Input effects on the development of I-language in L2 acquisition
Input effects on the development of I-language in L2 acquisition
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二语习得中输入对 I 语言发展的影响
DOI：
10.1075/lab.18081.yus
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发表时间：
2018
影响因子：
1.1
通讯作者：
Yusa Noriaki
中科院分区：
文献类型：
--
作者：
Jiahe Wei;Yuya Chiba;Takashi Nose;Akinori Ito;伊集院郁子;青森中央学院大学地域マネジメント研究所(編）加藤澄 太田航平 大泉常長 田中真寿美 庄子元 岩船彰 内山清 塩谷未知 森田学;Yusa Noriaki
在他的主题文章中，Yang（2018）向我们展示了第一语言（L1）和第二语言（L2）习得中特定领域普遍语法（UG）和基于经验的归纳学习的受欢迎的结合，认为普遍语法和领域的相互作用一般学习机制有助于内化语言知识（I语言）的发展。杨的变分学习模型假设语言习得是通过在每个语法选项的概率提升或降级的基础上设置参数来逐步进行的。容忍原则认为，只要例外的数量不超过临界阈值，生产性规则就可以被容忍。Yang的文章成功地将输入效应纳入了生成性语言习得的框架，这是一个令人印象深刻的壮举。我的评论关注的是输入在二语习得中的语言发展中的作用。首先，变分学习机制预测二语习得中参数重置的发展时间进程与二语学习者所接触的输入中明确证据的频率相关。然而，尽管其输入频率很高，但英语主语-动词一致性（如“John walkes to school every day”）是一个众所周知的现象，即使是高级英语用户也经常面临巨大的挑战。例如，Lardiere（2007）报告了一个著名的案例研究，Patty是一个在美国生活了二十多年的中国英语第一语言使用者，他总是忽略主题动词的一致性。从她对其他语法现象的掌握来看，包括否定、代词主格和副词与动词的相对顺序，她似乎已经掌握了与这些现象相关的时态知识，但她无法获得这些知识的形态拼写（另见Domínguez & González Alonso; Slabakova;本卷）。Yang（2018）指出，“L2学习者明显无法充分有效地使用简单规则是因为他们知道太多的单词”（p.694）。目前还不清楚如何更大的词汇量提高门槛的生产性使用一个简单的规则将https：//doi。org/10.1075/lab. 18081. Yus
In his keynote article, Yang (2018) presents us with a welcome amalgam of domain-specific Universal Grammar (UG) and experience-based inductive learning in first (L1) and second language (L2) acquisition, arguing that the interaction of UG and domain-general learning mechanisms contributes to the development of internalized linguistic knowledge (I-language). Yang’s variational learning model assumes that language acquisition proceeds gradually by setting parameters on the basis of the probabilistic promotion or demotion of each grammatical option. The Tolerance Principle asserts that a productive rule can be tolerated so long as the number of its exceptions does not exceed its critical threshold. Yang’s article succeeds in incorporating input effects into the framework of generative approaches to L1 and L2 acquisition, which is an impressive feat. My comments are concerned with the role of input in the development of I-language in L2 acquisition. First, the variational learning mechanism predicts that the developmental time course of parameter-resetting in L2 acquisition correlates with the frequency of the unambiguous evidence in the input that L2 learners are exposed to. Despite its high input frequency, however, English subject-verb agreement as in “John walks to school every day” is a well-known phenomenon that often poses enormous challenges for even advanced users of English. For example, Lardiere (2007) reports the famous case study of Patty, an L1 Chinese user of English living in the United States for more than two decades, who consistently omits agreement on thematic verbs. Judging from her mastery of other grammatical phenomena including negation, pronominal nominative case and the relative ordering of adverbs and verbs, she seems to have acquired the knowledge of tense related to those phenomena but she cannot access the morphological spell-outs of this knowledge (see also Domínguez & González Alonso; Slabakova; this volume). Yang (2018) states that “the L2 learners’ apparent inability to use a simple rule fully productively is because they know too many words”(p. 694). It remains unclear how larger vocabulary raising the threshold for productive use of a simple rule will https://doi. org/10.1075/lab. 18081. yus