week 13. models, input, intake, attrition grs lx 700 language acquisition and linguistic theory

Week 13.Week 13.Models, input, intake, Models, input, intake,

attritionattrition

GRS LX 700GRS LX 700Language Language

Acquisition andAcquisition andLinguistic TheoryLinguistic Theory

The Monitor HypothesisThe Monitor Hypothesis

A linguistic expression originates in A linguistic expression originates in the system of acquired knowledge, the system of acquired knowledge, but prior to output a “Monitor” but prior to output a “Monitor” checks it against consciously known checks it against consciously known rules and may modify the expression rules and may modify the expression before it is uttered.before it is uttered.

Acquiredcompetence

Learnedcompetence(the Monitor)

output

What makes input into What makes input into intake?intake?

ApperceptionApperception: Recognizing the gap between : Recognizing the gap between what L2’er knows and what there is to know.what L2’er knows and what there is to know.

ComprehensibilityComprehensibility: Either the : Either the semanticsemantic meaning meaning is determinable or the relevant is determinable or the relevant structural aspectsstructural aspects are determinable.are determinable.

AttentionAttention: Selecting aspects of the knowledge to : Selecting aspects of the knowledge to be learned (from among many other possible be learned (from among many other possible things) for processing.things) for processing.

OutputOutput: Forcing a structural hypothesis, : Forcing a structural hypothesis, elsewhere used to shape input into a form useful elsewhere used to shape input into a form useful for intake.for intake.

Input Input apperception apperception

Some input is apperceived, some isn’t.Some input is apperceived, some isn’t. That which isn’t is thought of as That which isn’t is thought of as

blockedblocked by various “filters”: by various “filters”: Time pressureTime pressure Frequency non-extremesFrequency non-extremes Affective (status, motivation, attitude, …)Affective (status, motivation, attitude, …) Prior knowledge (grounding, analyzability)Prior knowledge (grounding, analyzability) Salience (drawing attention)Salience (drawing attention)

Apperception Apperception comprehensioncomprehension

Modification of speech to learner Modification of speech to learner (“foreigner talk”)(“foreigner talk”)

RedundancyRedundancy Negotiation for meaningNegotiation for meaning

(often, meaning is a precursor to being (often, meaning is a precursor to being able to assign a syntactic representation).able to assign a syntactic representation).

Note: Much of the following discussion Note: Much of the following discussion is probably more about is probably more about learning learning than than acquisition. Cf. “L2A” of C++.acquisition. Cf. “L2A” of C++.

Foreigner talkForeigner talk

Like the better-known phenomenon Like the better-known phenomenon of “baby talk”, it also turns out that of “baby talk”, it also turns out that people conversing with others whom people conversing with others whom they perceive to be non-native they perceive to be non-native speakers (NNSs) will often use a speakers (NNSs) will often use a form of “foreigner talk”—modified form of “foreigner talk”—modified language forms presumably language forms presumably intended to simplify the utterance.intended to simplify the utterance.


Slower, clearer articulationSlower, clearer articulation Higher frequency vocabulary, fewer idiomsHigher frequency vocabulary, fewer idioms Providing more definitionsProviding more definitions Less ellipticalLess elliptical More gesturesMore gestures Short, simple sentencesShort, simple sentences Moving topics to the front of the sentence, Moving topics to the front of the sentence,

new information to the end of the sentencenew information to the end of the sentence More repetition, restatements.More repetition, restatements. Recasting NNS’s incorrect statementsRecasting NNS’s incorrect statements


The ways in which this happens The ways in which this happens varies a lot—where it happens at all, varies a lot—where it happens at all, there are many different ways that there are many different ways that sentences are “simplified”.sentences are “simplified”.

The adjustments often happen in the The adjustments often happen in the face of an evident lack of face of an evident lack of comprehension.comprehension.


NNS: NNS: How have increasing food How have increasing food costs changed your eating habits?costs changed your eating habits?

NS: NS: Well, I don’t know Well, I don’t know thatthat it’s it’s changed changed themthem. I try to adjust.. I try to adjust.

NNS: NNS: Pardon me?Pardon me? NS: NS: I don’t think it’s changed I don’t think it’s changed my my

eating habits.eating habits.


NNS: NNS: How have increasing food How have increasing food costs changed your eating habits?costs changed your eating habits?

NS: NS: Oh, rising costs… we’ve cut Oh, rising costs… we’ve cut back on the more expensive things. back on the more expensive things. GoneGone to cheaper foods. to cheaper foods.

NNS: NNS: Pardon me?Pardon me? NS: NS: We’ve goneWe’ve gone to cheaper foods. to cheaper foods.


The “simplification” sometimes even sacrifices The “simplification” sometimes even sacrifices grammaticality, which is probably of dubious value grammaticality, which is probably of dubious value both for comprehension and learning.both for comprehension and learning.

Basil: Basil: It’s not fire; it’s only bell.It’s not fire; it’s only bell.

