c3109550 LING6030 S1, 2014 A3 Short Answers

Assignment 3 Short-answer Questions

1. Errors as an aspect of the systematic nature of
Interlanguage
Second Language Acquston !SLA" theores and research descr#e errors
as s$o%en or wrtten target &anguage 'or(atons that are de)ant 'ro(
what s consdered the target &anguage nor(* +he, are dstngushed 'ro(
(sta%es on the #ass that the, occur s,ste(atca&&, and regu&ar&,, usua&&,
una-ected #, the en)ron(enta& and t,$e o' co((uncaton n whch the,
(an'est* As such, the, are not #ased on a noton o' $er'or(ance or
contro& o' a &anguage* Instead, errors (ade n s$ea%ng a target &anguage
are now consdered a&(ost e.c&us)e&, ndcat)e o' the de)e&o$(enta&
$rocess n)o&)ed n second &anguage acquston* +hs s #ecause errors
are a de(onstraton o' the &e)e& o' &ngustc %now&edge that a &earner
$ossesses n the target &anguage* /egard&ess o' age, #ac%ground, or the
0rst &anguage o' a &earner, errors w&& occur, and the (a1ort, o' these
errors w&& #e de)e&o$(enta&* /esearch has shown that the, w&& occur n
the sa(e wa, as the, do n the 0rst &anguage acquston $rocess o' a
ch&d* As such errors can occur n an, area o' gra((ar* /esearch has
dent0ed errors as a co($etence2re&ated $heno(enon* 3, another &a#e&,
t s re&ated to the %now&edge do(an o' second &anguage acquston*
4rrors are e)dence that su$$orts the e)dence o' Inter&anguage and ts
s,ste(atct,* A&though research has ac%now&edged that a great dea& o'
)ara#&t, s $oss#&e n Inter&anguage, and ths a&so a$$&es to errors,
(ore o'ten than not the characterstcs o' Inter&anguage &%e errors occur
s,ste(atca&&, enough to #e used as ndcators o' a &earner5s stage o'
de)e&o$(ent and current $oston n the $rocess o' acquston* 4rrors can
#e ana&,sed as ndcators o' %now&edge* In SLA research, ths $rocess
#eca(e %nown as 4rror Ana&,ss !4A", and wh&e ths has #een su$erseded
n research #, newer (ethods, and e($hass on other areas o'
Inter&anguage, error ana&,ss s st&& recognsed as a $rocess that can g)e
)a&ua#&e nsght nto understandng the &earner and the cognt)e as$ects
o' the second &anguage acquston $rocess*
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c3109550 LING6030 S1, 2014 A3 Short Answers
2. +rans'er and (ar%edness !wth re'erence to 4c%(an6s 7ar%edness
8-erenta& 9,$othess"
+rans'er s an SLA ter( that re'ers to the n:uence o' a &earner5s nat)e
&anguage on ther co((uncaton n the target &anguage* 9storca&&, there
ha)e #een se)era& d-erent nter$retatons o' the degree to whch the
nat)e &anguage a-ects de)e&o$(ent and co((uncaton n the target
&anguage* +he (an h,$otheses that re'er to ths as$ect o' SLA are, n
chrono&ogca& order, the Contrastive Analysis Hypothesis, (CAH) the
Creative Construction Hypothesis (CCH) and the Markedness Diferential
Hypothesis. (MDH) 3, wa, o' su((ar,, the ;A9 was (ot)ated #,
$edagogca& concerns n second &anguage nstructon, and 'ocused on
dent',ng and teachng students the d-erences #etween ther nat)e
&anguage and the target &anguage* +hs was to g)e the( e.$&ct
%now&edge o' these d-erences wth the ntenton o' (n(sng
nter'erence 'ro( the 0rst &anguage n ther target &anguage
co((uncaton* +he ;;9, on the other hand, argued that the nat)e
&anguage $&a,ed no ro&e whatsoe)er n the de)e&o$(ent o' the
Inter&anguage and second &anguage co((uncaton* +hs was su$$orted
#, research 'ro( (u&t$&e &anguage #ac%grounds were tested and s(&ar
