Acquisition of Second Language Syntax

This book deals with the questions asked about the L2 acquisition process within different research paradigms, examines the results found in each approach, and evaluates the contributions of each to our understanding of L2 acquisition of syntax and to possible implications for L2 instruction.

Table of Contents:
Preface -- Abbreviations -- 1. Introduction -- 1.1 Introduction -- 1.2 What is grammar? -- 1.3 What is acquisition? -- 1.4 Historical perspectives on second-language grammardevelopment -- 1. 5 The plan of the book -- 2. First-language and second-language interrelations -- 2.1 Introduction -- 2.2 Theoretical responses to contrastive analysis and error analysis -- 2.3 Questions explored -- 2.3.1 How are different stages of second-language acquisitiondetermined? -- 2.3.2 What are the syntactic characteristics of different stagesof second-language acquisition? -- 2.4 First-language influences: transfer -- 2.5 Questions explored -- 2.5.1 What is transferable and why? -- 2.5.2 How does first-language knowledge interact with thedeveloping second-language knowledge at different stages of acquisition? -- 2.6 Conclusion -- 3. Universal Grammar -- 3.1 Introduction -- 3.2 Universal Grammar principles and parameters -- 3.3 Q!iestions explored -- 3.3.1 Are Universal Grammar principles and parametersaccessible in second-language acquisition? -- 3.3.2 What is the interaction between the first-languageparameter setting and the second-language parameter setting? -- 3.33 What is the initial state of the second-language grammarin the second-language acquisition process? -- 3.3.4 What is the effect of positive and /or negative input onthe resetting of Universal Grammar in second-language acquisition? -- 3.4 Conclusion -- 4.1 Introduction -- 4.2 A typological approach to language universals -- 4.3 Typological universals and second-language acquisition -- 4.4 Questions explored in second-language acquisition -- 4.4.1 Do typological universal constraints play a role insecond-language acquisition? -- 4.4.2 How does typological markedness affect the secondlanguageacquisition process? -- 4.4.3 What is the effect of instruction on typologicaluniversals in second-language acquisition? -- 4.5 Conclusion -- 5.1 Introduction to processing theories -- 5.1.2 Information processing -- 5.2 Input processing: the Input Processing Model andProcessing Instruction -- 5.3 Questions explored: the Input Processing Model andProcessing Instruction -- 5.3.1 How can instruction affect input processing andsecond-language acquisition? -- 5.4 Input processing: the Competition Model -- 5.5 Questions explored: the Competition Model -- 5.5.1 What types of strategies are used in sentenceinterpretation? -- 5.5.2 How do second-language learners use cue strategiesin sentence interpretation? -- 5.6 Speech processing: the Multidimensional Model andProcessability Theory -- 5.7 Questions explored: the Multidimensional Model andProcessability Theory -- 5. 7 .1 What is the role of cognitive processing indetermining developmental stages? -- 5.7.2 What is the role of cognitive processing in naturalversus instructed second-language acquisition? -- 5.7.3 How do processing constraints affect non-native speakersdifferently from the way they do native speakers? -- 5.8 Conclusion -- 6. Functional approaches -- 6.1 Introduction -- 6.1.1 Functional grammar -- 6.1.2 Relational functionalism, ecological functionalism,and grammaticalization -- 6.2 Functional approaches to second-language acquisition ofgrammar -- 6.3 Questions explored -- 6.3.1 What are the form-function relationships exhibitedin interlanguage? -- 6.3.2 What types of principles constrain the mapping ofgrammatical forms onto function in second-language grammatical development? -- 6.3.3 How do first-language grammaticalizations influencethe development of the second language? -- 6.4 Conclusions -- 7. Conclusions: an integrative perspective of second-languageacquisition of grammar -- 7.1 Introduction -- 7.2 Major contributions -- 7 .2.1 First-language and second-language interrelations -- 7.2.2 Universal Grammar -- 7 .2.3 Typological universals -- 7.2.4 Processing approaches -- 7 .2. 5 Functional approaches -- 7.2.6 Similarities and differences -- 7.3 Comparative analysis of noun phrases: nouns, pronouns,zero anaphors, reflexives -- 7.4 Implications -- 7.4.1 Basic assumptions -- 7.4.2 Teachers as decision-makers -- 7.5 Conclusions -- References -- Author index -- Language index -- Subject index.