SFSU Second Language Acquisition in Universal Grammar Perspective Paper

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Question Description

I did task 1A which is a topic motivation but I got the feedback from the lecturer and he is not happy with it for some reasons.




he said ((Usually 'grammar' (no matter how it is defined) is understood as a part of the (second) language that is being acquired. It isn't clear to me how 'grammar' can affect the process of second language acquisition. There could be particular processes that are influenced by specific grammatical features. Is this what you mean? The example that you attribute to Krashen (2012) distinguishes 'Romance' languages [a specific category of languages; 'romantic' language is a different categorisation that would contrast with e.g., 'abusive' language] from other languages (but not 'universal') because in Romance languages (among others) nouns have specific 'non-natural' genders, but I don't see how you are connecting this with 'grammar change' or 'language dynamism'. 'Universal grammar' is a particular *theory* of grammar which makes specific claims about what it is that is represented in the human brain, but 'Universal grammar' claims to be exactly that 'universal' to ALL languages. It may be that your question/topic is something like 'what would SLA look like from a universal grammar perspective?' [but you would have to narrow your focus quite considerably to something within Universal Grammar to be able to explore it in a case study.))



So this is the task 1B Literature Review with the updated topic(what would second language acquisition look like from a universal grammar perspective?)



provide a list of ten (10) relevant journal references, at least seven (7) of which have been published after 2000. All journals need volume and issue numbers and also doi.

SFSU Second Language Acquisition in Universal Grammar Perspective Paper
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SFSU Second Language Acquisition in Universal Grammar Perspective Paper
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Effects of Grammar on Second Language Acquisition Effects of Grammar on Second Language Acquisition Second language learning has become a common cultural and lingual experience with populations seeking to fit into a dynamic society that uses more than one language. Despite the fact that English is the most common universal language, most societies of the world have native languages, which are taught in the immediate growth environment. However, due to continuous interactions and need to communicate to diverse communities, second language acquisition has become inevitable. Second language has become widespread, with scholars focusing on the importance and adjustments being made to make the learning process. However, more research is still going on to determine the effects of grammar on second language acquisition. This paper demonstrates the importance of understanding the topic of these effects on grammar on second language acquisition together with the different research articles and journals that demonstrate this importance. In understanding the effects of grammar on second language acquisition, it is important to classify languages into two major groups, universal languages and romantic languages. Most languages have a grammar consideration that is universal, which includes English, while others are more gender specific and they include the French, Dutch and Italian languages (Krashen, 2012). Therefore, this presents the first importance of understanding the effects of grammar on second language acquisition. By understanding grammar change, linguists and theorists get an idea of language dynamisms in terms of gender and reference to the specific people that use that language. A gender specific language has structural changes made from the prepositions, nouns and pronouns, which are basically the parts of speech that make up grammar (White, 2013). Additionally, the topic is important to have a different perspective of language learning when the learner is in different language environments. Another importance of the topic is that shows the different input methods of making learners understand second language. A second language is considered foreign and is likely to 2 affect the grammar of the native language (Collentine J., 2014). The effect is dire in children compared to adults due to language properties that are inherent to human kind. The topic has significant importance in understanding the particular rules that help dissociate patent language properties of the native language from the second language. Additionally, in this context, it points out the concept of the poverty of the stimulus, which shows the learning processes of second language and the probable effects it will have on the grammar of the user. For instance, the concept becomes evident in child learning of second language learning where they demonstrate to know about things they may have not learnt from outside (Weijer, 2012). In this aspect, the importance of learning the effects comes out to show that grammar as an aspect of language is not strictly learnable. The topic of effects of grammar on second language acquisition brings into context specific theories that point out grammatical competence and its sustainability despite the dynamism of language structures. It helps prove psychological points of language understanding, acquisition and communication as well as creating a difference between pragmatic competence and grammatical competence in the both first and second languages (Hulin, 2014). These language aspects are pointed out through theories that show grammar rules are as a consequence of the principles of universal grammar. It is through the theories that the periphery is marked on the effects and facts of second language acquisition. 3 References Collentine J., &. F. (2014). Learning Contexts and it's Effects on Second Language Acquisition . Cambridge University , 3-11. Housen, A. (2013). Investigations in Instructed Second Language Acquisition. London : Walter de Gruyter. Hulin, R. (2014). A Study of Chomsky's Universal Grammar in Second Language Acquisition . International Journal on Studies in English Language and Literature (IJSELL), 3-7. Kaatz, H. (2012). The role of universal grammar in second language acquisition. New York : GRIN Verlag. Kaatz, H. (2013). The Role of Universal Grammar in Second Language Acquisition . GRIN Verlag, 3-9. Krashen, S. (2012). Principles and practice in second language acquisition. Journal of Language Arts & Disciplines , 56-77. Murphy, V. (2013). Universal Grammar and Second Language Acquisition: The Effect of Modality of Presentation on a Grammaticality Judgment Task. New York : McGraw Hill Publishers. Tragant E., &. M. (2015). Second Language Acquisition and Language Teaching . International Journal of English Studies , 5-20. Weijer, J. (2012). The Role of Universal Grammar in Second Language Acquisition. Shanghai Internal Studies University , 4-10. White, L. (2013). Universal Grammar in Second Language Acquisition: The Nature Of Interlanguage Representation. Gasla, 1-13. 4 EDU5SLA: Second Language Acquisition, Task 1b 2,000-word literature review Your 2,000-word review of second (additional) language acquisition research literature will provide the background for the small research project that you will develop and conduct (in Parts 2 & 3) of your assessment. The central task of your literature review is to demonstrate that you understand: 1) the feature/issue that you will explore in your full study (500 words maximum) 2) what has already been established by research into the second language acquisition of that feature/issue (1,000 – 1,300 words) 3) how your study will use the SLA literature in framing your research question (200 – 500 words) Your literature review must conclude with your research question in a way that clearly shows how your research question builds on what has already been established by other researchers. Your literature review must show a critical understanding of relevant readings, be presented in consistent and reliable English that shows YOUR thinking and how YOU have developed your argument by using the evidence in the readings. You must consistently use APA 6. Your literature review does NOT have to outline your study. Its purpose is to show that you know what second language acquisition researchers already know about an issue that interests you – possibly an issue identified in relation to your topic motivation. You must consistently and accurately reference what you have read, both in the text and in the reference list using the APA 6 format. The work must be YOUR OWN. You are expected to consult journals, books and databases to look for material that will be relevant to your area of interest. You will have time in class to talk about some of the issues, but you will be expected to invest substantial time in looking for relevant references. There is no set number of articles that you should read, but if your reference list is shorter than ABOUT 20 articles/books, it is probably not detailed enough. While you MAY use readings that have been included in the subject guide, these readings should only be a minor part of the material that you review for this assignment. Your own experiences and perceptions are not enough – you may well have used them in your topic motivation, but for this assignment you are expected to look at what research says about the area that you are interested in. You are expected to make use of references from scholarly journals and books. Do not rely on information in Wikipedia or in non-scholarly material that appears on the web. Access the material that you read through the resources in the university library. You must show what the scholarly literature has to say about the area that you want to investigate. 1 ...
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Running head: SECOND LANGUAGE ACQUISITION FROM A UNIVERSAL GRAMMAR
PERSPECTIVE 1