errors were dent0ed< ren'orcng the h,$othess that errors are
s,ste(atc and de)e&o$(enta&, and can #e used to su$$ort other SLA
research*
=o&&owng ths ca(e the 789* +hs theor, was a (ore (oderate a$$roach
to the n:uence o' the nat)e &anguage on target &anguage, and n)o&)ed
the noton o' trans'er as a $arta& co($onent o' the de)e&o$(enta&
$rocess, s(&ar to errors* +he 789 argued that certan &ngustc 'eatures
were (ore &%e&, to #e trans'erred 'ro( the L1 to the L2< the %e, )ara#&e
dent0ed was (ar%edness* I' a &ngustc 'or( was not (ar%ed n 0rst
&anguage, #ut (ar%ed n second, t was argued that the &earner w&& $re'er
to use the easer, &ess (ar%ed, 'or(* In such cases the, are &%e&, to
trans'er the equ)a&ent 'or( 'ro( ther nat)e &anguage* In nstances
2
c3109550 LING6030 S1, 2014 A3 Short Answers
where the L1 'or( s (ar%ed, or harder to artcu&ate than the +L
equ)a&ent, #, reason, the &earner w&& de'au&t to the easer 'or( the
target &anguage 'or( ' the, ha)e acqured t* +hs re'ers to the
s(&artes and d-erences #etween the two &anguages that were centra&
to #oth the ;A9 and the ;;9* +he d-erence wth ths h,$othess s that s
does not $erce)e trans'er as so(ethng that ether has centra&
sgn0cance to the SLA $rocess or does not* +hs h,$othess ac%now&edged
that trans'er does occur, and 'urther(ore drew conc&usons a#out when t
was (ost &%e&,* +hs was n &ne wth the genera& sh't n the 'ocus o' SLA
research 'ro( the #eha)ourst to cognt)st $ers$ect)e, as 7ar%edness
was recognsed to #e wthn the cognt)e nter$retaton o' trans'er*
3. Developmental patterns
8e)e&o$(enta& $atterns descr#e the o#ser)a#&e s,ste(atc 'eatures o'
the Inter&anguage, and how the, are ndcat)e o' a second &anguage
&earner5s de)e&o$(ent n the $rocess o' second &anguage acquston*
S$ec0ca&&,, de)e&o$(enta& $atterns are (easura#&e e)dence wthn
un$&anned &anguage use that re'erence the theor, and research2
su$$orted dea that Inter&anguage s a s,ste(atc dos,ncratc da&ect
unque to the &earner* /esearch dent0ed that Inter&anguage, wh&e t s
)ara#&e st&& contans a 'or( o' gra((ar, and de)e&o$(enta& $atterns can
#e used to descr#e the $rocess o' SLA* >n$&anned &anguage s used as a
$ont o' re'erence 'or de)e&o$(enta& $atterns #ecause on&, un$&anned
&anguage use ndcates the ($&ct, nterna&sed &anguage %now&edge that
the &earner $ossesses* /esearches that are nterested n (easurng what a
&earner has acqured or de)e&o$ed are on&, nterested n &anguage use
that s s$ontaneous or un$&anned, #ecause $&anned 'or(s o' &anguage use
&%e wrtng can #e $re2(edtated or n:uenced #, e.terna& ads &%e
dctonares and trans&aton ads* +hs (eans a (easure(ent o' $&anned
dscourse or co((uncaton does not accurate&, re:ect the &anguage
&earner5s stage o' de)e&o$(ent* As de)e&o$(enta& $atterns shou&d
there'ore act as e)dence o' an, &anguage acquston $rocess, the, are
3
c3109550 LING6030 S1, 2014 A3 Short Answers
a&so used to su$$ort the dea that the $rocess o' &anguage acquston s
s(&ar n #oth 0rst and second &anguage acquston* 8e)e&o$(enta&
$atterns (an'est n the &ngustc, se(antc and 'unctona& areas o'
&anguage, and are o#ser)a#&e n (ost as$ects o' the &earner5s
co((uncat)e &anguage use* ?atterns that are ndcat)e o' de)e&o$(ent
nc&ude $rocesses such as the &earner5s acquston o' the gra((atca&
arrange(ent o' words and (or$he(es n sentences, and the 'or( and
