Download A dynamic model of multilingualism : perspectives of change by Philip Herdina PDF

By Philip Herdina

ISBN-10: 1853594687

ISBN-13: 9781853594687

The version offered during this quantity attracts jointly a variety of strands of study – moment language acquisition idea, bilingualism examine, dynamic platforms conception – to boost a singular method of this hard topic. Its major concentration lies at the psycholinguistic dynamics of multilingualism, the techniques of swap in time affecting or extra language structures.

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Extra info for A dynamic model of multilingualism : perspectives of change in psycholinguistics

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Invariable competence is, therefore, incompatible with a theory of dynamic language development. The more well-known explicit tenet of UG concerning language competence is that of homogeneity. That is, all speakers of English are assumed to have the same command of the same language system. Thus Salkie (1990: 60), for instance, states that variation is assumed to be messy and therefore not a suitable subject for UG – despite one of Chomsky’s more recent contributions: Every human being speaks a variety of languages.

The question of non UG-compatible rule formation in SLA thus remains a problem. As long as UG does not develop a systematic theory of interference, the problem of evident parameter deviation in second/multiple language acquisition persists, forcing UG-linguists to assume wild, unruly transitions in the phases of language development (see parameter settings) in order to be able to explain the empirically observable phenomena. , 1987 quoted by Sharwood Smith, 1994: 157–158). The recognition of the existence of wild grammars represents an admission of failure for UG.

The UG paradox We can therefore determine: if the two language systems LS1 and LS2 are viewed dissociatively, then the accessibility of UG in SLA is incompatible with widespread partial attainment in SLA, that is UG is unable to explain why the level of L2 competence is not equivalent to that of L1 competence. For obvious reasons the interference argument as an explanation of the differences in achievement levels is not applicable to the dissociative concept. The associative hypothesis on the other hand discards the idea of the separateness of both language systems and assumes an asymmetrical relationship between LS1 and LS2.

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