Suzanne Flynn

Second language acquisition: Theoretical and experimental issues in contemporary research

To what extent, if any, does Universal Grammar (UG) constrain second language (L2) acquisition? This is not only an empirical question, but one which is currently investigable. In this context, L2 acquisition is emerging as an important new domain of psycholinguistic research. Three logical possibilities have been articulated regarding the role of UG in L2 acquisition: The first is the “no access” hypothesis that claims that no aspect of UG is available to the L2 learner. The second is the “partial access” hypothesis that claims that only LI instantiated principles and LI instantiated parameter-values of UG are available to the learner. The third, called the “full access” hypothesis, asserts that UG in its entirety constrains L2 acquisition. In this paper we argue that there is no compelling evidence to support either of the first two hypotheses. Moreover, we provide evidence concerning functional categories in L2 acquisition consistent with the claim that UG is fully available to the L2 learner (see also Flynn 1987; Li 1993; Martohardjono 1992; Schwartz & Sprouse 1991; Thomas 1991; White 1989). In addition, we will attempt to clarify some of currently unclear theoretical issues that arise with respect to positing UG as an explanatory theory of L2 acquisition. We will also investigate in some detail certain crucial methodological questions involved in experimentally testing the role of UG in L2 acquisition and finally, we will present a set of experimental results of our own supporting the “Full Access” hypothesis.

Linguistic theory in second language acquisition

A Theoretical and Historical Context for Second Language Acquisition.- Linguistic Theory: Generative Grammar.- The Ontogenesis of the Field of Second Language Learning Research.- B Parameters.- Parameterized Grammatical Theory and Language Acquisition: A Study of the Acquisition of Verb Placement and Inflection by Children and Adults.- Nature of Development in L2 Acquisition and Implications for Theories of Language Acquisition in General.- Linguistic Theory. Neurolinguistics and Second Language Acquisition.- Second Language Acquisition: A Biolinguistic Perspective.- Neurolinguistics and Parameter Setting.- C Markedness in Second Language Acquisition.- The Acquisition of Infinitive and Gerund Complements by Second Language Learners.- Island Effects in Second Language Acquisition.- On the Role of Linguistic Theory in Explanations of Second Language Developmental Grammars.- L2 Learnability: Delimiting the Domain of Core Grammar as Distinct from the Marked Periphery.- Kinds of Markedness.- D Additional Evidence for Universal Grammar.- The Categorial Status of Modals and L2 Acquisition.- UG-Generated Knowledge in Adult Second Language Acquisition.- Prosodic Phonology and the Acquisition of a Second Language.- Universal Grammar in Second Language Acquisition: Promises and Problems in Critically Relating Theory and Empirical Studies.- E Complementary Perspectives.- Pidginization as Language Acquisition.- All Paths Lead to the Mental Lexicon.- Intermorphology and Morphological Theory: A Plea for a Concession.- F Universal Grammar from a Traditional Perspective.- Second Language Acquisition and Linguistic Theory: The Role of Language Transfer.- Grammatical Theory and L2 Acquisition: A Brief Overview.- Typological and Parametric Views of Universals in Second Language Acquisition.- List of Contributors.- Index of Names.- Index of Subjects.

Applying Technology to Visually Support Language and Communication in Individuals with Autism Spectrum Disorders

The burgeoning role of technology in society has provided opportunities for the development of new means of communication for individuals with Autism Spectrum Disorders (ASD). This paper offers an organizational framework for describing traditional and emerging augmentative and alternative communication (AAC) technology, and highlights how tools within this framework can support a visual approach to everyday communication and improve language instruction. The growing adoption of handheld media devices along with applications acquired via a consumer-oriented delivery model suggests a potential paradigm shift in AAC for people with ASD.

Head-initial/head-final parameter in adult Chinese L2 acquisition of English:

In this study, we investigate the role of the head-initial/head-final parameter in adult second language (L2) acquisition of English. Sixty Chinese speaking adults were tested in their elicited production of complex sentences which involved pre-and postposed adverbial subordinate clauses both with and without pronoun anaphors. Results obtained in this study match those reported earlier for Japanese speakers learning English (Flynn, 1981; 1983a; 1983b; 1984; in press). Both Japanese and Chinese are head-final languages (Kuno, 1973; Huang, 1982). Findings are used to argue for the role of the head-initial/head-final parameter in adult L2 acquisition of pronoun anaphora. They are also used to argue for a model of grammar in which parameters associated with head-direction are differentiated from parameters associated with word order (Travis, 1983; 1984). Results also provide additional empirical support for the parameter setting model of L2 acquisition currently proposed by Flynn (1983a; 1983b, in press; forthcoming).

Production vs. Comprehension: Differences in Underlying Competencies.