structure o' the words the(se&)es* +hese areas o' &anguage, co((on&,
re'erred to as s,nta. and (or$ho&og,, are cognt)e areas o' &anguage
acquston* /esearch has $ro)en that the, are acqured n an o#ser)a#&e,
ordered $attern, o'ten regard&ess o' the nat)e &anguage*
8e)e&o$(enta& $atterns ha)e a&wa,s #een conce$tua&sed as a
co($onent o' Inter&anguage* +hs #egan wth the ;;9 and ts argu(ent
that the 0rst and second &anguage acquston $rocesses were the sa(e,
and a&& errors (ade were ndcat)e o' de)e&o$(ent* Snce then research
has (o)ed nto a cognt)e era o' nter$retaton, and the 0rst &anguage s
ac%now&edged as a 'actor n the $rocess o' second &anguage acquston*
+hs (eans research now (ust consder the 0rst &anguage and the
$otenta& 'or nter&ngua& errors when n)estgatng the de)e&o$(enta&
$atterns e.h#ted #, a &earner o' a second &anguage* So(e s$ec0c areas
that are (easured n de)e&o$(enta& $atterns research nc&ude tense,
as$ect, nc&udng the dstncton #etween the two< negat)es, au.&ares,
re&at)e c&auses, word order, )oca#u&ar,, $hono&og,, &e.s and gra((ar*
4. Basic claims of the Fundamental Diference ypothesis
+he =unda(enta& 8-erence 9,$othess !=89" was nta&&, ntroduced to
descr#e and conce$tua&se the genera& 'eatures o' second &anguage
acquston, and ther dstncton 'ro( the 0rst &anguage acquston
$rocess* +he #asc c&a( o' the =89 was that the 0rst &anguage
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c3109550 LING6030 S1, 2014 A3 Short Answers
acquston $rocess o' ch&dren s 'unda(enta&&, d-erent 'ro( the o'ten
adu&t second &anguage acquston $rocess* +hs re&ated to the $ro(nent
theor, o' >n)ersa& Gra((ar, as an nnate @#&ue$rnt5 o' genera& &anguage
ru&es that are un)ersa& to a&& &anguages* +he =89 argued that ch&dren
ha)e co($&ete access to un)ersa& gra((ar and ths can #e a$$&ed to
ther acquston o' the L1 gra((ar* +hs (eans that the, ha)e an
ad)antage o)er adu&ts who are tr,ng to &earn a second &anguage #ecause
adu&ts who a&read, s$ea% a 0rst &anguage ha)e e.hausted ther access to
>n)ersa& Gra((ar n ther 0rst &anguage* As a resu&t, the second
&anguage acquston $rocess s #oth 'unda(enta&&, d-erent and (ore
dAcu&t than the 0rst &anguage acquston $rocess, (an&, #ecause adu&ts
(ust re&, on conscous attenton and e.$&ct %now&edge through stud,,
trans&aton and $ro#&e(2so&)ng n order to success'u&&, acqure ther
second &anguage* +hs re&ated to what 3&e,2Bro(an dent0ed as two
conce$ts centra& to (a%ng the dstncton #etween the 0rst and second
&anguage acquston $rocesses< re&a#&t, and con)ergence* +he =89
argued that SLA was #oth unre&a#&e where =LA was re&a#&e, and not
con)ergent where =LA de0nte&, was* @>nre&a#&e5 re'erred to the dea that
second &anguage acquston s not a $rocess wth a re&a#&e or un)ersa&
outco(e, as t s (edated #, (an, (ore )ara#&es than =LA, such as
&ngustc 'actors &%e trans'er, (ot)aton, a$ttude as we&& as soco2
cu&tura& 'actors* ;on)ergence re'ers to the nsta#&t, and )ara#&t, n the
de)e&o$(ent and e.stence o' Inter&anguage, and how as dos,ncratc
da&ects Inter&anguages )ar, #etween &earners*
!. "otivation as a factor in #econd $anguage %c&uisition
7ot)aton, as a 'actor n the SLA $rocess, has #een an dea o' sustaned
nterest, de#ate and co($&e.t, n SLA theor, and research* Chen
recognsed as a sgn0cant $art o' the $rocess, (ot)aton s
conce$tua&sed as one $artcu&ar&, d,na(c as$ect o' nter2&earner
