Input and evidence: the raw material of second language acquisition
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam [u.a.]
Benjamins
2001
|
| Schriftenreihe: | Language acquisition & language disorders
25 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVIII, 461 S. |
| ISBN: | 9027224935 1588110117 |
Internformat
MARC
| LEADER | 00000nam a2200000 cb4500 | ||
|---|---|---|---|
| 001 | BV014020634 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | t | ||
| 008 | 011123s2001 |||| 00||| eng d | ||
| 020 | |a 9027224935 |9 90-272-2493-5 | ||
| 020 | |a 1588110117 |9 1-58811-011-7 | ||
| 035 | |a (OCoLC)44979712 | ||
| 035 | |a (DE-599)BVBBV014020634 | ||
| 040 | |a DE-604 |b ger |e rakwb | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-12 |a DE-19 |a DE-384 |a DE-11 |a DE-473 | ||
| 050 | 0 | |a P118.2 | |
| 082 | 0 | |a 401/.93 |2 21 | |
| 084 | |a ER 925 |0 (DE-625)27775: |2 rvk | ||
| 100 | 1 | |a Carroll, Susanne E. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Input and evidence |b the raw material of second language acquisition |c Susanne E. Carroll |
| 264 | 1 | |a Amsterdam [u.a.] |b Benjamins |c 2001 | |
| 300 | |a XVIII, 461 S. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 1 | |a Language acquisition & language disorders |v 25 | |
| 650 | 4 | |a Langue seconde - Acquisition | |
| 650 | 7 | |a Modellen |2 gtt | |
| 650 | 4 | |a Modèles linguistiques | |
| 650 | 7 | |a Tweedetaalverwerving |2 gtt | |
| 650 | 4 | |a Linguistic models | |
| 650 | 4 | |a Second language acquisition | |
| 650 | 0 | 7 | |a Fremdsprachenlernen |0 (DE-588)4071461-5 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Universalgrammatik |0 (DE-588)4186913-8 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Kognitive Linguistik |0 (DE-588)4246269-1 |2 gnd |9 rswk-swf |
| 689 | 0 | 0 | |a Fremdsprachenlernen |0 (DE-588)4071461-5 |D s |
| 689 | 0 | 1 | |a Universalgrammatik |0 (DE-588)4186913-8 |D s |
| 689 | 0 | 2 | |a Kognitive Linguistik |0 (DE-588)4246269-1 |D s |
| 689 | 0 | |5 DE-604 | |
| 830 | 0 | |a Language acquisition & language disorders |v 25 |w (DE-604)BV004658999 |9 25 | |
| 856 | 4 | 2 | |m Digitalisierung UB Bamberg |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009600479&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-009600479 | ||
Datensatz im Suchindex
| _version_ | 1804128879499018240 |
|---|---|
| adam_text | Table
of
contents
List of tables
........................................... xiii
List of figures
.......................................... xv
Acknowledgements
...................................... xvii
Chapter
1
Questions, problems, and definitions
......................... 1
1.
Objectives and research questions
......................... 1
1.1
Objectives
.................................... 1
1.2
Research questions
.............................. 4
2.
Definitions: stimuli, intake, and input
...................... 8
2.1
Stimuli and transducers: the first level of processing
....... 8
2.2
Modularity and the Comprehensible Input Hypothesis
...... 12
2.3
Processing in the Autonomous Induction Theory
......... 16
2.4
Positive and negative evidence, positive and negative
feedback
..................................... 17
2.5
Competence and performance, skill and control, faculties, and
abilities
...................................... 24
3.
A reformulation of the research questions
................... 31
4.
Summary
.......................................... 31
Chapter
2
Property and transition theories
............................ 37
1.
Why do we need the Autonomous Induction Theory (or something
like it)?
........................................... 37
1.1
What must an SLA theory explain?
................... 37
1.2
Problems with SLA applications of Principles and Parameters
Theory
...................................... 40
1.3
Problems with the Competition Model
................. 48
viii TABLE OF
CONTENTS
1.4
A third approach: the Autonomous Induction Theory
...... 50
1.5
The limits of theism and deism as accounts of SLA
....... 51
2.
Summary
.......................................... 59
Chapter
3
The representational and developmental problems of language
acquisition
......................................... 65
1.
Introduction
........................................ 65
2.
Principles and parameters theory (P&P)
..................... 71
2.1
P&P theory: the core ideas
......................... 71
2.2
Universal Grammar: substantive
universais
............. 73
2.3
Universal Grammar: formal
universais
................. 84
3.
