1. Chapter 7 Linguistics aspect of interlanguage
Firman Zulfariyanto
Arina Yuliarti
Novita Arum Sari

2. Linguistic Aspects of Interlanguage

3. Typological Universal: Relative Clauses
Language vary in whether they have relative clauses structures. This linguistic difference influences the ease with which learners are able to learn relative clauses.

4. In language like English, a relative clause can be attached to the end of matrix clause:
The police have caught the man who bombed the hotel.
Or they can be embedded in the main clause:
The man who bombed the hotel has been caught by the police.

5. Linguistic have shown that languages are more likely to permit relative clauses with a subject pronoun than with an object pronoun.

6. Relative Pronoun Function
Example
Subject
The writer who won the Booker prize is my lifelong friend.
Direct Object
The writer whom we met won the Booker prize.
Indirect Object
The writer to whom I introduced you won the Booker prize.
Object of Preposition
The writer with whom we had dinner won the Booker prize.
Genitive
The writer whose wife we met won the Booker prize.
Object of Comparative
The writer who I have written more books than has won the Booker prize.

7. The accesibility hierarchy serves as an example of how SLA and linguistics can assist each other.
Linguistic facts can be used to explain and even predict acquisition.
The results of empirical studies of L2 acquisition can be used to refine our understanding of linguistic facts.

8. Universal Grammar

9. English compare to Japanese
Noam Chomsky`s theory of Universal grammar:
Language governed by a set of highly abstract principles.
Example: (Reflexives)
English compare to Japanese
only local binding local and long-distance binding

10. Learnability

11. Children learning their L1 must rely on innate knowledge of a language.
Poverty of stimulus insufficiency which enables children to discover the rules of a language.
Input Positive evidence: what is gramatical
Negative evidence: what is ungrammatical

12. Children must have knowledge of what grammatically possible and impossible.
This knowledge, which earlier formation of the theory was referred to as Language Acquisition Devise, is what comprises UG.

13. The Critical Period Hypothesis

14. The Critical Period Hypothesis
language acquisition is easy and complete, and beyond which it is difficult and incomplete.
claim L2 learners who begin learning as adult are unable to achieve native-like speaker competence in either grammar or pronunciation.
not all learners are subject to critical period, since some people are able to achieve native-speaker ability from an adult start.

15. The relative lack of success
there may be radical difference in the way L1 and L2 are acquired
For example
Social condition in which L1 and L2 have some kinds of impact.

16. Parameter setting of L1 Access to UG
a number of theoretical positions;
1. Complete access
Parameter setting of L1

17. 2. No access UG is not available to adult L2 learners.

18. General learning strategies
3. Partial access L2 acquisition is partly regulated by UG and partly by general learning strategies. 4. Dual access
Adult L2 learners UG
General learning strategies

19. unmarked marked Markedness
Structure those are more ‘natural/basic’ Than other structures
unmarked
Structures those are common in the world’s language

20. Cognitive Vs Linguistic Explanation
The typological study of languages affords interesting predictions about what learners will acquire first, and what they will transfer from their L1.
Linguistic universal and Markedness
Direct effect
Indirect effect

21. Reference
Ellis, Rod.2003.Second Language Acquisition. Oxford. Oxford University Press. pp 63-71

22. THANKS 