)ara#&t,< n other words, t s a $art o' the SLA $rocess that )ares
consdera#&, #etween &earners who atte($t SLA* In ths case o'
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c3109550 LING6030 S1, 2014 A3 Short Answers
(ot)aton ths s e.$&aned as due to a &earner5s res$onse to ther
&earnng conte.t !whether 'or(a& or n'or(a&" and how ths (a, change
o)er t(e, wth the change or ada$taton o' ther 0na& goa&s 'or atte($tng
SLA* 7ot)aton s there'ore a&so re&ated to the soco&ngustc 'actors o'
SLA, the ro&e o' nstructon and the &earnng conte.t n whch the SLA ta%es
$&ace* Chere ;ho(s%, assu(ed that there was co((on &anguage a#&t,
nnate n a&& $eo$&e regard&ess o' ther nd)dua& characterstcs, (ore
recent research s$ec0ca&&, nto nd)dua& characterstcs such as
(ot)aton ds$ro)e ths theor,* +hs s ache)ed through ther
e.a(naton o' the )ara#&e success o' nu(erous second &anguage
&earners across conte.ts and ages o' acquston* Genera&&,, (ot)aton s
a (ore recent&, studed area o' SLA, (ost re'erred to n snce 2000 wthn
the $s,cho&ogca& era o' SLA research* +hs s due to ts 'ocus on the
nd)dua& as centra& to the SLA $rocess, characterstc o' the (ore recent
a&gn(ents n SLA research* +wo (an t,$es o' (ot)aton are dent0ed as
cruca& 'or ha)ng dstnct e-ects on SLA* +hese are ntegrat)e and
nstru(enta&* As the na(es suggest, the, re:ect 'unda(enta&&, d-erent
(ot)atons 'or, or e)en orentatons towards SLA* Integrat)e (ot)aton
s recognsed as the t,$e o' (ot)aton that, #, $ro($tng a (ore
(ot)ated t,$e o' &earnng #eha)our, &eads to a c&oser acquston to
nat)e2&%e $ro0cenc,* It s sens#&e to assu(e that a (ot)aton such as a
desre to #eco(e :uent n the target &anguage co((unt,, assu(ed&,
#ecause the &earner s &)ng wthn t, wou&d ,e&d #etter acquston, as
the (ot)aton e.sts on an ntrnsc &e)e& to the &earner* +he, are see%ng
to soca&&, and $s,cho&ogca&&, ntegrate wth ther target &anguage
co((unt,*
In o$$oston, nstru(enta& (ot)aton s charactersed #, $otenta&&,
strong e.trnsc (ot)ators &%e e($&o,(ent2re&ated or educatona&
success* It has #een seen as #oth an addtona& (ot)aton to ntegrat)e
(ot)aton, and the o$$oste* +he $ers$ect)e n SLA research s that
nstru(enta& (ot)aton ho&ds &ess n:uence o)er the success o' SLA
(an&, #ecause o' the short2ter( and e.trnsc nature t ($&es, as
o$$osed to the $er(anence assocated wth ntegrat)e (ot)aton*
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c3109550 LING6030 S1, 2014 A3 Short Answers
Cthn SLA theor,, (ot)aton e.sts on the sa(e &e)e& as a$ttude and
&earnng st,&e, as an nd)dua& characterstc that does to so(e e.tent
a-ect the success o' Second Language Acquston*
'. Is there a (ritical )eriod for second language ac&uisition*
/esearch has not dsco)ered a c&ear answer to the queston o' the
e.stence o' a crtca& $erod 'or second &anguage acquston, and the dea
t $resents o' the ear&er ,ears n &'e as #eng crtca& to &anguage
acquston* /esearch 'ro( )arous $ers$ect)es, nc&udng soco2cu&tura&,
$s,cho&ogca& and neuro#o&ogca& has o'ten atte($ted to esta#&sh
whether a crtca& $erod e.sts or not through co($arson o' ch&d and
adu&t second &anguage &earners* +he $ur$ose o' ths research has #een to
tr, and dsco)er e)dence ether 'or or agan a crtca& $erod, and 'or the
(ost $art the sheer nu(#er o' nd)dua& )ara#&es ha)e &ed to
nconc&us)e resu&ts*
+he dea o' a crtca& $erod t too co($&cated #, the other (an, )ara#&es
