Interlanguage and Learnability: From Chinese to English by Virginia Yip PDF

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By Virginia Yip

ISBN-10: 9027224773

ISBN-13: 9789027224774

This e-book investigates a collection of buildings attribute of chinese language audio system' English interlanguage (CIL) within the gentle of grammatical concept and ideas of learnability. As a research of CIL grammar, it illuminates either the speculation of interlanguage syntax normally and a few particular difficulties within the acquisition of English through chinese language L1 rookies. a suite of interrelated buildings are investigated, together with topicalization, passive, ergative, “tough circulate” and existential buildings. The interlanguage is approached in the course of the comparative syntax of the suitable L1 and L2 structures, combining insights from Chomskyan common Grammar and typological learn. CIL proves to be permeable to chinese language typological impact and bears topic-prominent features, whereas exhibiting results of language universals. A parallel subject of the publication is the query of learnability within the context of moment language acquisition. The Subset and strong point rules are tailored to the L2 context so that it will account for studying trouble in addition to winning acquisition. Under-generation and over-generation of the interlanguage and goal structures supply upward push to learnability difficulties that are formulated when it comes to set family on the point of person structures. the individuality precept is invoked to inspire preemption of overgenerated kinds. The interplay of syntax and semantics performs a very important function within the formula and backbone of those learnability difficulties. basic conceptual concerns raised by means of the Subset and specialty ideas also are mentioned.

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Download PDF by Virginia Yip: Interlanguage and Learnability: From Chinese to English

This ebook investigates a collection of constructions attribute of chinese language audio system' English interlanguage (CIL) within the gentle of grammatical concept and ideas of learnability. As a research of CIL grammar, it illuminates either the speculation of interlanguage syntax often and a few particular difficulties within the acquisition of English through chinese language L1 newcomers.

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Extra info for Interlanguage and Learnability: From Chinese to English

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The 'logical problem of language acquisition' (Hornstein & lightfoot 1981), or alternatively the 'projection problem' (Peters 1972; Baker 1979) refers to the gap between the endpoint of acquisition, which is a highly formal, complex grammar, and the degenerate nature of the input based upon which the grammar is con­ structed. The child masters a rich system of knowledge despite the 'triple deficiency' of input, which lightfoot (1982) describes as follows: (i) The speech to which the child is exposed does not consist uniformly of well-formed sentences, but also includes interruptions such as pauses, false starts and slips of the tongue.

White (1989:169) has suggested that it is the learning module containing the Subset Principle, rather 28 THE THEORY OF INTERLANGUAGE than UG itself, which is no longer available in SLA. Kean (1991) has argued that for UG to be available without the associated learning principles is biologically implausible. Having reviewed the various positions on Universal Grammar, it is clear that the similarities and differences among them concern four main issues: (i) whether UG operates in its initial state — only the 'back to UG' approach thinks so; (ii) whether UG operates in its entirety — both the 'back to UG' and 'start with L1' approaches assume so, but the 'L1≠L2' approach does not; (iii) whether transfer plays a critical role — both 'start with L1' and 'L1 ≠L2' approaches assume so.

In characterizing CIL speakers' linguistic competence, we assume homogeneity across different speakers with respect to the stages of acquisition and the transition from one stage to another. CIL is both permeable during its development and prone to fossilization when its permeability is lost. The role of prior linguistic knowledge and transfer is seen as pervasive in shaping the IL grammar, calling for comparative analysis as a point of departure. On the other hand, consideration of 'creative construction' is equally indispens­ able to the study of IL.

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Interlanguage and Learnability: From Chinese to English by Virginia Yip


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