NNS has an object from a grab-bag, NS is trying NNS has an object from a grab-bag, NS is trying to guess its identity.to guess its identity. NS: NS: Ok, little guy! Yeah, yours! Okay! Ok, little guy! Yeah, yours! Okay! Yours is it for eat?Yours is it for eat? NNS: NNS: Eat. No.Eat. No.


A: A: Yesterday my country change, ah, Yesterday my country change, ah, President.President.

NS: NS: Oh yeah? Now, is the new one a good one?Oh yeah? Now, is the new one a good one? A: A: Um?Um? NS: NS: Is a good President? Do you like him? No?Is a good President? Do you like him? No?

NS: NS: Does she speak English?Does she speak English? C: C: No.No. NS: NS: Nothing?Nothing? C: C: No.No. NS: NS: She doesn’t talk? Always quiet? No talk?She doesn’t talk? Always quiet? No talk?

ComprehensionComprehension

In general, this appears to be in In general, this appears to be in service of service of comprehensioncomprehension—done in —done in order to make linguistically less order to make linguistically less sophisticated interlocutors able to sophisticated interlocutors able to understand.understand.

Once there is understanding, we Once there is understanding, we also are ready for there to be intake also are ready for there to be intake of the input as well.of the input as well.

““Backchannel cues”Backchannel cues”

L2’ers often foil this process by L2’ers often foil this process by providing “backchannel cues” which providing “backchannel cues” which indicate to the NS that indicate to the NS that communication is proceeding, communication is proceeding, comprehension has been achieved. comprehension has been achieved. “Smile and nod”.“Smile and nod”.

I’d like to buy a TV.I’d like to buy a TV. NNS is trying to buy a TV, but accidentally called NNS is trying to buy a TV, but accidentally called

a repair shop.a repair shop. …… Ah Sony please.Ah Sony please. We don’t work on Sonys.We don’t work on Sonys. Or Sylvania.Or Sylvania. Sylvania?Sylvania? Uh huh.Uh huh. Oh, Sylvania, OK. That’s American made.Oh, Sylvania, OK. That’s American made. OK.OK.

I’d like to buy a TV.I’d like to buy a TV. All right. Portables have to be brought in.All right. Portables have to be brought in. Hm hm.Hm hm. And there’s no way I can tell you how much it’ll And there’s no way I can tell you how much it’ll

cost until he looks at it.cost until he looks at it. Hm hm.Hm hm. And it’s a $12.50 deposit.And it’s a $12.50 deposit. OK.OK. And if he can fix it that applies to labor and if he And if he can fix it that applies to labor and if he

can’t he keeps the $12.50 for his time and effort.can’t he keeps the $12.50 for his time and effort. Hm hm.Hm hm.

I’d like to buy a TV.I’d like to buy a TV. How old of a TV is it? Do you know off How old of a TV is it? Do you know off

hand?hand? 19 inch.19 inch. How old of a TV is it? Is it a very old one How old of a TV is it? Is it a very old one

or only a couple years old?or only a couple years old? Oh, so so.Oh, so so. The only thing you can do is bring it in The only thing you can do is bring it in

and let him look at it and go from there.and let him look at it and go from there. New television please.New television please.

Comprehension vs. Comprehension vs. outputoutput

Comprehension can come in various ways, some of Comprehension can come in various ways, some of which have nothing to do with the structure.which have nothing to do with the structure. With some knowledge of the situation, and assuming With some knowledge of the situation, and assuming

speaker will make sense, be relevant, provide given and speaker will make sense, be relevant, provide given and new information appropriately, be cooperative, the new information appropriately, be cooperative, the listener can come quite close to understanding the listener can come quite close to understanding the meaning without having any kind of syntactic analysis for meaning without having any kind of syntactic analysis for it.it.

If learning the structure of the target language is If learning the structure of the target language is considered to be the ultimate goal, considered to be the ultimate goal, thisthis kind of kind of comprehension may be unhelpful.comprehension may be unhelpful.

Comprehension vs. Comprehension vs. outputoutput

No such crutches are available for No such crutches are available for productionproduction, however. If you’re going to , however. If you’re going to say something in the target language, say something in the target language, you’ll need to choose a syntax.you’ll need to choose a syntax.

Output viewed this way could be a way Output viewed this way could be a way of of creatingcreating grammatical knowledge grammatical knowledge (not just using pre-existing knowledge)(not just using pre-existing knowledge)—forcing an analysis where there was —forcing an analysis where there was not one before.not one before.

Output and negative Output and negative evidenceevidence

Of course, output will give the L2’er Of course, output will give the L2’er practice, allow for the “automation” practice, allow for the “automation” of certain things allowing attention of certain things allowing attention to shift elsewhere.to shift elsewhere.

Additionally, output provides an Additionally, output provides an opportunity for negative evidence, opportunity for negative evidence, correction from the outside.correction from the outside.

Negotiating for meaningNegotiating for meaning

Very often a NS-NNS (or NNS-NNS) Very often a NS-NNS (or NNS-NNS) conversation will involve a fair conversation will involve a fair amount of amount of negotiating for meaningnegotiating for meaning——where understanding has not where understanding has not happened, the conversation takes a happened, the conversation takes a detour to repair the problem.detour to repair the problem.