n the SLA $rocess, nc&udng the ro&e o' nstructon, 'oss&Daton, and
d-erences n the a(ount, &ength and t,$e o' e.$osure to the target
&anguage* 4)en though research has atte($ted to e&(nate these
)ara#&es #, stud,ng su#1ects wth no a$$arent connecton to one or
(ore o' these )ara#&es, resu&ts ha)e st&& $ro)en nconc&us)e o)era&&,
suggestng that there (a, not #e a crtca& $erod 'or &anguage
acquston* /esearch nto the crtca& $erod has 'urther(ore #een
$ro#&e(atDed #, nu(erous re)sons o' the end age o' the crtca& $erod,
whch has #een contnua&&, re)sed #ased on the resu&ts o' ear&er studes,
and u$dated n'or(aton on #ran &atera&Daton and $&astct, 'ro(
neuro#o&og,*
Another )ara#&e that s ds$uted n crtca& $erod research s the
de0nton o' the crtca& $erod tse&'< s$ec0ca&&,, ts $ara(eters* /esearch
has at d-erent $onts #een #ased on the conce$tua&saton o' the crtca&
$erod as endng #oth when resu&ts o' SLA #egns to dec&ne and,
E
c3109550 LING6030 S1, 2014 A3 Short Answers
con:ctng&,, when resu&ts reach an a&&eged 0na& $ont at whch $otenta&
to succeed n SLA can dec&ne no 'urther*
Chat the decades o' stud, nto the noton o' a crtca& $erod ha)e
re)ea&ed are the deas that the $atterns and $rocess o' &earnng a second
&anguage change wth age, and a gradua& dec&ne n success rates n
tentat)e&, e)dent as $art o' ths change*
AS )arous ages ha)e #een suggested as the $ont at whch ths change
#egns to occur, a genera&saton has e(erged that t #egns n ear&,
ch&dhood* Success'u& SLA s now ac%now&edged to #e &ess connected to
age or a crtca& $erod, and (ore deter(ned #, nd)dua& characterstcs
&%e (ot)aton* +here s howe)er, re'erence n SLA research to an
nd)dua&5s a#&t, to acqure gra((atca& %now&edge, and ths s
connected to the crtca& $erod noton* =ro( ths $ers$ect)e, t s
ac%now&edged that neuro#o&ogca& $rocesses &%e &atera&Daton and &oss o'
#ran $&astct, e-ect an nd)dua&5s $rocedura& (e(or,, whch s the
(e(or, that contro&s %now&edge o' centra& &anguage conce$ts &%e
$hono&og,, (or$ho&og, and s,nta.* A&& ths (eans s due to natura& #ran
(aturt,, or de)e&o$(ent, adu&ts re&, (ore on ther dec&arat)e (e(or,
than ther $rocedura& (e(or,* So 'or adu&ts, SLA requres (ore e.$&ct
e-ort n order 'or the( to nterna&se those as$ects o' &anguage that as a
ch&d wou&d ha)e #een a#sor#ed (ore read&, #, the $rocedura& (e(or,*
So wh&e neuro#o&og, wou&d agree wth the (oderate $oston that there
s a genera& dec&ne #, age n the a#&t, to acqure a second &anguage,
there are agan no conc&us)e 0ndngs that su$$ort the orgna& ;rtca&
?erod 9,$othess !;?9" and ts orgna& dea that there was de0nte&, a
crtca& $erod 'or &anguage acquston*
+. #ociolinguistic factors in #$% ,-ith reference to #chumann.s
%cculturation /heory and )idgini0ation ypothesis1
SLA research accounts 'or the $otenta& 'or soca& and $s,cho&ogca&
)ara#&es n the $rocess o' SLA* Schu(ann5s Accu&turaton 7ode&,
nc&udng hs $dgnDaton h,$othess, whch re'ers s$ec0ca&&, to
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c3109550 LING6030 S1, 2014 A3 Short Answers
Inter&anguage, c&a(s that these soca& and $s,cho&ogca& )ara#&es can #e
co&&ect)e&, e.$&aned #, the soco&ogca& ter( accu&turaton* In
Schu(ann5s o$non accu&turaton as a $rocess that occurs n &ne wth
SLA, s nstru(enta& to the SLA $rocess tse&', and has a drect e-ect on ts
outco(e n ter(s o' how c&ose the &earner gets to ache)ng nat)e2&%e
