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Instance Theory and Universal Grammar in Second Language research

Instance Theory and Universal Grammar in Second Language research. Team members : Steve, Jones, Ines, Trixie Teacher : Aya Okamato. Instance theory. Concepts and categorization

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Instance Theory and Universal Grammar in Second Language research

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  1. Instance Theory and Universal Grammar in Second Language research Team members : Steve, Jones, Ines, Trixie Teacher : Aya Okamato

  2. Instance theory • Concepts and categorization One important area in which instance theory has been developed is that of concepts and categorization (Medin and Schaffer, 1978; Smith and Medin, 1981; Nosofsky, 1986; Nosofsky et al., 1992; Estes, 1994).

  3. Classical idea An item belongs to a given category if and only if it has the defining characteristics of that category.

  4. Prototype theory (Posner and Keele, 1970; Rosch, 1978; Smith and Medin, 1981) Each category has a most representative case, abstracted from the various examples of it, and judgments about category membership are made primary by comparison with this prototype.

  5. Logan’s automatization theory Learners initially rely on a generally procedure, or algorithm, but then gradually accumulate a store of case in which they have used the skill.

  6. Problems in applying instance theory to natural language One type of problem lies in the interpretation of the approach’s important concepts. • Features • Instances and learning tasks

  7. The need for organization of the instances Two fundamental aspects of language point to an intricate organization of linguistic knowledge: - Systematicity - The Efficiency with linguistic knowledge is used

  8. UG approach General considerations • Proposes Principle and Parameters theory of Chomsky(1981;1986;1995)as a way to learn. • In order to learn instances, we need to organize instances.

  9. Organization of instances • We organize the instances in relation to the language theory. • System of language=system of organization.

  10. Instances and learning tasks • UG is a good solution to learn instances. • No need for large amounts of constraints, only learn what is specific of the language.

  11. Features • Language theory provided the features • Each of these features are encoded • How do we possess these features? - According to Principles and Parameters theory.

  12. Instances and algorithms • When you develop an algorithms, you gather instances. • This shift from rule to instance can happen in 2 ways: • Production, comprehension, judgment - that’s the right instance for the situation. • L2 learners have the advantage of a set of L1 skills to help with learning.

  13. Nature of the representations The relationship between L1 and L2. • Affection between L1 and L2 • Learner’s competence

  14. Similarity and performance • The similarity between a target instance and a stored instance. • Odd performance errors.

  15. Grammar judgments Grammar judgments depend on two situations, which is the violation. - Situation 1: If the sentence violates UG. - Situation 2: If no such violation occurs.

  16. Production How the learners would produce their instances? - Learners’ algorithm and instance theory in UG. - Algorithm, a way that the learner tries to use their knowledge of English to produce a sentence or an utterance.

  17. Processing How the learners process? • The use of implicational relations. • Resembling the existing interlanguage.

  18. Some possible applications to language learning • Learning from noisy data An advantage of this approach is that it directly accounts for the existence of good subjectless sentences (Truscott and Wexler,1989;Valian,1990).

  19. Undoing errors in the learning process -The Uniqueness Principle -The Subset Principle Common observation regarding both L1 and L2 acquisition.

  20. The Uniqueness Principle The principle has also been applied to L2 parameter setting (Rutherford,1989;Trahey and White,1993).

  21. The Subset Principle The Principle constrains the order in which learners consider the possible values of a parameter (Berwick,1985; Manzini and Wexler,1987).

  22. Transfer and Fossilization -It is probably uncontroversial (Transfer). -In contexts that encourage a reliance on algorithms and discourage the natural (Fossilization).

  23. The nondiscrete character of language and learning Nondiscreteness is not limited to the learning process. It seems to hold for L1 as well(Valian,1991).

  24. Abstraction in the UG-instance theory approach The issue of storage and processing capacity: - Massive parallel processing - Pools, the storage sorts of the brain.

  25. Systematicity within acquired knowledge The learners’ knowledge of forming sentences systematically. - Some of the acquired knowledge can’t be readily attributed to UG.

  26. Historical change Languages evolves, from time to time. • SOV (earlier matrix clauses) • SVO (the present day)

  27. Conclusion Language is a big knowledge! • Abstractions • Pools • Instances

  28. Thank you ^_^

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