvement of UG. More compelling are attempts to explain L2-L1 differences. The latter are likely to lead to real progress, not only in understanding the nature of SLA but also the structure and organization of the language faculty itself.

Ultimate attainment in L2 inflection: Performance similarities between non-native and native speakers

“…Errors in gender marking and gender agreement are also well attested in intermediate and advanced L2 learners (e.g. Bruhn de Garavito and Hawkins, 2001;Sabourin, 2003;White et al, 2001). Across studies, robust L1 effects emerge.…”

“…It has been widely observed that L2 speakers with L1s that have similar inflectional paradigms to the target language suffer fewer problems with inflection than L1 speakers of languages showing relatively impoverished morphology (e.g. Franceschina, 2005;Hawkins, 2001).…”

“…L2 learners with L1s instantiating grammatical gender outperform learners with L1s not marking gender (e.g. Bruhn de Garavito and Hawkins, 2001); yet, even the latter attain relative success in L2 gender marking and agreement (Sabourin, 2003;White et al, 2001). For near-native L2ers at ultimate attainment, Franceschina (2005) tests two groups of nearnative adult L2 speakers of Spanish whose first languages were either English ([Àgen] group) or gender-marking languages, e.g.…”

“…According to, e.g. Hawkins andChan's (1997) 'Failed Functional Features' or 'Representational Deficit' Hypothesis (see also Hawkins, 2001;Tsimpli, 2003), which assume a non-separationist model of syntax and morphology, a critical period affects functional features in syntax which host inflectional morphology. Accordingly, postpubescent learners are restricted to the inventory of functional features instantiated in the L1.…”

The Acquisition of English Word Stress by Mandarin EFL Learners

“…Within second language acquisition and applied linguistics research, certain aspects such as syntax or morphology have received a lot of attention among researchers (Doughty & Long, 2003;Hawkins, 2001;White, 2003), while the study and teaching of pronunciation has been "marginalized" (Derwing & Munro, 2005). The L2 acquisition of word stress is a major part that is understudied.…”