$ro0cenc,* +he theor, c&a(s that accu&turaton, recognsed #, Schu(ann
as the Gsoca& and $s,cho&ogca& ntegraton o' the &earner wth the target
&anguage !+L" grou$H w&& deter(ne the e.tent to whch a &earner
acqures a second &anguage* +hs re&ates to other SLA conce$ts such as
(ot)aton, #, re'erencng the $&ace(ent o' the &earner wthn the +L
grou$ as a 'actor o' ($ortance to consder* 9owe)er, where ntegrat)e
(ot)aton s concerned wth the $ersona& desre to #eco(e a (e(#er o'
the +L co((unt,, the accu&turaton (ode& does not s$ec0ca&&, re'er to
(ot)aton, and sees the o)era&& $rocess o' accu&turaton, where the
&earner s $ass)e, as (ore ($ortant than the &earner the(se&)es and
ther nd)dua& characterstcs* +hs cou&d #e #ecause o' the orgn o' the
theor, #eng n the #eha)ourst era o' SLA, 0rst coned #, Schu(ann n
the 19E0s* Snce then the (ode& was 1ust0ed wthn the cognt)e
'ra(ewor% #, Schu(ann , a&though no cognt)e theor, was seen as
adequate* In recent ,ears other SLA scho&ars and ther studes ha)e
dscounted the re&e)ance and sgn0cance o' accu&turaton to the $rocess
o' SLA through 0ndngs that ndcate the sa(e rates o' de)e&o$(ent n
su#1ects that #oth (et and dd not (eet Schu(ann5s crtera 'or ether hs
0rst or second t,$es o' accu&turaton, whch are )er, s(&ar to the
de0ntons o' nstru(enta& and ntegrat)e (ot)aton, n that the, (a%e
the dstncton #etween s($&, ha)ng a 'or( o' contact wth the +L and
the +L grou$, and the &earner ha)ng a conscous desre to ado$t not on&,
the &anguage #ut a&so the cu&ture and )a&ues o' the target grou$*
Schu(ann saw these 'eatures o' accu&turaton as dstnct #ut dd not g)e
one (ore weght o)er the other n ter(s o' how the, e-ected SLA* 9e
chose to see that the co((on 'eature #etween #oth t,$es o'
accu&turaton, #eng soca& and $s,cho&ogca& contact wth the +L grou$, as
the essenta& co($onent o' accu&turaton and ts re&atonsh$ to SLA*
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c3109550 LING6030 S1, 2014 A3 Short Answers
A&though Schu(ann has &arge&, #een ds$ro)ed #, (ore recent studes
that see no sgn0cant re&atonsh$ #etween accu&turaton and SLA, other
theores on the su#1ect on the soco&ngustc 'actors n SLA e.st* +he,
nc&ude Gardner5s 19F5 Soco2educatona& (ode&, G&es and 3,rne5s Inter2
grou$ (ode&, the &anguage soca&Daton theor,, and Norton5s recent Soca&
Identt, +heor,* 7ost studes 'ro( these theores ndcate that rather than
ha)e a drect e-ect, soco&ngustc 'actors (ore n:uence that genera&
rate o' acquston*
2. /he notion of comprehensi3le input in 4rashen5s "onitor
/heory
Irashen5s nta& contr#uton to the 0e&d o' SLA research was a dstncton
#etween acquston as an nterna& $rocess and &earnng as an e.$&ct one*
+hs c&a( has 'or(ed that #ass o' hs su#sequent research and theores,
nc&udng hs 7ontor +heor,, whch was ntroduced at around the sa(e
t(e as hs nta& dstncton #etween acquston and &earnng*
S$ec0ca&&,, the 7ontor +heor, re'erred to these as two se$arate s,ste(s
wthn the &earner, wth the %now&edge de)e&o$ed wthn each o' these
s,ste(s as non2trans'erra#&e to the other* +he na(e o' the theor, re'ers
to the &earner and ther use o' the $rocess o' @(ontorng5 ther &anguage
use, a $rocess that &earners can on&, a$$&, to ther &earnt %now&edge* +hs
s #ecause (ontorng requres the &earner to (a%e a conscous re:ecton
on ru&es that the, ha)e &earnt, and ths %nd o' re:ecton cannot #e (ade
