Positive evidence in second language acquisition
Some long-term effects
Bibliographic Data
| ID | 11655943 |
|---|---|
| Authors | Martha Trahey (McGill University, corresponding author) |
| Year | 1996 |
| Volume | 12 |
| Issue | 2 |
| Pages | 111-139 |
| Publication date | 1996-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Second language Research (JOURNAL) |
| Journal identifiers | ISSN: 0267-6583 • E-ISSN: 1477-0326 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/026765839601200201 |
| OpenAlex | W2078464845 |
| Language | EN |
| Citations received | 12 |
| References cited | 30 |
It has been proposed (Krashen, 1981; 1982; 1985; Schwartz and Gubala- Ryzak, 1992; Schwartz, 1986; 1988; 1993) that L2 acquisition proceeds in essentially the same manner as L1 acquisition (the L1 = L2 position). That is, learners acquire underlying unconscious knowledge of a language (called lin guistic competence) simply by being exposed to the linguistic input (called primary linguistic data) in the environment. Instruction and error correction play no role in the development of competence in the L2. This article reports the long-term results of a study investigating the role of primary linguistic data in the acquisition of linguistic competence - in par ticular, the rules of adverb placement in English. This study examines the knowledge of adverb placement of 52 grade-6 francophone students (aver age age: 12 years, 2 months) learning English as a second language (ESL) in Québec schools. A year earlier, these subjects had been exposed over a two- week period to a flood of primary linguistic data on adverb placement in English. Immediately after the input flood, it was found that while the sub jects had learnt which adverb positions were grammatical in English, they still used positions which were ungrammatical in English but grammatical in the L1. The results of the follow-up test reported in this article reveal that one year after the input flood, the subjects' knowledge of adverb placement has not changed. They still use both the grammatical and the ungrammatical adverb positions, indicating that exposure to an abundance of primary lin guistic data on adverb placement did not lead to mastery of this structure. Possible explanations for these results and their implications for the L1 = L2 position are discussed
Adverb · Communicative competence · Competence (human resources · First language · Language acquisition · Linguistic competence · Linguistics · Second-language acquisition · Verb · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching · Social Psychology
Second Language Acquisition and Universal Grammar
In it Together
Evidence of V to I raising in L2 Spanish
Effects of Instruction on Second Language Acquisition of the Japanese Long-Distance Reflexive Zibun
Form-Focussed Instruction and Second Language Acquisition
Input, triggering and poverty of the stimulus in the second language acquisition of Japanese passives
The status of thematic verbs in the second language acquisition of Chinese
Beyond form-focused instruction
Development of the Spanish Subjunctive by Advanced Learners
Introduction
Exploring Input Processing in the Classroom
The thematic and non-thematic verbs asymmetry in L2 Chinese
Adverb placement in second language acquisition
Focus-on-Form and Corrective Feedback in Communicative Language Teaching
On Explicit and Negative Data Effecting and Affecting Competence and Linguistic Behavior
Input Enhancement in Instructed SLA
Second Language Instruction Does Make a Difference
On determining developmental stages in natural second language acquisition
Lectures on Government and Binding
Is Language Teachable? Psycholinguistic Experiments and Hypotheses
Consciousness-raising and Universal Grammar
Consciousness-Raising and the Second Language Learner1
Functional Grammar in French Immersion
Consciousness-Raising and the Second Language Learner
Input Enhancement and L2 Question Formation
Discourse and the acquisition of grammatical morphemes
Brown & Hanlon revisited
Does Second Language Instruction Make a Difference? A Review of Research
Second language acquisition and second language learning
The issue of negative evidence
Against Comprehensible Input
Adult Acquisition of English as a Second Language Under Different Conditions of Exposure
Integrating Formal and Functional Approaches to Language Teaching in French Immersion
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 1996 - 2022 (27) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 12 |