| dc.contributor |
Clibbens, John |
|
| dc.contributor |
Faculty of Science and Technology |
|
| dc.creator |
Fowler, Penelope Ann |
|
| dc.date |
2011-05-13T10:04:16Z |
|
| dc.date |
2011-09-16T12:39:46Z |
|
| dc.date |
2011-05-13T10:04:16Z |
|
| dc.date |
2011-09-16T12:39:46Z |
|
| dc.date |
1999 |
|
| dc.identifier |
Not available |
|
| dc.identifier |
http://hdl.handle.net/10026.1/455 |
|
| dc.description |
Metadata merged with duplicate record (http://hdl.handle.net/10026.1/568) on 20.12.2016 by CS (TIS). |
|
| dc.description |
This is a digitised version of a thesis that was deposited in the University Library. If you are the author please contact PEARL Admin (pearladmin@plymouth.ac.uk) to discuss options. |
|
| dc.description |
The goal of the research was to discover which type of input and instruction best
facilitates the acquisition of syntax in adult learners. An artificial miniature language was
used to model real second language to control precisely the type of input, conditions of
exposure and instruction accompanying that input. Performance of learners under four
input conditions was compared and analogies were drawn between these conditions and
those experienced by adult second language learners (L2 learners). "Instructed" learners
Z):
like formally instructed L2 learners were systematically taught the rules of the language.
"Exposure" learners saw example sentences and were asked to search for rules, the
conditions of their input analogous to that of "naturalistic" L2 learners who receive no
formal instruction but who make conscious efforts to search for rules. "Memorisation"
learners received the same input as that presented to the exposure learners but were asked
to memorise the sentencesT. hey were seena s analogoust o naturalistic L2 learners who do
not search for the rules and the conditions of input were modelled on those claimed to
induce implicit learning. "Cued" learners received input which contained cross-sentential
cues to underlying phrasal structure. They were modelled on naturalistic learners whose
input contains such cues and who make efforts to search for rules. Performance was
compared on both grammaticality judgement and free production tasks.
No overall superiority in performance was observed for any of the input conditions.
An interaction between input type and rule complexity was evident in which the amount of
information received regarding the rules related positively to performance on. the less
salient, more complex rules. It was proposed that the findings could be explained in terms
of a "noticing" hypothesis, in which noticing of features is considered a pre-requisite for
acquisition. Theories of second and artificial language learning which have stipulated that
complex rules can only be learned implicitly were not supported. |
|
| dc.language |
en |
|
| dc.publisher |
University of Plymouth |
|
| dc.subject |
Second language learning |
|
| dc.subject |
Psychology |
|
| dc.subject |
Linguistics |
|
| dc.title |
Acquisition of syntax in a minature artificial language : effects of input and instruction |
|
| dc.type |
Doctorate |
|