Second Language Acquisition from a Universal Grammar Perspective
Name of Student
Name of Affiliate Institution

SECOND LANGUAGE ACQUISITION FROM A UNIVERSAL GRAMMAR PERSPECTIVE
2
Introduction
The second language has become widespread, with scholars focusing on the importance
and adjustments being made to make the learning process. However, due to continuous
interactions and need to communicate to diverse communities, second language acquisition has
become inevitable. Instructors never again work as teachers, but instead as facilitators of
learning. The hypothesis of universal grammar recommends that if people are raised under
typical conditions, then they will dependably create dialect with specific properties. The
hypothesis recommends that there is an inborn, hereditarily decided dialect staff that knows these
standards, making it less demanding and quicker for youngsters to figure out how to talk than it
generally would be. This staff does not know the vocabulary of a specific dialect which should
likewise be scholarly (Birdsong 1999).
Students take a shot at interdisciplinary tasks that join ideas and aptitudes from various
branches of knowledge and address a scope of fundamental 21st Century abilities; social esteem
and educational programs models. This all-encompassing way to deal with learning and
evaluation is more important, sensible and illustrative of this present reality in which
understudies live and the workforce they will enter.
The literature review below will describe the key issues on the grammatical effects on the second
language acquisition. The second language acquisition has been affected by some changes in the
education system (Flynn 2012).
Literature Review
Understudies utilize numerous sources and a scope of pervasive advancements, to find a
process, coordinate and offer data. A scope of uses, programming programs, and online

SECOND LANGUAGE ACQUISITION FROM A UNIVERSAL GRAMMAR PERSPECTIVE
3
apparatuses are utilized to make and offer new data and apply what has been realized.
Understudies may keep electronic diaries/web journals, talk with specialists through online
overviews and additionally conferencing instruments and make wikis to work together and share
their learning with peers. Additionally, in this context, it points out the concept of the poverty of
the stimulus, which shows the learning processes of the second language and the probable effects
it will have on the grammar of the user (White 1999).
Rather than being saved just for exceptional tasks, a scope of advancements is flawlessly
incorporated and connected all through every day instructing, learning and appraisal forms.
Entire gathering direction is not anymore the essential instructional strategy utilized. Educators
evaluate learner needs and learning styles and afterward draw on an assortment of instructional
strategies to address the issues of all understudies in the classroom. These will incorporate little
gathering, singular, accomplice, vertical groupings, the entire class, virtual, master gatherings,
hands on and exploratory methods of learning.
The concentration of instructing, taking in and appraisal has moved from remembering
and reviewing data to applying, breaking down, assessing, coordinating and making new
...

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