Negotiating for meaningNegotiating for meaning (S)(S) Had to declare—declare?—her ingress. Had to declare—declare?—her ingress. (J) (J) English?English? No. English no (No. English no (laughlaugh)… ingress, her ingress.)… ingress, her ingress. Ingless?Ingless? Ingress. Yes. I N G R E S S more or less.Ingress. Yes. I N G R E S S more or less. Ingless.Ingless. Yes. If for example, if you, when you work you Yes. If for example, if you, when you work you

had an ingress, you know?had an ingress, you know? Uh huh an ingless?Uh huh an ingless? Yes.Yes...

Negotiating for meaningNegotiating for meaning

Uh huh OKUh huh OK Yes, if for example, your homna, husband works, Yes, if for example, your homna, husband works,

when finish, when end the month his job, his boss when finish, when end the month his job, his boss pay—mm—him something.pay—mm—him something.

Aaaah.Aaaah. And your family have some ingress.And your family have some ingress. Yes, ah, ok ok.Yes, ah, ok ok. More or less ok? And in this institution take care More or less ok? And in this institution take care

of all ingress of the company and review the of all ingress of the company and review the accounts.accounts.

Ok I got, I see.Ok I got, I see. Ok. My father work there, but now he is old.Ok. My father work there, but now he is old.

Pre-empting negotiationPre-empting negotiation

In the category of “foreigner talk” we might In the category of “foreigner talk” we might also include these…also include these…

Lots of comprehension/confirmation checks Lots of comprehension/confirmation checks and clarification requests:and clarification requests: I was born in Nagasaki. Do you know Nagasaki?I was born in Nagasaki. Do you know Nagasaki? And your family have some ingress…more or less And your family have some ingress…more or less

ok?ok? (When can you go to visit me?) (When can you go to visit me?) Visit?Visit? (…research). (…research). Research, I don’t know the meaning.Research, I don’t know the meaning.

Questions often come with suggested Questions often come with suggested responsesresponses When do you take the break? At ten-thirty?When do you take the break? At ten-thirty?

Healthy Healthy miscommunicationmiscommunication

A failure to communicate can serve to focus A failure to communicate can serve to focus attention on areas where the NNS’s grammar is attention on areas where the NNS’s grammar is non-native-like, prompting negotiation for non-native-like, prompting negotiation for meaning and providing possible intake data.meaning and providing possible intake data.

Michael Long’s “Michael Long’s “Interaction HypothesisInteraction Hypothesis” is that ” is that this kind of negotiation for meaning and this kind of negotiation for meaning and resulting attention is necessary for resulting attention is necessary for advancement toward the grammar of the target advancement toward the grammar of the target grammar—in part because it connects input, grammar—in part because it connects input, existing knowledge, selective attention, and existing knowledge, selective attention, and output in productively trying to solve a current output in productively trying to solve a current language deficiency.language deficiency.

Still, feedback isn’t Still, feedback isn’t everythingeverything

Ideally, a learner produces an Ideally, a learner produces an ungrammatical sentences, gets ungrammatical sentences, gets negative feedback indicating that negative feedback indicating that there is a problem (those involved in there is a problem (those involved in the conversation negotiate for the conversation negotiate for meaning), focusing attention on the meaning), focusing attention on the problem area, and the learner takes problem area, and the learner takes input bearing on this as intake, input bearing on this as intake, incorporating it into his/her grammar.incorporating it into his/her grammar.


Problem is, such evidence is not very Problem is, such evidence is not very consistent—it consistent—it mightmight be helpful when it be helpful when it happens, but it’s hard to be sure when happens, but it’s hard to be sure when it is happening.it is happening.

First:First: Not all incorrect forms get Not all incorrect forms get corrected (e.g., if the hearer corrected (e.g., if the hearer understood).understood).

Second:Second: Errors leading to Errors leading to misunderstanding might not be misunderstanding might not be revealed until quite a bit later, if at all…revealed until quite a bit later, if at all…


NS: NS: When I get to Paris, I’m going to When I get to Paris, I’m going to sleep for one whole day. I’m so tired.sleep for one whole day. I’m so tired.

NNS: NNS: What?What? NS: NS: I’m going to sleep for one whole day.I’m going to sleep for one whole day. NNS: NNS: One hour a day?One hour a day? NS: NS: Yes.Yes. NNS: NNS: Why?Why? NS: NS: Because I’m so tired.Because I’m so tired. ……enduring silenceenduring silence……


Moreover, how is this useful feedback?Moreover, how is this useful feedback?

NS: NS: Did you fly to Singapore yesterday?Did you fly to Singapore yesterday? NNS: NNS: Did I flied here yesterday?Did I flied here yesterday? NS: NS: Pardon?Pardon? NNS: NNS: Did I flied here yesterday?Did I flied here yesterday?

How does this help fix the problem?How does this help fix the problem?


SometimesSometimes it works… it works…

NNS: NNS: There is a library.There is a library. NS: NS: A what?A what? NNS: NNS: A place where you put books.A place where you put books. NS: NS: A bookshelf?A bookshelf?

