A dynamic model of multilingualism : perspectives of change - download pdf or read online

By Philip Herdina

ISBN-10: 1853594679

ISBN-13: 9781853594670

ISBN-10: 1853594687

ISBN-13: 9781853594687

The version awarded during this quantity attracts jointly numerous strands of analysis – moment language acquisition idea, bilingualism learn, dynamic structures concept – to advance a unique method of this hard topic. Its major concentration lies at the psycholinguistic dynamics of multilingualism, the strategies of swap in time affecting or extra language structures.

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Additional resources for A dynamic model of multilingualism : perspectives of change in psycholinguistics

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The main focus of the chapter will lie on a discussion of the applicability of this research paradigm to SLA and multilingualism. Theory of Competence The concept of language competence was originally introduced into mainstream linguistics by Chomsky (1965), who was one of the first linguists to develop an explicit theory of competence. g. Brown, 1996). Linguistic theory is concerned primarily with an ideal speaker-listener, in a completely homogeneous speech-community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitations, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of the language in actual performance.

As defined by Selinker and others, interlanguage is supposed to reflect the hypothesis that learner systems are not merely transitional phases but represent systems in their own right, which obey their own rules. The assumed autonomy of learner systems appears to provide a solution to the problem of limited accessibility and partial achievement. If interlanguage is an autonomous system which is neither reducible to LS1 nor LS2, then the problem of the accessibility of UG is not as pressing as it was, as we can assume that interlanguage is not a natural language (see also Adjemian, 1976) and therefore UG principles do not have to apply to it.

This does have the (strictly limited) advantage that partial attainment is no longer the theoretical problem it was for UG. On the other hand UG can then not be applied immediately to the explanation of SLA. Whichever of these two UG hypotheses we select, the problem of non UG-conforming rule-formation or wild grammars persists (see also Bates, 1997: 169). Partial achievement models In view of this problem it is hardly surprising that within and outside UG new explanatory models have been developed for SLA.

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A dynamic model of multilingualism : perspectives of change in psycholinguistics by Philip Herdina

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