Well, that looks good! So what s the problem?
................ 88
3.1
UG and the problem of representational realism
.......... 89
3.2
Can parameters be biological constructs?
............... 93
3.3
The SLA P&P theory has no model of triggers
.......... 96
3.4
How does one set a parameter in the face of ambiguous
stimuli from two different languages?
.................100
3.5
The deductive value of parameters is now questionable
.....101
3.6
What if there were no parameters in a theory of UG?
......106
3.7
What might it mean now to say that UG is innate ?
......107
4.
Summary
..........................................110
Chapter
4
The autonomous induction model
............................ 119
1.
Introduction
........................................ 119
2.
The language faculty in outline
........................... 120
2.1
Representational Modularity: The hypothesis of levels
......121
2.2
The intermediate level theory of awareness
.............127
3.
Induction and i-learning
................................130
3.1
Basic properties of induction
.......................130
3.2
Induction as a search through a search space!
...........131
3.3
Domains of knowledge as mental models
..............136
3.4
Condition-action rules
............................141
3.5
Competition among rales
..........................151
3.6
Clustering of effects?
.............................155
3.7
Generation of new rales
...........................164
3.8
What initiates and ends i-learning?
...................168
4.
Summary of the Autonomous Induction Theory
...............173
TABLE
OF
CONTENTS
ix
Chapter
5
Constraints on i-learning
..................................179
1.
Form extraction, distributional analysis, and categorisation
........179
1.1
Prosodie
bootstrapping and form extraction?
............ 179
1.2
Distributional analysis
............................ 183
1.3
Categorisation
................................. 184
1.4
Summary
..................................... 187
2.
Removing the straw man, or why induction needn t produce rogue
grammars
......................................... 187
2.1
Induction and the Autonomy Hypotheses
...............187
2.2
Induction is not random hypothesis-formation
...........191
2.3
Jettisoning the problem-solving metaphor
..............195
2.4
The Coding Constraint
...........................197
2.5
The role of feedback
.............................202
3.
Summary
..........................................203
Chapter
6
The logical problem of (second) language acquisition revisited
....... 207
1.
Introduction
........................................ 207
2.
There is no logical problem of second language acquisition
....... 208
2.1
The form of the argument
.........................208
2.2
What is the logical problem of language acquisition?
......210
2.2.1
Three basic assumptions
......................210
2.2.2
The linguistically innocent learner
................213
2.2.3
The cognitively innocent learner
.................215
2.2.4
The Poverty of the Stimulus Hypothesis
...........222
2.2.5
Summary
.................................226
3.
The empirical facts from first language acquisition
.............227
3.1
From FLA to SLA?
.............................227
3.2
Input consists of more than strings of forms
.............228
3.2.1
Meaning as input
...........................228
3.2.2
Feedback as input
...........................230
3.2.3
The Simplified Input Hypothesis
.................233
3.3
The representational problem vs. the discovery problem
.... 236
3.4
Summary
.....................................238
4.
The empirical problem of second language acquisition
..........239
4.1
Preliminaries
..................................239
4.2
The Success Measure
............................239
χ
TABLE OF CONTENTS
4.3
The adult s other cognitive equipment
...............240
4.3.1
How meaning solves the logical problem of language
acquisition
................................241
4.3.2
How feedback solves the logical problem of language
acquisition
................................241
4.3.3
The time element
...........................241
5.
Summary
..........................................243
Chapter
7
Input and the Modularity Hypothesis
.........................249
1.
Introduction
........................................249
2.
The Modularity of Mind Hypothesis
.......................250
2.1
Componentiality, autonomy and domain-specificity
........251
2.2
Modules are part of the hardware
..................252
2.3
Modular domains exhibit a specific ontogeny
............252
2.4
The automaticity and speed of modular processing
........254
2.5
Modules produce shallow outputs
..................255
2.6
Cross-talk is limited
............................255
2.7
The Schwartz model of modular L2 acquisition
..........255
2.7.1
K-acquisition vs. k-learning
....................255
2.7.2
Summary
.................................259
3.
What s wrong with
Fodorian
modularity?
....................260
3.1
Problem one: We re not talking about language acquisition ,
we re talking only about grammar acquisition
..........261
3.2
Problem two: Fodor s concept of what a module is is too
crude
........................................262
3.3
Problem three: The relationship between parsing and
knowledge in proficient native speakers and acquisition in L2
learners is unclear
...............................271
3.4
Problem four: It cannot be true that all grammatical
restructuring takes place as a direct consequence of a failure
to process input bottom-up
.........................273
4.