NNS: NNS: He pass his houseHe pass his house NS: NS: Sorry?Sorry? NNS: NNS: He passed, he passed, ah, his sign.He passed, he passed, ah, his sign.


Feedback (“negative evidence”) is Feedback (“negative evidence”) is just too inconsistent to be reliable—just too inconsistent to be reliable—to really be the whole story about to really be the whole story about how people learn a second language.how people learn a second language.

Interaction does seem to help, Interaction does seem to help, though, for whatever reason…though, for whatever reason…

Mackey 1999Mackey 1999 Looked at question formation in ESL Looked at question formation in ESL

speakers.speakers. Tasks (designed to spark questions)Tasks (designed to spark questions)

Story completionStory completion Working out a story by asking questionsWorking out a story by asking questions

Picture sequencingPicture sequencing Discovering the order of a picture storyDiscovering the order of a picture story

Picture differencesPicture differences Identifying the differences between similar picturesIdentifying the differences between similar pictures

Picture drawingPicture drawing Describing or drawing a picture.Describing or drawing a picture.

Mackey 1999: ProcedureMackey 1999: Procedure

WkWk DayDayTest /Test /treatmenttreatment ActivityActivity ExampleExample

ss

11 11 PretestPretest Pic diffPic diff 33

11 22 Treat 1Treat 1 Story compl, Pic seq, Pic Story compl, Pic seq, Pic drawdraw

1 each1 each


1 each1 each


1 each1 each

11 55 Posttest 1Posttest 1 Pic diffPic diff 33



Measure of development Measure of development using question formationusing question formation 2: 2: SVO?SVO?

Your cat is black?Your cat is black? 3: 3: Fronting Wh/DoFronting Wh/Do

What the cat doing in your picture?What the cat doing in your picture? 4: 4: Inversion (auxiliaries not Inversion (auxiliaries not dodo))

Have you drawn the cat?Have you drawn the cat? 5: 5: Do/Aux-second (wh-front, inversion)Do/Aux-second (wh-front, inversion)

Why have you left home?Why have you left home? 6: 6: Uninverted in embedded clausesUninverted in embedded clauses

Can you tell me where the cat is?Can you tell me where the cat is?

Mackey 1999: subject Mackey 1999: subject groupsgroups

InteractorsInteractors Natural interactionNatural interaction

Interactor unreadiesInteractor unreadies Natural interaction, but low development Natural interaction, but low development

measuremeasure ObserversObservers

Watch interactionally modified input, answer Watch interactionally modified input, answer comprehension questions afterwards.comprehension questions afterwards.

ScriptedsScripteds Premodified (scripted) input, leaving very little Premodified (scripted) input, leaving very little

room for communication breakdown.room for communication breakdown. ControlsControls

Mackey 1999Mackey 1999 Scripted (premodified) groupScripted (premodified) group NS: NS: and now under it draw a pear. A pear is a and now under it draw a pear. A pear is a

fruit. It is like an apple. The color is green. Draw fruit. It is like an apple. The color is green. Draw the pear under the book. Can you draw it?the pear under the book. Can you draw it?

NNS: NNS: Ok ok I got it. Look like appleOk ok I got it. Look like apple (draws) (draws) NS: NS: Good. Now on the right of the pear draw an Good. Now on the right of the pear draw an

umbrella.umbrella.

Mackey 1999Mackey 1999 Interactor groupsInteractor groups NS: NS: Underneath it is a pear, it’s greenUnderneath it is a pear, it’s green NNS: NNS: What is it a bear?What is it a bear? NS: NS: A pear, pears are fruit, it’s a fruit, juicy like an A pear, pears are fruit, it’s a fruit, juicy like an

appleapple NNS: NNS: Ok pear, fruit like Japanese fruit nashi very Ok pear, fruit like Japanese fruit nashi very

delicious. You saw this in Japan? Have you eat one?delicious. You saw this in Japan? Have you eat one? NS: NS: Yeah I did but a nashi is round yeah? Pears are Yeah I did but a nashi is round yeah? Pears are

round on the bottom, narrow on top. Have you round on the bottom, narrow on top. Have you eaten one here in Australia?eaten one here in Australia?

NNS: NNS: Yes thank you. I had a pear in my lunch Yes thank you. I had a pear in my lunch (time) (time) not…juicy? not…juicy? (draws) (draws) Like this?Like this?

Mackey 1999Mackey 1999

Looking at whether different groups Looking at whether different groups moved up a developmental stage.moved up a developmental stage. Must produce at least 2 higher-level Must produce at least 2 higher-level

questions in 2 of the 3 post-tests to questions in 2 of the 3 post-tests to have “moved up a stage”have “moved up a stage”

Private ESL school in Australia, Private ESL school in Australia, about 6 months in residence overall.about 6 months in residence overall.

27 classified as lower-intermediate, 27 classified as lower-intermediate, 7 classified as beginners (the 7 classified as beginners (the interactor unreadies), average 1.7 interactor unreadies), average 1.7 mo. in residence.mo. in residence.

