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Chapter 7 Linguistics aspect of interlanguage

Chapter 7 Linguistics aspect of interlanguage. Firman Zulfariyanto Arina Yuliarti Novita Arum Sari. Linguistic Aspects of Interlanguage. Typological Universal: Relative Clauses.

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Chapter 7 Linguistics aspect of interlanguage

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  1. Chapter 7Linguistics aspect of interlanguage FirmanZulfariyanto ArinaYuliarti Novita Arum Sari

  2. Linguistic Aspects of Interlanguage

  3. Typological Universal: Relative Clauses Language vary in whether they have relative clauses structures. This linguistic difference influences the ease with which learners are able to learn relative clauses.

  4. In language like English, a relative clause can be attached to the end of matrix clause: • The police have caught the man who bombed the hotel. Or they can be embedded in the main clause: • The man who bombed the hotel has been caught by the police.

  5. Linguistic have shown that languages are more likely to permit relative clauses with a subject pronoun than with an object pronoun.

  6. The accesibility hierarchy serves as an example of how SLA and linguistics can assist each other. • Linguistic facts can be used to explain and even predict acquisition. • The results of empirical studies of L2 acquisition can be used to refine our understanding of linguistic facts.

  7. Universal Grammar

  8. Noam Chomsky`s theory of Universal grammar: Language governed by a set of highly abstract principles. Example: (Reflexives) • English compare to Japanese only local binding local and long-distance binding

  9. Learnability

  10. Children learning their L1 must rely on innate knowledge of a language. • Poverty of stimulus insufficiency which enables children to discover the rules of a language. • Input Positive evidence: what is gramatical Negative evidence: what is ungrammatical

  11. Children must have knowledge of what grammatically possible and impossible. • This knowledge, which earlier formation of the theory was referred to as Language Acquisition Devise, is what comprises UG.

  12. The Critical Period Hypothesis

  13. The Critical Period Hypothesis language acquisition is easy and complete, and beyond which it is difficult and incomplete. claim L2 learners who begin learning as adult are unable to achieve native-like speaker competence in either grammar or pronunciation. not all learners are subject to critical period, since some people are able to achieve native-speaker ability from an adult start.

  14. The relative lack of success there may be radical difference in the way L1 and L2 are acquired For example Social condition in which L1 and L2 have some kinds of impact.

  15. Access to UG a number of theoretical positions; 1. Complete access

  16. 2. No access UG is not available to adult L2 learners.

  17. 3. Partial access L2 acquisition is partly regulated by UG and partly by general learning strategies. 4. Dual access

  18. Markedness

  19. Cognitive Vs Linguistic Explanation The typological study of languages affords interesting predictions about what learners will acquire first, and what they will transfer from their L1.

  20. Reference Ellis, Rod.2003.Second Language Acquisition. Oxford. Oxford University Press. pp 63-71

  21. THANKS 

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