Whither Linguistic Competence?
..........................274
4.1
What does a psychogrammar really consist of?
...........274
4.1.1
Rules
....................................274
4.1.2
Meaning and form
..........................278
5.
Summary
..........................................284
TABLE
OF
CONTENTS
xi
Chapter
8
The evidence for negative evidence
...........................289
1.
Introduction
........................................289
2.
The empirical studies of indirect negative evidence, metalinguistic
instruction, and feedback and correction
....................290
2.1
Indirect negative evidence
.........................290
2.2
The metalinguistic instruction studies
.................294
2.3
The feedback and correction studies
..................313
3.
The -ing affixation/morphological conversion study
.............321
3.1
The subjects
...................................321
3.2
Design and methodology
..........................322
3.3
Predictions
....................................329
3.4
Major findings
.................................329
3.5
Discussion
....................................337
4.
Summary
..........................................340
Chapter
9
Feedback in the Autonomous Induction Theory
.................347
1.
Introduction
........................................347
2.
Focused attention and detectable errors
.....................348
2.1
Focused attention
............................... 348
2.2
Detectable errors
................................ 350
2.3
Error location, or the blame assignment problem
.......... 354
2.4
Categorisation, i-learning, and feedback
................ 357
3.
Learning the double object construction
..................... 363
3.1
The metalinguistic feedback
........................364
3.2
The other forms of negative evidence
.................366
4.
Summary
..........................................366
Chapter
10
The interpretation of verbal feedback
.........................371
1.
Introduction
........................................371
2.
How could feedback and correction initiate restructuring in the
learner s grammar?
...................................373
2.1
Feedback and correction are types of speech acts
......... 373
2.2
To count as feedback an utterance must be parsed and
interpreted
.................................... 376
2.3
Irrelevance of linguistic feedback
.................... 377
2.4
The Relevance of feedback depends on its
inf
ormati
veness
. . 382
xii
TABLE
OF
CONTENTS
2.5
The blame assignment problem
.....................386
2.6
Metalinguistic information, grammar teaching, and
information which cannot be modelled
................388
2.7
The corrective intention and indirect forms of feedback
.....389
3.
Summary
..........................................390
Epilogue
.............................................393
Appendix
1:
Acceptability judgement task
......................395
Appendix
2:
Experimental session
............................397
References
............................................401
Subject index
..........................................449
|
| any_adam_object | 1 |
| author | Carroll, Susanne E. |
| author_facet | Carroll, Susanne E. |
| author_role | aut |
| author_sort | Carroll, Susanne E. |
| author_variant | s e c se sec |
| building | Verbundindex |
| bvnumber | BV014020634 |
| callnumber-first | P - Language and Literature |
| callnumber-label | P118 |
| callnumber-raw | P118.2 |
| callnumber-search | P118.2 |
| callnumber-sort | P 3118.2 |
| callnumber-subject | P - Philology and Linguistics |
| classification_rvk | ER 925 |
| ctrlnum | (OCoLC)44979712 (DE-599)BVBBV014020634 |
| dewey-full | 401/.93 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 401 - Philosophy and theory |
| dewey-raw | 401/.93 |
| dewey-search | 401/.93 |
| dewey-sort | 3401 293 |
| dewey-tens | 400 - Language |
| discipline | Sprachwissenschaft Literaturwissenschaft |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01945nam a2200493 cb4500</leader><controlfield tag="001">BV014020634</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">011123s2001 |||| 00||| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9027224935</subfield><subfield code="9">90-272-2493-5</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1588110117</subfield><subfield code="9">1-58811-011-7</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)44979712</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV014020634</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-12</subfield><subfield code="a">DE-19</subfield><subfield code="a">DE-384</subfield><subfield code="a">DE-11</subfield><subfield code="a">DE-473</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">P118.2</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">401/.93</subfield><subfield code="2">21</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">ER 925</subfield><subfield code="0">(DE-625)27775:</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Carroll, Susanne E.</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Input and evidence</subfield><subfield code="b">the raw material of second language acquisition</subfield><subfield code="c">Susanne E. Carroll</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Amsterdam [u.a.]</subfield><subfield code="b">Benjamins</subfield><subfield code="c">2001</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">XVIII, 461 S.