This book investigates a set of structures characteristic of Chinese speakers' English interlanguage (CIL) in the light of grammatical theory and principles of learnability. As a study of CIL grammar, it illuminates both the theory of interlanguage syntax in general and some specific problems in the acquisition of English by Chinese L1 learners. A set of interrelated structures are investigated, including topicalization, passive, ergative, “tough movement” and existential constructions. The interlanguage is approached through the comparative syntax of the relevant L1 and L2 constructions, combining insights from Chomskyan Universal Grammar and typological research. CIL proves to be permeable to Chinese typological influence and bears topic-prominent characteristics, while showing effects of language universals. A parallel theme of the book is the question of learnability in the context of second language acquisition. The Subset and Uniqueness Principles are adapted to the L2 context so as to account for learning difficulty as well as successful acquisition. Under-generation and over-generation of the interlanguage and target constructions give rise to learnability problems which are formulated in terms of set relations at the level of individual constructions. The Uniqueness Principle is invoked to motivate preemption of overgenerated forms. The interaction of syntax and semantics plays a crucial role in the formulation and resolution of these learnability problems. General conceptual issues raised by the Subset and Uniqueness Principles are also discussed.

This book investigates a set of structures characteristic of Chinese speakers' English interlanguage (CIL) in the light of grammatical theory and principles of learnability. As a study of CIL grammar, it illuminates both the theory of interlanguage syntax in general and some specific problems in the acquisition of English by Chinese L1 learners. A set of interrelated structures are investigated, including topicalization, passive, ergative, “tough movement” and existential constructions. The interlanguage is approached through the comparative syntax of the relevant L1 and L2 constructions, combining insights from Chomskyan Universal Grammar and typological research. CIL proves to be permeable to Chinese typological influence and bears topic-prominent characteristics, while showing effects of language universals. A parallel theme of the book is the question of learnability in the context of second language acquisition. The Subset and Uniqueness Principles are adapted to the L2 context so as to account for learning difficulty as well as successful acquisition. Under-generation and over-generation of the interlanguage and target constructions give rise to learnability problems which are formulated in terms of set relations at the level of individual constructions. The Uniqueness Principle is invoked to motivate preemption of overgenerated forms. The interaction of syntax and semantics plays a crucial role in the formulation and resolution of these learnability problems. General conceptual issues raised by the Subset and Uniqueness Principles are also discussed.

Language acquisition is a human endeavor par excellence. As children, all human beings learn to understand and speak at least one language: their mother tongue. It is a process that seems to take place without any obvious effort. Second language learning, particularly among adults, causes more difficulty. The purpose of this series is to compile a collection of high-quality monographs on language acquisition. The series serves the needs of everyone who wants to know more about the problem of language acquisition in general and/or about language acquisition in specific contexts.

In this book Archibald describes two studies conducted within a parametric framework in the area of second language acquisition. The studies are designed to investigate the acquisition of English stress patterns (via both production and perception tasks) by adult speakers of Polish and Hungarian. Archibald argues that interlanguage grammars can be understood as a mix of L1 transfer and the effects of Universal Grammar. Metrical parameters related to such things as quantity--sensitivity, extrametricality, and word--tree dominance determine the structure of the interlanguage. The author reports that the subjects are remarkably successful at acquiring English stress and do not appear to violate proposed universals of metrical phonology. This book is one of the few attempts to investigate the acquisition of L2 phonology within a UG framework. Empirical support is provided for the parametric model to an extent uncommon in most syntactic studies.

Sociolinguistics and Second Language Acquisition is a comprehensive textbook that bridges the gap between the fields of sociolinguistics and second language acquisition, exploring the variety of ways in which social context influences the acquisition of a second language. It reviews basic principles of sociolinguistics, provides a unified account of the multiple theoretical approaches to social factors in second languages, summarizes the growing body of empirical research, including examples of findings from a wide range of second languages, and discusses the application of sociolinguistics to the second language classroom. Written for an audience that extends beyond specialists in the field, complete with summary tables, additional readings, discussion questions, and application activities throughout, this volume will serve as the ideal textbook for advanced undergraduate or graduate students of second language acquisition and instruction, and will also be of interest to researchers in the fields of second language acquisition, second language instruction and sociolinguistics.

This volume is a collection of 13 chapters, each devoted to a particular issue that is crucial to our understanding of the way learners acquire, learn, and use an L2 sound system. In addition, it spans both theory and application in L2 phonology. The book is divided into three parts, with each section unified by broad thematic content: Part I, “Theoretical Issues and Frameworks in L2 Phonology,” lays the groundwork for examining L2 phonological acquisition. Part II, “Second Language Speech Perception and Production,” examines these two aspects of L2 speech in more detail. Finally, Part III, “Technology, Training, and Curriculum,” bridges the gap between theory and practice. Each chapter examines theoretical frameworks, major research findings (both classic and recent), methodological issues and choices for conducting research in a particular area of L2 phonology, and major implications of the research findings for more general models of language acquisition and/or pedagogy.

Few works in the field of second language acquisition (SLA) can endure multiple reads, but Selinker's (1972) "Interlanguage" is a clear exception. Written at the inception of the field, this paper delineates a disciplinary scope; asks penetrating questions; advances daring hypotheses; and proposes a first-ever conceptual and empirical framework that continues to stimulate SLA research. Sparked by a heightened interest in this founding text on its 40th anniversary, 10 leaders in their respective fields of SLA research collectively examine extrapolations of the seminal text for the past, the present, and the future of SLA research. This book offers a rare resource for novices and experts alike in and beyond the field of SLA.

"The aim of this volume is to cater to a wide range of audiences associated with the field of Computer Assisted Language Learning (CALL). In a true cross-disciplinary fashion it brings together instances of research in second language acquisition, language awareness, computer assisted language learning, artificial intelligence and natural language processing. It is intended for language teachers, students of applied linguistics and language engineering as well as for applied linguists in general."--BOOK JACKET.

The study of native language influence in Second Language Acquisition has undergone significant changes over the past few decades. This book, which includes 12 chapters by distinguished researchers in the field of second language acquisition, traces the conceptual history of language transfer from its early role within a Contrastive Analysis framework to its current position within Universal Grammar. The introduction presents a continuum of thought starting from the late 70s, a time in which major rethinking in the field regarding the concept of language transfer was beginning to take place, and continuing through the present day in which language transfer is integrated within current concepts and theoretical models. The afterword unites the issues discussed and allows the reader to place these issues in the context of future research. For the present book, the 1983 edition has been thoroughly revised, and some papers have been replaced and added.