Mackey 1999: % people Mackey 1999: % people moved up a stagemoved up a stage

71

16

86

14

57

0

10

20

30

40

50

60

70

80

90

100

Interactor (5/7) Control (1/7) InteractorUnready (6/7)

Scripted (1/6) Observer (4/7)

% of participantswho increased

Interactors significantly Interactors significantly more likely to move upmore likely to move up

33

17

0

5

10

15

20

25

30

35

40

45

50

Interactors (both types) Non-interactors (control, scripted, observer)

% who increased

Mackey 1999: Increase in Mackey 1999: Increase in stage 4 & 5 questions in stage 4 & 5 questions in

posttestsposttests

0

1

2

3

4

5

6

7

8

T1 T2 T3

InteractorControlObserversScriptedUnreadies


Mackey claims that her study shows Mackey claims that her study shows that the interactors have a significant that the interactors have a significant advantage over the non-interactors, advantage over the non-interactors, based on the previous graph based on the previous graph (production of high-stage questions).(production of high-stage questions).

Yet—should Yet—should advancing stageadvancing stage be the be the real goal? In that, the observers also real goal? In that, the observers also benefited.benefited.


Delayed benefit—Delayed benefit— Interestingly in the latest posttest (2 Interestingly in the latest posttest (2

weeks after the treatment), the weeks after the treatment), the numbers of high-stage questions had numbers of high-stage questions had continued to grow.continued to grow.

Suggests perhaps that this had Suggests perhaps that this had focused attention on areas that focused attention on areas that needed work, but the grammatical needed work, but the grammatical changes were not implemented changes were not implemented immediately.immediately.

Input, interaction… UG?Input, interaction… UG?

UG hasn’t played a very big role in UG hasn’t played a very big role in the discussion of the importance of the discussion of the importance of interaction, converting input into interaction, converting input into intake, negotiating for meaning. intake, negotiating for meaning. How can we connect them?How can we connect them?

Parameters, triggersParameters, triggers

Recall that one of the crucial features of Recall that one of the crucial features of parameters is that (ideally) parameters is that (ideally) each each parameter setting has a parameter setting has a clustercluster of of effectseffects.. It’s not just that the verb appears before It’s not just that the verb appears before

adverbs—it is that the verb moves into the adverbs—it is that the verb moves into the tense position, which means it appears tense position, which means it appears before adverbs and before negation. before adverbs and before negation. Coming before adverbs and coming before Coming before adverbs and coming before negation are a cluster of properties tied to negation are a cluster of properties tied to the single verb-raising parameter.the single verb-raising parameter.


In order to set a parameter in the way In order to set a parameter in the way which matches the setting reflected by which matches the setting reflected by the language in the environment, the the language in the environment, the learner needs to look for consequences of learner needs to look for consequences of a particular setting.a particular setting.

Designated bits of data which can serve Designated bits of data which can serve as unambiguous indicators of one as unambiguous indicators of one parameter setting over another are parameter setting over another are sometimes called sometimes called triggerstriggers..

Parameters, triggersParameters, triggers So, for example, the L1’er’s task is to So, for example, the L1’er’s task is to

examine the input for instances of these examine the input for instances of these triggers and use them to set the parameter triggers and use them to set the parameter to the correct value.to the correct value.

Some of the consequences of any given Some of the consequences of any given parameter setting might be fairly obscure, parameter setting might be fairly obscure, not likely to show up in frequent (or easily not likely to show up in frequent (or easily analyzed) ambient speech data accessible to analyzed) ambient speech data accessible to the kid. This might make it hard to set one’s the kid. This might make it hard to set one’s parameters—but for the clustering parameters—but for the clustering property.property.

Parameters, triggersParameters, triggers Indications that the verb moves:Indications that the verb moves:

Seeing verbs before negationSeeing verbs before negation Seeing verbs before adverbsSeeing verbs before adverbs

Indications that the verb doesn’t move:Indications that the verb doesn’t move: DoDo-support (-support (The verb does not usually moveThe verb does not usually move))

Indications that null subjects are allowed:Indications that null subjects are allowed: Null subjects are observed.Null subjects are observed. Postverbal subjects are allowed.Postverbal subjects are allowed.

Indications that null subjects are not Indications that null subjects are not allowed:allowed: Expletive subjects are observed (Expletive subjects are observed (it’s rainingit’s raining).).

Parameters, triggersParameters, triggers If triggers are what setting parameters is all If triggers are what setting parameters is all

about, then the interaction stuff is probably about, then the interaction stuff is probably about making the about making the triggers triggers more salient.more salient.

Unfortunately, it is difficult to interpret existing Unfortunately, it is difficult to interpret existing “input enhancement” type studies in these terms “input enhancement” type studies in these terms because they measured different things—we because they measured different things—we don’t know what triggers were present, what don’t know what triggers were present, what effect making triggers (vs. non-triggers?) salient effect making triggers (vs. non-triggers?) salient had.had.


