Josh Ard

L2 Data: Their Relevance for Language Universals.

This article examines the relationship between language universals and language acquisition. To investigate this relationship we compared data from a) Sheldons (1974) study of the acquisition of relative clauses by children learning their first language, b) Goodson and Greenfields (1975) study of cognitive development in children as it relates to the results of Sheldons study, c) Gasss (1979) study of the acquisition of relative clauses by adults learning a second language and d) universals of relative clause formation. We found that within the domain of relative clauses first language acquisition appears to be strongly affected by factors rooted in cognitive development, while second language acquisition is either completely immune to these factors or at least is much less affected by them. Thus, what surfaces for second language acquisition data are factors based primarily on language universals. Hence we claim that second language acquisition data provide a clearer window for the investigation and verification of language universals. One of the primary implications of the present study is that data from second language acquisition can be crucial to the construction of an adequate theory of language.

The foreign TA problem from an acquisition-theoretic point of view

Abstract The purpose of this paper is to relate research on second language acquisition and research on the language problems of foreign teaching assistants and their remediation. On the one hand, SLA findings could improve the specific instructional programs required for foreign teaching assistants. On the other hand, second language acquisition research has not addressed specific data of this type. I argue that several vogue models of second language acquisition cannot explain the specific data without amendments. In particular, the psychological construct of attention is an important factor in determining whether or not the specific language use expected of college teachers will be attained by foreign students.

Vowel harmony in Manchu: a critical overview

The history of generative accounts of vowel harmony in Classical Manchu is discouraging. The early treatments (Vago, 1973; Odden, 1978; Finer, 1979) assumed the wrong type of vowel harmony (front vs. back rather than relative height harmony). Hayata (1980) proposed the correct type, but was unable to justify it adequately within the generative framework. These shortcomings are due to deficiencies in the practice of generative phonologists. To demonstrate the correct type of vowel harmony in Classical Manchu requires considerations of (1) the actual surface representation and/or (2) facts in related dialects and languages. Neither type of evidence is frequently used in the practice of generative phonologists, although the former is almost always valued in theory. An implication is that attempts to improve phonology must weigh practice as well as theory.

Grounding an ITA curriculum: Theoretical and practical concerns

Abstract The design and implementation of successful ITA curricula require careful attention to both theoretical and practical questions. From the theoretical perspective, it is necessary to determine what particular skills successful ITAs require, what skills good teachers in general utilize, and how competence in these skills can be attained. From the practical perspective, it is important to take marketing considerations into account in program design and implementation. Successful programs also demand considerations of operational issues. It is argued that theoretical and practical questions are not separate and sequential, but rather must be intertwined throughout.