Learnability=
<=
span
style=3D'font-size:86%'>•A criterion of adequacy for a theory =
of
grammar.
<=
span
style=3D'font-size:86%;visibility:hidden'>•
•“Any adequate theory of grammar mus=
t be able
to expla=
in how
children come to learn the grammar of their native language in such a rapid and uniform =
=
fashion.”
<=
span
style=3D'font-size:86%;visibility:hidden'>•
<=
span
style=3D'font-size:86%'>•(Radford, 1997, p15)
Basics of UG
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<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Movement
<=
span
class=3DBB style=3D'position:absolute;left:-4.43%'>•Principles and Parameters
<=
span
style=3D'font-size:86%'>•Move the auxiliary to the left of the subject.
![](3D"slide0046_image002.png")
![](3D"slide0046_image003.png")
VP
NP
![](3D"slide0046_image004.png")
Det
Aux
N
![](3D"slide0046_image005.png")
![](3D"slide0046_image006.png")
![](3D"slide0046_image007.png")
![](3D"slide0046_image008.png")
![](3D"slide0046_image009.png")
The
boy
will
leave
![](3D"slide0046_image010.png")
![](3D"slide0046_image011.png")
VP
NP
![](3D"slide0046_image012.png")
Det
Aux
N
![](3D"slide0046_image013.png")
![](3D"slide0046_image014.png")
![](3D"slide0046_image015.png")
![](3D"slide0046_image016.png")
![](3D"slide0046_image017.png")
the
boy
Will
leave
![](3D"slide0046_image018.png")
The deep structure
![](3D"slide0046_image019.png")
The surface structure=
V
V
![](3D"slide0046_image020.png")
![](3D"slide0046_image021.png")
![](3D"slide0046_image022.png")
![](3D"slide0046_image023.png")
Principles
and Parameters Approach•"UG consists=
of
a highly structured and restrictive system of principles with certain o=
pen
parameters, to be fixed by experience."
=
(Chomsky 1980: 38).
Principles and Paramet=
ers of
UG
•A principle of UG is a statement that is true for all human languages
Ex: The principle of Structure Dependency
<=
/i>
•A parameter must be set according to the r=
equirements
of the language being acquired
Ex: The null subject parameter
Principle of Structur=
al
Dependency
•Subjet-Auxiliary Inverstion
•[She] will
laugh.
•Will [she]
laugh.
•
•[He] played
football.
•Did [he] play
football
•
•[The student who is taking good notes] will
get an A.
•Will [the
student who is taking good marks] get an A.
Parameters
•Parameters represent restricted options in which =
=
languages can differ
syntactically.
•Parameter help account for cross-linguistic =
variation.
<=
span
style=3D'visibility:hidden'>•
I=
want to play football. (English)
=
;
{…} İskam=
da igraya=
futbol. (Bulgarian)
{…} Futbol oynamak istiyorum. (Turkish)
Parameters: =
Head direction
•Head parameter
specifies how phrases are structured Languages like English are <=
span
lang=3DEN-AU style=3D'font-family:"Times New Roman";mso-fareast-font-famil=
y:"MS Mincho";
mso-hansi-font-family:"Times New Roman";font-size:86%;mso-fareast-language:
JA'>“head-first” and languages like Japanese are “head-last”
•Head-first English:
=
• (VP) the picture [is hanging=
on the wall]
•Head-last Japanese:
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•(VP) e wa [kabe ni kakette imasu<=
span
lang=3DEN-AU style=3D'mso-fareast-font-family:"MS Mincho";mso-hansi-font-f=
amily:
"Times New Roman";font-size:86%;mso-fareast-language:JA'>]
• “picture TOP [wall on is hanging]”
•Head-last Turkish:
<=
/div>
•(VP) Resim [duvarda <=
span
lang=3DTR style=3D'font-size:86%;mso-fareast-language:JA'>asılı]
• The picture [wall on is hanging]”
•Head-first Bulgarian:
• (VP) Snimkata [visi vırhu stenata<=
/span>]
• the picture [is hanging=
on the wall]
Language-learning as parameter-<=
span
lang=3DEN-AU style=3D'mso-fareast-font-family:"MS Mincho";mso-hansi-font-f=
amily:
"Times New Roman";mso-fareast-language:JA'>setting
•“Acquisition of language is in p=
art
a process of setting
switches one way or another on the basis of the presented data, a process of fixing =
the values of the parameters.”
=
(Chomsky 1988, p3)
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Subset Principle (Berwick, 1985)
•If learners construct a conservative =
grammar
Y, which
generates a subset of
sentences generated by another grammar, X, this grammar can be expanded <=
/span>on the basis of positive evidence. However, if the learner begins with X, then negative =
evidence
is needed=
to
narrow the scope to Y.
Y
X
Subset Principle
<=
span
style=3D'color:#99CC00;mso-color-index:7'>•Superset: 1,2,3,4,5,6,7,8,9,10
<=
span
style=3D'color:#99CC00;mso-color-index:7'>•Subset: 2,4,6,8,10
<=
span
style=3D'color:#333399;mso-color-index:5;visibility:hidden'>•=
•Going
from Superset to Subset requires correction
(negative evidence)
=
from 1,2,3=
,4,5,6,7,8,9,
10 to 2,4,6,8,10
•Going
from Subset to Superset requires only =
input
(positive evidence)
from 2,4,6,8,10 to 1,2,3,4,5,6,7,8,9,10
Does UG play a rol=
e in
adult SLA?
•The fundamental difference between ch=
ild L1
and adult=
L2
acquisition:
•For the=
adult
learner there is
1)Lack of guaranteed success
2)General failure
3)Variation in success, course, strateg=
y
4)Variation in goals
The fundamental difference between child L1 and <=
span
lang=3DEN-AU style=3D'font-size:78%'>adult L2 acquisition (2).
•For the=
adult
learner there is:
5)Indeterminate intuitions
<=
/span>
6)Importance of instruction
=
7)Negative evidence
<=
/div>
8)Role of affective factors
What role does UG play in adult SLA?
• Five possible rol=
es
for UG in adult SLA:
•• Full transfer/partial or no
access
• (=3D Fundamental Difference Hypothesis)
• Full transfer/full access &#=
13;
• No transfer/full access
=
• Partial transfer/full access=
• Partial transfer/partial acc=
ess
Full transfer/partial or no
access
•The i=
nitial
state of L2 learning is the L1 final state. =
Access
to UG is via the L1, so if the the UG prin=
ciple
is not available in the L1 it is not availa=
ble in
SLA.
Full transfer/part=
ial or
no access
•=
L2 input
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Steady =
state L1 grammar
Steady =
state L2 grammar
ILG
ILG
UG