If language acquisition (first or second) If language acquisition (first or second) were just about finding triggers to set were just about finding triggers to set the parameters, why is it so hard then? the parameters, why is it so hard then? Why is negotiation, etc. important (to Why is negotiation, etc. important (to L2A anyway)? This suggests that the L2A anyway)? This suggests that the triggers are in the “incomprehensible” triggers are in the “incomprehensible” input, that needs to be elaborated on in input, that needs to be elaborated on in order to be used as intake (and thus to order to be used as intake (and thus to set the parameter).set the parameter).

Ungrammatical FTUngrammatical FT

Incidentally, the parameters approach Incidentally, the parameters approach makes “ungrammatical foreigner talk” makes “ungrammatical foreigner talk” even more problematic.even more problematic.

Consider: Consider: In foreigner talk…In foreigner talk… The pronoun The pronoun itit is pervasively omitted. is pervasively omitted. Auxiliary Auxiliary dodo is regularly omitted. is regularly omitted. Subjects are left out.Subjects are left out.

What if those were triggers?What if those were triggers?

Modularity (Schwartz Modularity (Schwartz 1999)1999)

Fodor (1983) proposed that the mind Fodor (1983) proposed that the mind comes in “modules”:comes in “modules”: Domain specificityDomain specificity Information encapsulationInformation encapsulation Mandatory operationMandatory operation SpeedSpeed Limited accessibility to consciousnessLimited accessibility to consciousness Shallow outputsShallow outputs Regularity of developmentRegularity of development Fixed neural architectureFixed neural architecture Characteristic patterns of breakdownCharacteristic patterns of breakdown

ModularityModularity

Vision is always good to compare to Vision is always good to compare to language; it has a similar level of language; it has a similar level of complexity, and it has many complexity, and it has many properties that linguists often properties that linguists often attribute to language.attribute to language.

There could be a language module, There could be a language module, since there is fairly uncontroversially since there is fairly uncontroversially a vision module.a vision module.

VisionVision

Optical illusions— you can’t help but Optical illusions— you can’t help but see them.see them.

VisionVision

Optical illusions— you can’t help but see them. Optical illusions— you can’t help but see them. (movies by Yaer Weiss & Edward Adelson)(movies by Yaer Weiss & Edward Adelson)

ModularityModularity

The points about these visual illusions The points about these visual illusions are:are: The processing involved in vision is quite The processing involved in vision is quite

complex.complex. It is also completely unconscious.It is also completely unconscious. Learning that the lines are the same Learning that the lines are the same

length or that the checkers are the same length or that the checkers are the same color doesn’t help.color doesn’t help.

Language knowledge of the sort we’re Language knowledge of the sort we’re interested in may well have these same interested in may well have these same properties; Krashen’s learned/acquired properties; Krashen’s learned/acquired distinction might be right.distinction might be right.

A A model model

of of L2A?L2A?

Perhaps Perhaps comicallcomically y complex, complex, but to but to some some extent extent justified.justified.

CAS LX 400 Second Language Acquisition Attempted Integrated ModelHagstrom, Fall 2001

Frequency, prior knowledge,affect, attention, processing

Linguisticinput

Apperceivedinput

Prior linguistic knowledge

Hypothesis testing againstcurrent grammar

Interlanguagegrammar

Intake

Grammarmodification

Integration

Grammarstrengthening

Storage Ignorage

Comprehendedinput

Mode (oral/written),situation, personality,

monitoring, processing

Culturalknowledge

Discourseplanning

Linguisticoutput

Learned

Acquired

UG

Utterance planning

LAD

Linguisticinput

L1

Integrated Integrated model?model?

This is the part This is the part considered to considered to represent L1A.represent L1A.

PLD is processed by PLD is processed by the LAD, filtered by the LAD, filtered by UG, and UG, and implemented as implemented as acquired (UG-acquired (UG-compliant, compliant, parametric) parametric) knowledge.knowledge.

PLD

LAD

UG

acquired

L1


If something suffers If something suffers from passing the from passing the critical period, it critical period, it would probably be would probably be the LAD, cutting off the LAD, cutting off this avenue of this avenue of acquisition.acquisition.

PLD

LAD

UG

acquired

L1


To the extent that you can To the extent that you can still get acquired still get acquired knowledge in the IL, it has knowledge in the IL, it has to be in an appropriate to be in an appropriate form, filtered by UG.form, filtered by UG.

First filtered by attention, First filtered by attention, etc., and prior knowledge.etc., and prior knowledge.

PLD affectiveetc.

UG

acquired

IL

apperceived prior linguisticknowledge

comprehensible input?

L1


The L1 plays an The L1 plays an important role in important role in defining the acquired defining the acquired knowledge in the IL knowledge in the IL grammar; perhaps the grammar; perhaps the starting point, perhaps starting point, perhaps the ending point too.the ending point too.

PLD affectiveetc.

UG

acquired

IL


?

L1

comprehensible input

IntegrateIntegrated model?d model?

The learning part The learning part of L2A follows a of L2A follows a general learning general learning pattern: pattern: hypothesis hypothesis testing, affecting testing, affecting the stored the stored knowledge.knowledge.

