Second Language Acquisition from a Universal Grammar Perspective Paper

Anonymous

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.

Second Language Acquisition from a Universal Grammar Perspective Paper
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Second Language Acquisition from a Universal Grammar Perspective Paper
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SteveMark
School: Rice University

the work is done, uploading it now

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
information from what is as of now known ...

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