Effects of Grammar on Second Language
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
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.
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
Kaatz, H. (2012). The role of universal grammar in second language acquisition. New York :
Kaatz, H. (2013). The Role of Universal Grammar in Second Language Acquisition . GRIN
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
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.
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
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.
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