Interface hypothesis

About: Interface hypothesis is a research topic. Over the lifetime, 121 publications have been published within this topic receiving 8662 citations.

Second Language Acquisition: An Introductory Course

Abstract: Part One: Preliminaries Chapter One: Introduction 1.1 THE STUDY OF SECOND LANGUAGE ACQUISITION 1.2 DEFINITIONS 1.3 THE NATURE OF LANGUAGE 1.3.1 Semantics 1.3.2 Pragmatics 1.3.3 Syntax 1.3.4 Morphology and the Lexicon 1.3.5 Sound Systems 1.4 THE NATURE OF NONNATIVE SPEAKER KNOWLEDGE 1.5 CONCLUSION Chapter Two: Where Do Data Come From? 2.1 DATA TYPES 2.2 LEARNER CORPORA 2.3 DATA ELICITATION 2.3.1 Measuring General Proficiency 2.3.2 Measuring Nonlinguistic Information 2.3.3 Verbal Report Data 2.3.3.1 Think-Alouds 2.3.3.2 Stimulated Recall 2.3.3.3 Post-Production Interviews 2.3.4 Narrative Inquiry 2.3.5 Language-Elicitation Measures 2.3.5.1 Elicited Imitation 2.3.5.2 Judgments 2.3.5.3 Language Games 2.3.5.4 Discourse Completion 2.3.6 PROCESSING DATA 2.3.6.1 Reaction Time 2.3.6.2 Self-paced Reading 2.3.6.3 Eye-Tracking 2.3.6.4 Neurolinguistic Data 2.4 REPLICATION 2.5 META-ANALYSES 2.6 ISSUES IN DATA ANALYSIS 2.7 WHAT IS ACQUISITION? 2.8 CONCLUSION Part Two: Historical Underpinnings of SLA Research Chapter Three: The Role of the Native Language - A Historical Overview 3.1 INTRODUCTION 3.2 BEHAVIORISM 3.2.1 Linguistic Background 3.2.2 Psychological Background 3.3 CONTRASTIVE ANALYSIS HYPOTHESIS 3.4 ERROR ANALYSIS 3.5 CONCLUSION Chapter Four: The Transition Period 4.1 INTRODUCTION 4.2 FIRST LANGUAGE ACQUISITION 4.2.1 Words 4.2.2 Sounds and Pronunciation 4.2.3 Syntax 4.2.4 Morphology 4.3 CHILD L2 ACQUISITION 4.4 CHILD L2 MORPHEME ORDER STUDIES 4.5 ADULT L2 MORPHEME ORDER STUDIES 4.6 THE MONITOR MODEL 4.6.1 The Acquisition-Learning Hypothesis 4.6.2 The Natural Order Hypothesis 4.6.3 The Monitor Hypothesis 4.6.4 The Input Hypothesis 4.6.5 The Affective Filter Hypothesis 4.6.6 Limitations 4.7 CONCLUSION Chapter Five: Alternative Approaches to the Role of Previously Known Languages 5.1 REVISED PERSPECTIVES ON THE ROLE OF THE NATIVE LANGUAGE 5.1.1 Avoidance 5.1.2 Differential Learning Rates 5.1.3 Different Paths 5.1.4 Overproduction 5.1.5 Predictability/Selectivity 5.1.6 L1 Influences in L2 Processing 5.1.7 Morpheme Order 5.2 CONCLUSION Part Three: A Focus on Form - Language Universals Chapter Six: Formal Approaches to SLA 6.1 INTRODUCTION 6.2 UNIVERSAL GRAMMAR 6.2.1 Initial State 6.2.1.1 Fundamental Difference Hypothesis 6.2.1.2 Access to UG Hypothesis 6.2.2 UG Principles 6.2.3 UG Parameters 6.2.4 Minimalist Program 6.2.5 Falsification 6.3 TRANSFER: THE GENERATIVE/UG PERSPECTIVE 6.3.1 Levels of Representation 6.3.2 Clustering 6.3.3 Learnability 6.4 THE FUNDAMENTAL DIFFERENCE HYPOTHESIS REVISED 6.5 SEMANTICS AND THE SYNTAX-SEMANTICS INTERFACE HYPOTHESIS 6.5.1 Semantics 6.5.2 Syntax