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">Language acquisition & language disorders</subfield><subfield code="v">25</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Langue seconde - Acquisition</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Modellen</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Modèles linguistiques</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Tweedetaalverwerving</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Linguistic models</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Second language acquisition</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Fremdsprachenlernen</subfield><subfield code="0">(DE-588)4071461-5</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Universalgrammatik</subfield><subfield code="0">(DE-588)4186913-8</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Kognitive Linguistik</subfield><subfield code="0">(DE-588)4246269-1</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Fremdsprachenlernen</subfield><subfield code="0">(DE-588)4071461-5</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Universalgrammatik</subfield><subfield code="0">(DE-588)4186913-8</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="2"><subfield code="a">Kognitive Linguistik</subfield><subfield code="0">(DE-588)4246269-1</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">Language acquisition & language disorders</subfield><subfield code="v">25</subfield><subfield code="w">(DE-604)BV004658999</subfield><subfield code="9">25</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">Digitalisierung UB Bamberg</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009600479&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-009600479</subfield></datafield></record></collection> |
| id | DE-604.BV014020634 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-09T18:56:15Z |
| institution | BVB |
| isbn | 9027224935 1588110117 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-009600479 |
| oclc_num | 44979712 |
| open_access_boolean | |
| owner | DE-12 DE-19 DE-BY-UBM DE-384 DE-11 DE-473 DE-BY-UBG |
| owner_facet | DE-12 DE-19 DE-BY-UBM DE-384 DE-11 DE-473 DE-BY-UBG |
| physical | XVIII, 461 S. |
| publishDate | 2001 |
| publishDateSearch | 2001 |
| publishDateSort | 2001 |
| publisher | Benjamins |
| record_format | marc |
| series | Language acquisition & language disorders |
| series2 | Language acquisition & language disorders |
| spelling | Carroll, Susanne E. Verfasser aut Input and evidence the raw material of second language acquisition Susanne E. Carroll Amsterdam [u.a.] Benjamins 2001 XVIII, 461 S. txt rdacontent n rdamedia nc rdacarrier Language acquisition & language disorders 25 Langue seconde - Acquisition Modellen gtt Modèles linguistiques Tweedetaalverwerving gtt Linguistic models Second language acquisition Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Universalgrammatik (DE-588)4186913-8 gnd rswk-swf Kognitive Linguistik (DE-588)4246269-1 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 s Universalgrammatik (DE-588)4186913-8 s Kognitive Linguistik (DE-588)4246269-1 s DE-604 Language acquisition & language disorders 25 (DE-604)BV004658999 25 Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009600479&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Carroll, Susanne E. Input and evidence the raw material of second language acquisition Language acquisition & language disorders Langue seconde - Acquisition Modellen gtt Modèles linguistiques Tweedetaalverwerving gtt Linguistic models Second language acquisition Fremdsprachenlernen (DE-588)4071461-5 gnd Universalgrammatik (DE-588)4186913-8 gnd Kognitive Linguistik (DE-588)4246269-1 gnd |
| subject_GND | (DE-588)4071461-5 (DE-588)4186913-8 (DE-588)4246269-1 |
| title | Input and evidence the raw material of second language acquisition |
| title_auth | Input and evidence the raw material of second language acquisition |
| title_exact_search | Input and evidence the raw material of second language acquisition |
| title_full | Input and evidence the raw material of second language acquisition Susanne E. Carroll |
| title_fullStr | Input and evidence the raw material of second language acquisition Susanne E. Carroll |
| title_full_unstemmed | Input and evidence the raw material of second language acquisition Susanne E. Carroll |
| title_short | Input and evidence |
| title_sort | input and evidence the raw material of second language acquisition |
| title_sub | the raw material of second language acquisition |
| topic | Langue seconde - Acquisition Modellen gtt Modèles linguistiques Tweedetaalverwerving gtt Linguistic models Second language acquisition Fremdsprachenlernen (DE-588)4071461-5 gnd Universalgrammatik (DE-588)4186913-8 gnd Kognitive Linguistik (DE-588)4246269-1 gnd |
| topic_facet | Langue seconde - Acquisition Modellen Modèles linguistiques Tweedetaalverwerving Linguistic models Second language acquisition Fremdsprachenlernen Universalgrammatik Kognitive Linguistik |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009600479&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV004658999 |
| work_keys_str_mv | AT carrollsusannee inputandevidencetherawmaterialofsecondlanguageacquisition |