on the ($&ct, nterna& %now&edge that 'or(s the acqured &anguage
s,ste( o' the &earner* +he s$ec0c noton o' co($rehens#&e n$ut re&ates
$artcu&ar&, to Irashen5s se$arate, #ut st&& re&ated h,$othess %nown as
the In$ut 9,$othess* +hs h,$othess re&ates on&, to the acquston
do(an o' Irashen5s research* In ths h,$othess, n$ut 'ro( n'or(a&
sources was seen as centra& to SLA and out$ut #, the &earner was seen as
rre&e)ant to the acquston $rocess, wth the e.ce$ton o' out$ut #, whch
the &earner c&ar0es ther understandng o' n$ut the, are rece)ng*
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c3109550 LING6030 S1, 2014 A3 Short Answers
+hus the noton o' co($rehens)e n$ut $uts &earners n a )er, $ass)e
$oston n the SLA $rocess* +he h,$othess was not o)er&, concerned wth
the &earners the(se&)es, choosng rather to 'ocus on a descr$ton o'
n$ut, wth an e($hass on a dstncton #etween what c&ass0es as
co($rehens#&e n$ut to the &earner, and what does not* Accordng to
Irashen, s($&0caton was the centra& 'eature o' co($rehens#&e n$ut*
+hs dea assu(ed agan that, $ass)e&,, as &earners, s($&0caton o' the
target &anguage )oca#u&ar, and structure was necessar, n order 'or the(
to co($rehend and acqure t* Ch&e Irashen5s studes su$$orted hs
h,$othess and (ode&, su#sequent research has not* +he noton o'
co($rehens#&e n$ut has es$eca&&, #een contested, wth studes
re)ea&ng that e.$osure &(ted to co($rehens#&e, s($&0ed n$ut &(ts
the &earner #, $re)entng ther access to (ore co($&cated gra((ar,
structures, and )oca#u&ar,* +hs research re'erenced how &earners ha)e
o'ten acqured &anguage #, rece)ng n$ut 'ro( co($&e. and ad)anced
target &anguage sources such as authentc te.ts &%e news$a$ers and
te&e)son shows* As ths %nd o' n$ut wou&d #e c&ass0ed as #oth
nco($rehens#&e to the &earner and n'or(a& as t s not &earnt, Irashen5s
(ode& wou&d dscount ts contr#uton to SLA*
6eferences
3a&,sto%, 4*, J S(th, 7* S* !19F5"* Inter&anguage s not a state o' (ndK An
e)a&uaton o' the construct 'or second2&anguage acquston* Applied
linguistics, 6!2", 101211E*
3&e,2Bro(an, /* !19FF"* +he 'unda(enta& character o' 'oregn &anguage &earnng*
In C* /uther'ord J 7* Sharwood S(th !4ds*", Graar and second
language teaching! A "ook o# readings !$$* 19230"* /ow&e,, 7assK New#ur,
9ouse*
;order, S* ?* !19E5"* 4rror ana&,ss, nter&anguage and second &anguage
acquston* $anguage teaching, %!04", 201221F*
4c%(an, =* !19F5"* &he arkedness diferential hypothesis! &heory and
applications. ?a$er $resented at the ;urrent a$$roaches to second
&anguage acqustonK ?roceedngs o' the 19F4 >n)erst, o' Csconsn2
7&wau%ee Lngustcs S,($osu(*
11
c3109550 LING6030 S1, 2014 A3 Short Answers
4&&s, /* !200F"* &he study o# second language ac'uisition !2nd ed ed*"* L.'ordK
L.'ord >n)erst, ?ress*
Irashen, S* !19EE"* So(e ssues re&atng to the (ontor (ode&* In 9* 3rown, ;*
Moro J /* ;r,(es !4ds*", (n &esol !Bo&* EE"* Cashngton, 8*;*K +4SLL*
Irashen, S* !19F1"* )econd language ac'uisition and second language learning*
L.'ordK L.'ord >n)erst, ?ress*
Schu(ann, N* 9* !19F6"* /esearch on the accu&turaton (ode& 'or second
&anguage acquston* *ournal o# Multilingual and Multicultural
Developent, +!5", 3E92392* doK 10*10F0O01434632*19F6*9994254
Schu(ann, N* 9* !1990"* 4.tendng the sco$e o' the accu&turatonO$dgnDaton
(ode& to nc&ude cognton* &,)($ -uarterly, ./!4", 66E26F4*
12