and Semantics: The Interface Hypothesis 6.6 PHONOLOGY 6.6.1 Markedness Differential Hypothesis 6.6.2 Similarity/Dissimilarity: Speech Learning Model 6.6.3 Optimality Theory 6.6.4 Ontogeny Phylogeny Model 6.7 CONCLUSION Chapter Seven: Typological Approaches 7.1 TYPOLOGICAL UNIVERSALS 7.1.1 Test Case I: The Accessibility Hierarchy 7.1.2 Test Case II: The Acquisition of Questions 7.1.3 Test Case III: Voiced/Voiceless Consonants 7.2 FALSIFIABILITY 7.3 TYPOLOGICAL UNIVERSALS: CONCLUSION 7.4 TYPOLOGICAL PRIMACY MODEL 7.5 THE ROLE OF THE L1: THREE APPROACHES 7.6 CONCLUSION: GENERAL COMMENTS ABOUT UNIVERSALS Part Four: A Focus on Meaning Chapter Eight: Meaning-based Approaches 8.1 INTRODUCTION 8.2 FUNCTIONAL APPROACHES 8.2.1 The Relationship between Form and Function: Form-to-Function 8.2.2 Concept-oriented Approach 8.3 TENSE AND ASPECT: THE ASPECT HYPOTHESIS 8.4 THE DISCOURSE HYPOTHESIS 8.5 CONCLUSION Chapter Nine: The Lexicon 9.1 THE SIGNIFICANCE OF THE LEXICON 9.2 LEXICAL KNOWLEDGE: WHAT DOES IT MEAN TO KNOW A WORD? 9.2.1 Production and Reception 9.2.2 Knowledge and Control 9.2.3 Breadth and Depth 9.2.4 Subcategorization 9.2.5 Word Associations and Networks 9.2.6 Word Formation 9.2.7 Formulaic Language, Collocations, and Chunking 9.2.7.1 Use of Multiword Units 9.2.7.2 Learning of Multiword Units 9.2.7.3 Processing of Multiword Units 9.3 INFLUENCES ON L2 VOCABULARY AND DEVELOPMENT 9.3.1 The Role of the L1 9.3.2 Incidental Vocabulary Learning 9.3.2.1 Input Type 9.3.2.2 What Helps Learning? 9.3.3 Depth of Processing 9.3.4 Incremental Vocabulary Learning 9.4 USING LEXICAL SKILLS 9.4.1 Production 9.4.2 Perception 9.5 CONCLUSION Part Five: Cognitive and Processing Approaches to SLA Chapter Ten: Psycholinguistic Approaches to Learning 10.1 INTRODUCTION 10.2 MODELS OF LANGUAGE PRODUCTION 10.3 PROCESSABILITY THEORY 10.4 PROCESSING OF INPUT 10.4.1 Input Processing 10.4.2 Processing Determinism 10.4.3 Autonomous Induction Theory 10.4.4 Shallow Structure Hypothesis 10.5 EMERGENTIST MODELS 10.5.1 Competition Model 10.5.2 Frequency-based Accounts 10.6 COMPLEX DYNAMIC SYSTEMS 10.7 SKILL ACQUISITION THEORY 10.8 CONCLUSION Chapter Eleven: Psycholinguistic Constructs and Knowledge Types 11.1 INTRODUCTION 11.2 INFORMATION PROCESSING 11.2.1 Automaticity 11.2.2 Restructuring 11.2.3 U-shaped Learning 11.2.4 Attention 11.2.5 Working Memory 11.2.6. Salience 11.2.7 Priming 11.3 KNOWLEDGE TYPES 11.3.1 Acquisition/Learning 11.3.2 Declarative/Procedural 11.3.3 Implicit/Explicit 11.3.4 Representation/Control 11.4 INTERFACE OF KNOWLEDGE TYPES 11.4.1 No Interface 11.4.2 Weak Interface 11.4.3 Strong Interface 11.5 CONCLUSION Part Six: The Social Environment of Learning Chapter Twelve: Interlanguage in Context 12.1 INTRODUCTION 12.2 SOCIOCULTURAL APPROACHES 12.2.1 Mediation 12.2.2 Internalization 12.2.3 Zone of Proximal Development 12.2.4 