The L2 = L1 hypothesis

(1)?Intro:

①?驗證困難

1)?Age is a confounding factor: physical, cognitive, affective differences

2)?Any difference between FLA and SLA could be the result of factors to do with the ageing process

②?cognitive differences

1)?speech processing memory (depends on feature of syntax)

the same restrictions apply to the L1 and adult L2 learner

2)?primary (short term) memory

the adult L2 learners exploits his general memory capacity

3)?conclusion

the L2 = L1 hypothesis is only justified ‘to the extent that other attributes of the mind are not involved’

(2)?Evidence for L2 = L1 hypothesis

①?Order

1)?Cross-sectional research (morpheme studies)

a.?contradictions & the Bilingual Syntax Measure

b.?the morpheme studies do not provide a reliable basis for comparison

2)?Longitudinal research

a.?similarity: transitional construction (否定、疑問）

b.?differences

a)?eg. L2 learners are restricted to produce multitude of different structures

b)?explanation:

i.?L2 learners’?utterances are organized syntactically right from the beginning

ii.?whereas L1 learners’?utterances express conceptual rather than grammatical relations

c.?conclusion

a)?The evidence is mixed: similarity & differences

b)?Difference → L1 transfer or cognitive development

②?Strategy

1)?Operating Principles (originally for FLA)

a.?Pay attention to the ends of words

b.?The phonological forms of words can be systematically modified

c.?Pay attention to the order of words and morphemes

d.?Avoid interruption and rearrangement of linguistic units

e.?Underlying semantic relations should be marked overtly and clearly

f.?Avoid exceptions

g.?The use of grammatical markers should make semantic sense

2)?Evidence for Operating Principle in SLA

a.?Principle D: external negation & non-inverted Wh-questions

b.?Principle B: free variation of alternative negative particles (no, not, don’t)

c.?Principle C: early attention to word order

d.?Principle F(最明顯): Over-generalization of TL rules ( to simplify the learning task)

3)?Problem

a.?whether Slobin’s operating principles apply equally to L1 acquisition and to SLA

b.?whether all of Slobin’s principles can be found in SLA

c.?one Principle often seems to contradict another

(3)?Conclusion

①?interlanguage hypothesis: language learner’s knowledge of language is an internal system which is gradually revised in the direction of the target language system

②?creative construction

1)?similarities between acquisitional routes and the strategies for both L1 and L2 : evidence for transitional competence

2)?rules construction is determined by AD (the mental mechanisms responsible for language acquisition and use)

3)?similarity → AD are innate