In this paper empirical data are presented that demonstrate significant differences in the manner in which two commonly used experimental tasks evaluate developing linguistic competence in adult second language (L2) learners. Results indicate that production tests principally evaluate a learners developing structural competence in the L2. On the other hand, comprehension tests provide a less direct measure of structural competence and are significantly influenced by pragmatic context. Fifty-one adult Spanish speakers at three levels of ESL ability were tested in both their elicited imitation (production) and act-out (comprehension) of complex sentences that were structurally identical. The stimuli varied in terms of the pre- and post-posing of a subordinate adverbial when clause and in terms of the direction of pronoun anaphora (forward and backward). Results from the production test indicate a significant effect of directionality, i.e., a preference for forward pronouns in post-posed clauses at the intermediate level. Results from the comprehension test did not show a significant directionality constraint at any level. They did, however, demonstrate a significant effect due to the use of a biasing pragmatic lead. Such findings are comparable to those found in early first language acquisition (Lust, Loveland, & Kornet, 1980). Implications of these findings for experimental methodology are discussed.

A Comparison of Null and Pronoun Anaphora in First Language Acquisition

In this paper we report selected results of an experimental study of the acquisition of certain forms of anaphora in first language acquisition of English. The results of this study provide evidence that children who are acquiring English distinguish a phonetically realized pronoun with free anaphora from a null nominal category with bound anaphora in environments such as those shown in 1 and 2. At the same time, however, the data from this study provide evidence that at early language levels children apply general principles to constrain both null and pronoun anaphora similarly in these environments. Specifically (a) children generalize certain grammatical restrictions which hold on free pronoun anaphora as in 1 to hold also on bound null anaphora as in 2; and (b) they fail to observe certain grammatical restrictions which should hold on bound null anaphora as in 2 and not on pronoun anaphora as in 1.

Nature of Development in L2 Acquisition and Implications for Theories of Language Acquisition in General

The systematic and controlled study of adult second language (L2) acquisition within a Universal Grammar (UG) framework is important for both linguists and psychologists. Its study may not only inform us about adult L2 acquisition, a major feat of human learning which is little understood, but it may also inform us about the nature of first language (L1) acquisition and about the nature of the hypothesized language faculty. Results of this work may also yield new insights concerning the interaction of the language component with other domains of human cognition. This is all possible because the study of adult L2 acquisition, in contrast to the study of L1 acquisition, involves learners who have already reached mature states both in terms of their L1s and overall cognition. This means that patterns of development that emerge in adult language learning cannot be attributed to a lack of access to a full set of language principles nor can they be attributed to deficits in general cognitive development. Thus, if we find commonalities in patterns between L1 and L2 acquisition, these similarities could be argued to follow from a set of commonly shared language principles and they would also suggest that the essential language faculty argued to characterize L1 acquisition also holds in adult L2 acquisition. Stated in another way, comparable patterns in L1 and L2 acquistion could be argued to follow from properties that hold of the language learning faculty itself as an independent domain of human cognition.

Implementing directives that involve prepositions with children with autism: a comparison of spoken cues with two types of augmented input.

Abstract Some children with autism face considerable challenges with comprehension, including difficulties following spoken directives involving prepositional relations. The use of augmented input through visual modalities might be an effective means for supplementing spoken language. The purpose of this preliminary study was to compare spoken input with two augmented input modalities (i.e., speech + visual cues) in terms of childrens ability to follow directives involving prepositions. The augmented input modalities consisted of static scene cues (i.e., photographic or pictorial visual scenes that portray relevant concepts and their relationships) and dynamic scene cues (i.e., full-motion video clips that depict the actions underlying relevant concepts and their relationships). A within-subjects design involving nine children with autism or pervasive developmental disorders-not otherwise specified was used to examine the effectiveness of the three input conditions. Results indicated that both static scene cues and dynamic scene cues were more effective than spoken cues, but there were no differences between static scene cues and dynamic scene cues. Results are discussed in terms of appropriate instructional inputs for children with autism. Limitations are noted and directions for future research are posited.

Similarities and Differences between First and Second Language Acquisition: Setting the Parameters of Universal Grammar

We know that all children learn a first language except in cases of extreme deprivation, (e.g., in the case of Genie as reported by Curtiss (1977). We also know that adults are capable of learning a language, although not all do. This ability to learn a language, whether it be the first or the second, is a distinct human capacity. How this learning occurs is not well understood, although, in general, we know more about first language (L1) acquisition than we do about second language (L2) acquisition.

Dually diagnosed: a retrospective study of the process of diagnosing autism spectrum disorders in children who are deaf and hard of hearing.

Utilizing a retrospective chart review of 30 children who have been dually diagnosed with hearing loss and autism spectrum disorders (ASDs), this study explores the process of arriving at the diagnosis of ASD in this population. Factors of interest include the age of ASD diagnosis in children who are deaf and hard of hearing, the types of professionals involved in making the diagnosis, and the measures used for assessment. Complications in the diagnostic process are highlighted.