Private Speech 12.2.5 Learning in a Sociocultural Framework 12.2.6 Gesture and SLA 12.3 SOCIOLINGUISTIC VARIATION 12.4 SYSTEMATIC VARIATION 12.4.1 Linguistic Context 12.4.2 Social Context Relating to the Native Language 12.4.3 Social Context Relating to Interlocutor, Task Type, and Conversational Topic 12.4.4 Sociolinguistic Norms 12.5 CONVERSATION ANALYSIS 12.6 COMMUNICATION STRATEGIES 12.7 L2 PRAGMATICS 12.8 CONCLUSION: SLA AND OTHER DISCIPLINES Chapter Thirteen: Input, Interaction, and Output 13.1 INTRODUCTION 13.2 INPUT 13.3 COMPREHENSION 13.4 INTERACTION 13.5 OUTPUT 13.5.1 Hypothesis Testing 13.5.2 Automaticity 13.5.3 Meaning-based to Grammar-Based Processing 13.6. Feedback 13.6.1 Negotiation 13.6.2 Corrective Feedback 13.6.2.1 Recasts 13.6.2.2 Elicitation 13.6.2.3 Metalinguistic Feedback 13.7 THE ROLE OF INPUT AND INTERACTION IN LANGUAGE LEARNING 13.7.1 The Functions of Input and Interaction 13.7.2 Effectiveness of Feedback 13.7.2.1 Attention 13.7.2.2 Contrast Theory 13.7.2.3 Metalinguistic Awareness 13.7.3 Who Benefits From Interaction: When and Why? 13.8 LIMITATIONS OF INPUT 13.9 CONCLUSION Chapter Fourteen: Contexts of Language Learning - Classrooms, Study Abroad, and Technology 14.1 INTRODUCTION 14.2 CLASSROOM-BASED INSTRUCTION 14.2.1 Classroom Language 14.2.2 Teachability/Learnability 14.2.3 Focus on Form and Task-based Language Teaching 14.2.3.1 Timing 14.2.3.2 Forms to Focus On 14.2.3.3 Task Design 14.2.3.4 Input Manipulation and Input Enhancement 14.3 COMPLEXITY, ACCURACY, FLUENCY, AND PLANNING 14.4 PROCESSING INSTRUCTION 14.5 UNIQUENESS OF INSTRUCTION 14.6 EFFECTIVENESS OF INSTRUCTION 14.7 SLA AND CLASSROOM PRACTICES 14.8 ADDITIONAL CONTEXTS 14.8.1 Study Abroad 14.8.2 Technology-enhanced Language Learning 14.9 CONCLUSION Part Seven: The Individual Language Learner Chapter Fifteen: Learner-internal Influences 15.1 INTRODUCTION 15.2 THE INFLUENCE OF PSYCHOLOGY IN SLA 15.3 METHODOLOGICAL CONSIDERATIONS 15.4 AGE DIFFERENCES 15.5 APTITUDE 15.6 MOTIVATION 15.6.1 Motivation as a Function of Time and Success 15.6.2 Changes over Time 15.6.3 The L2 Motivational Self System 15.6.4 Influence of Success on Motivation and Demotivation 15.7 AFFECT 15.7.1 Anxiety 15.7.2 Other Emotional Variables 15.8 PERSONALITY 15.8.1 Extroversion and Introversion 15.8.2 Grit 15.9 LEARNING STRATEGIES 15.10 CONCLUSION Chapter Sixteen: Related Disciplines - A Focus on the Multilingual and Multimodal Learner 16.1 INTRODUCTION 16.2 BILINGUAL ACQUISITION 16.3 THIRD LANGUAGE ACQUISITION/MULTILINGUALISM 16.4 HERITAGE LANGUAGE ACQUISITION 16.5 SLA BY THE DEAF/HARD OF HEARING 16.6 CONCLUSION Part Eight: Conclusion Chapter Seventeen: An Integrated View of Second Language Acquisition 17.1 AN INTEGRATION OF SUB-AREAS 17.1.1 Apperceived Input 17.1.2 Comprehended Input 17.1.3 Intake 17.1.4 Integration 17.1.5 Output 17.2 CONCLUSION