PLD affectiveetc.

learnedIL


comprehended input

hypothesis testing

modification/strengthening

integration

intake

storage


Creating output is Creating output is fairly complex.fairly complex.

Discourse planning Discourse planning concerns intentconcerns intent

Cultural knowledge Cultural knowledge concerns norms in concerns norms in expressing this intent.expressing this intent.

Utterance planning Utterance planning sets up the structure.sets up the structure.

learnedIL

acquired

Discourseplanning

Culturalknowledge

Utteranceplanning

Mode, situation,personality, monitoring,processing

linguistic output


Utterance structure is Utterance structure is driven by the acquired driven by the acquired knowledge.knowledge.

Filters on the planned Filters on the planned utterance involve the utterance involve the monitor and other monitor and other output-relevant output-relevant factors.factors.

learnedIL

acquired

Discourseplanning

Culturalknowledge

Utteranceplanning

Mode, situation,personality, monitoring,processing

linguistic output


Does practice help Does practice help convert learned convert learned knowledge into knowledge into acquired knowledge?acquired knowledge?

Perhaps, if the output Perhaps, if the output can count as can count as comprehensible comprehensible input…input…

learnedIL

acquired

linguistic output

UG

Prisms and visionPrisms and vision The visual system can adjust itself (after The visual system can adjust itself (after

the critical period), even if it does seem the critical period), even if it does seem for the most part “hardwired”.for the most part “hardwired”.

Fitting someone with prisms that change Fitting someone with prisms that change the angle of incoming visual stimuli the angle of incoming visual stimuli causes initial visual confusion, but they causes initial visual confusion, but they “get used to it” and soon don’t even notice “get used to it” and soon don’t even notice anything unusual.anything unusual.

Perhaps the phenomenon of L1 attrition is Perhaps the phenomenon of L1 attrition is something like this…something like this…

and language attritionand language attrition

It is a very common phenomenon It is a very common phenomenon that, having learned an L2 and that, having learned an L2 and having become quite proficient, one having become quite proficient, one will still “forget” how to use it after will still “forget” how to use it after a period of non-use.a period of non-use.

While very common, it’s not very While very common, it’s not very surprising—it’s like calculus. If L2 is surprising—it’s like calculus. If L2 is a skill like calculus, we’d expect this.a skill like calculus, we’d expect this.

L1L1 attrition attrition Much more surprising is the fact that Much more surprising is the fact that

sometimes under the influence of a dominant sometimes under the influence of a dominant L2, L2, skill in the skill in the L1L1 seems to go seems to go..

Consider the UG/parameter model; a kid’s Consider the UG/parameter model; a kid’s LAD faced with PLD, automatically sets the LAD faced with PLD, automatically sets the parameters in his/her head to match those parameters in his/her head to match those exhibited by the linguistic input. L1 is exhibited by the linguistic input. L1 is effortless, fast, uniformly successful… effortless, fast, uniformly successful… biologically driven, not learning in the biologically driven, not learning in the normal sense of learning a skill.normal sense of learning a skill.

So how could it suffer So how could it suffer attritionattrition? What are ? What are you left with?you left with?

UG in L2AUG in L2A

We’ve looked at the questions concerning We’ve looked at the questions concerning whether when learning a second language, whether when learning a second language, one can adapt the “parameter settings” in one can adapt the “parameter settings” in the new knowledge to the target settings the new knowledge to the target settings (where they differ from the L1 settings), but (where they differ from the L1 settings), but this is even more dramatic—it would seem this is even more dramatic—it would seem to actually be altering the to actually be altering the L1L1 settings. settings.

It behooves us to look carefullier at this; do It behooves us to look carefullier at this; do attrited speakers seem to have changed attrited speakers seem to have changed parameter settings?parameter settings?

EnglishEnglishHebrew kid in Hebrew kid in IsraelIsrael

He doesn’t know to who it belongs.He doesn’t know to who it belongs. (cf. (cf. He doesn’t know who it belongs to.He doesn’t know who it belongs to.))

He’s thinking about with what they can play.He’s thinking about with what they can play. (cf. (cf. He’s thinking about what they can play with.He’s thinking about what they can play with.))

Hebrew doesn’t allow preposition strandingHebrew doesn’t allow preposition stranding—the constraint against prepositions —the constraint against prepositions stranding seems to have been “back copied”stranding seems to have been “back copied”

HebrewHebrewEnglishEnglish

Ma at midaberet al?Ma at midaberet al? The reverse situation is reported to The reverse situation is reported to

hold as well; here, a Hebrew hold as well; here, a Hebrew sentence (ungrammatical to sentence (ungrammatical to monolinguals) involving preposition monolinguals) involving preposition stranding.stranding.

