By Richard Towell

This e-book examines 5 crucial problems with moment language acquisition: move, staged improvement, cross-learner systematicity, incompleteness and variability. it truly is argued that the 1st 4 of the 5 primary concerns obtain a extra passable account than has been formerly supplied via an method in response to common grammar. The 5th - variability - calls for an account in accordance with requisites of language use and language processing.

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The one case from the list where there are reasonable grounds for suggesting that negative transfer is involved is the case of the possessive construction. Errors such as 'there's a shoe of a pair' are not, to our knowledge, frequently found in the L2 English of native speakers of languages other than Punjabi. Assessing the Contrastive Analysis Hypothesis as an approach to explaining the five core observations about SLA, it could be said that it provides some account of transfer, but it both overpredicts (some contrasts between languages do not lead to negative transfer), and underpredicts (some similarities between languages pose learning < previous page page_22 next page > < previous page page_23 next page > Page 23 problems for L2 learners).

L2 learners' knowledge of the L2 is, then, multiple. They have internalised different types of grammar for different types of situation. < previous page page_35 next page > < previous page page_36 next page > Page 36 Tarone also suggests that this conceptualisation of the nature of linguistic knowledge in SLA allows an account of staged development. According to Tarone (1988: 41), new forms can enter the continuum in two ways: (1) forms may be spontaneously produced first in the vernacular style; it is possible that such forms could gradually spread over time into more and more formal styles.

Contrastive analysis would provide the essential information about the relationship between pairs of languages so that the real areas of difficultythose where negative transfer or interference occurredcould be predicted. Evaluation of the Contrastive Analysis Hypothesis For a time the Contrastive Analysis Hypothesis appeared to make good predictions, not surprisingly, about one of the core observations noted in Chapter 1: transfer. But it had little to say about the other observations, and researchers became aware that even in the domain where it should make appropriate predictions, it also made inappropriate predictions.

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