Prosody, Focus, and Word Order

Abstract: Introduction - the assertion structure, results obtained in chapters 2 and 3 - a preview, the theoretical framework the relation between prosody and focus in Germanic and Romance - nuclear stress versus emphatic/contrastive stress the domain of the nuclear stress rule in English (and German), the nuclear stress rule revisited, Romance, alternative analyses, the nature of the focus prosody correspondence principle, summary and concluding remarks, appendix - Wh-phrases, the nuclear stress rule, and the focus prominence rule clausal structure, the position of subjects, and a case of prosodically motivated movement in Romance - the preverbal filed in modern standard Spanish, the preverbal field in Italian - some comparative remarks, P-movement in Spanish, P-movement in Italian - some comparative remarks, the nature of P-movement and where it applies, is there P-movement in French and in English? summary and concluding remarks. Appendix: intonational, syntactic, and interpretive properties of right-dislocation in modern standard Spanish.

Pinning down the concept of “interface” in bilingualism

Abstract: The ‘Interface Hypothesis’ (IH) was put forward by Sorace and colleagues as an attempt to account for patterns of non-convergence and residual optionality found at very advanced stages of adult second (L2)acquisition. The IH originally proposed that language structures involving an interface between syntax and other cognitive domains are less likely to be acquired completely than structures that do not involve this interface. At the same time, the IH was extended to bilingual first language (L1) acquisition and to the very early stages of L1 attrition, which exhibit optionality in precisely the same structures: this provides a unifying framework for the study of bilingual language development. This paper selectively reviews the research on the IH, addressing some common misinterpretations and outlining the most recent interdisciplinary developments.

Anaphora resolution in near-native speakers of Italian

Abstract: This study presents data from an experiment on the interpretation of intrasentential anaphora in Italian by native Italian speakers and by English speakers who have learned Italian as adults and have reached a near-native level of proficiency in this language. The two groups of speakers were presented with complex sentences consisting of a main clause and a subordinate clause, in which the subordinate clause had either an overt pronoun or a null subject pronoun. In half of the sentences the main clause preceded the subordinate clause (forward anaphora) and in the other half the subordinate clause preceded the main clause (backward anaphora). Participants performed in a picture verification task in which they had to indicate the picture(s) that corresponded to the meaning of the subordinate clause, thus identifying the possible antecedents of the null or overt subject pronouns. The patterns of responses of the two groups were very similar with respect to the null subject pronouns in both the forward and ba...

Crosslinguistic Influence in Bilingual Language Acquisition: Italian and French as Recipient Languages.

Abstract: In this paper we want to compare the results from monolingual children with object omissions in bilingual children who have acquired two languages simultaneously. Our longitudinal studies of bilingual Dutch–French, German–French, and German–Italian children show that the bilingual children behave like monolingual children regarding the type of object omissions in the Romance languages. They differ from monolingual children with respect to the extent to which object drop is used. At the same time, the children differentiate the two systems they are using. We want to claim that the difference between monolingual and bilingual children concerning object omissions in the Romance languages is due to crosslinguistic influence in bilingual children: the Germanic language influences the Romance language. Crosslinguistic influence occurs once a syntactic construction in language A allows for more than one grammatical analysis from the perspective of child grammar and language B contains positive evidence for one of these possible analyses. The bilingual child is not able to map the universal strategies onto language-specific rules as quickly as the monolinguals, since s/he is confronted with a much wider range of language-specific syntactic possibilities. One of the possibilities seems to be compatible with a universal strategy. We would like to argue for the existence of crosslinguistic influence, induced by the mapping of universal principles onto language-specific principles – in particular, pragmatic onto syntactic principles. This influence will be defined as mapping induced influence. We will account for the object omissions by postulating an empty discourse-connected PRO in pre-S position (Muller, Crysmann, and Kaiser, 1996; Hulk, 1997). Like monolingual children, bilingual children use this possibility until they show evidence of the C-system (the full clause) in its target form.