ItalianItalianEnglishEnglish Italian is a “null subject” languageItalian is a “null subject” language that that

allows the subject to be dropped in most allows the subject to be dropped in most cases where in English we’d use a pronouncases where in English we’d use a pronoun (Possible to use a pronoun in Italian, but it (Possible to use a pronoun in Italian, but it

conveys something pragmatic: contrastive conveys something pragmatic: contrastive focus or change in topic)focus or change in topic)

English is a “non-null-subject” languageEnglish is a “non-null-subject” language that that does notdoes not allow the subject to be allow the subject to be dropped out, pronouns are required (even dropped out, pronouns are required (even sometimes “meaningless” like sometimes “meaningless” like itit or or therethere). ). Not required that a pronoun signal a Not required that a pronoun signal a change in topic.change in topic.

Italian, null subjectsItalian, null subjects Q: Q: Perchè Maria è uscite?Perchè Maria è uscite?

‘Why did M leave?’‘Why did M leave?’ A1: A1: LeiLei ha deciso di fare una ha deciso di fare una

passeggiatapasseggiata.. A2: A2: Ha deciso di fare une passenggiataHa deciso di fare une passenggiata..

‘She decided to take a walk.’‘She decided to take a walk.’

Monolingual Italian speaker would say Monolingual Italian speaker would say A2, but English-immersed native Italian A2, but English-immersed native Italian speaker will optionally produce (and speaker will optionally produce (and accept) A1. (Sorace 2000)accept) A1. (Sorace 2000)

Greek too… (null Greek too… (null subjects)subjects)

Q: Q: Jati vjike i Maria?Jati vjike i Maria?‘Why did Maria go out?’‘Why did Maria go out?’

A1: A1: AftiAfti apofasise na pai mia voltaapofasise na pai mia volta.. A2:A2: Apofasise na pai mia volta Apofasise na pai mia volta..

‘She decided to take a walk’‘She decided to take a walk’

Reverse errors Reverse errors unattestedunattested

Q: Q: Perchè Maria è uscite?Perchè Maria è uscite?‘Why did Maria leave?’‘Why did Maria leave?’

A: A: *Perchè*Perchè ØØ è venuto a prederlaè venuto a prederla..‘Because (Gianni) came to pick her ‘Because (Gianni) came to pick her up.’up.’

That is, they don’t That is, they don’t forget how to use forget how to use null subjectsnull subjects so much as they so much as they broadenbroaden the contexts in which they the contexts in which they cancan use overt pronouns. use overt pronouns.

Postverbal subjectsPostverbal subjects

Q: Q: Chi ha starnutito?Chi ha starnutito? ‘Who sneezed?’ ‘Who sneezed?’ A1: A1: Gianni ha starnutito.Gianni ha starnutito. A2: A2: Ha starnutito Gianni.Ha starnutito Gianni.

Native speakers would say A2 Native speakers would say A2 because of the narrow focus; attrited because of the narrow focus; attrited speakers will produce/allow A1 as speakers will produce/allow A1 as well. well.

L1 attritionL1 attrition It seems that the acceptability of overt It seems that the acceptability of overt

pronouns (in the L1 “attriters”) broadens pronouns (in the L1 “attriters”) broadens compared to their L1, the acceptability of compared to their L1, the acceptability of null pronouns becomes more restricted.null pronouns becomes more restricted.

Pronouns in a null subject language are Pronouns in a null subject language are markedmarked—they are restricted to particular —they are restricted to particular discourse contexts ([+topic shift], discourse contexts ([+topic shift], according to Sorace).according to Sorace).

What seems to happen is that the What seems to happen is that the pronouns revert to the unmarked case pronouns revert to the unmarked case ([±topic shift] like in English).([±topic shift] like in English).

L1 attritionL1 attrition

Same goes for postverbal subjects—Same goes for postverbal subjects—it is a marked option for languages, it is a marked option for languages, and the L1 seems to be retreating to and the L1 seems to be retreating to the unmarked.the unmarked.

Like with pronouns, it seems to be Like with pronouns, it seems to be not a question of grammaticality but not a question of grammaticality but a question of felicity.a question of felicity.


Certain areas of the L1 grammar are more Certain areas of the L1 grammar are more susceptible to this kind of attrition then susceptible to this kind of attrition then others.others.

Sorace notes that the observed cases of Sorace notes that the observed cases of attrition of this sort seem to be the ones attrition of this sort seem to be the ones involved with discourse and pragmatics, not involved with discourse and pragmatics, not with fundamental grammatical settings. (The with fundamental grammatical settings. (The attrited Italian is still a null-subject language, attrited Italian is still a null-subject language, for example—null subjects are still possible for example—null subjects are still possible and used only in places where null subjects and used only in places where null subjects should be allowed).should be allowed).


So, we’re left with a not-entirely-So, we’re left with a not-entirely-inconsistent view of the world.inconsistent view of the world.

Parameter settings in L1 appear to Parameter settings in L1 appear to be safe, but the discourse-pragmatic be safe, but the discourse-pragmatic constraints seem to be somehow constraints seem to be somehow susceptible to high exposure to susceptible to high exposure to conflicting constraints in other conflicting constraints in other languages.languages.

week 13. models, input, intake, attrition grs lx 700 language acquisition and linguistic theory

Documents

input apperception

monitor output slide

learner foreigner

semantic meaning

linguistic theory slide

monitor hypothesis

structural hypothesis

linguistic expression