By the end of this course, students will
• understand, articulate and evaluate L2 psycholinguistic theories
• be familiar with methods for collecting L2 data
• be able to understand various types of L2 data
• be able to design small tasks for the collection of learner data
• be able to draw pedagogical implications and applications from theoretical research in L2.
Course Content (Syllabus)
This course examines second language acquisition (L2A) within the Universal Grammar framework as well as other psycholinguistic approaches (e.g. 'Dual Mechanism Model', 'Processability Theory). Α central issue is whether L2A is constrained by the principles of Universal Grammar and whether parameter resetting is possible in L2. We discuss empirical data from the initial, intermediate and advanced stages of L2 with respect to: inflectional morphology, articles, the verb-movement parameter (negation, questions and adverb placement) and the pro-drop parameter. We also discuss the effect of instruction on parameter resetting. The course also examines relevant data from bilingual populations and discusses issues pertaining to language input in bilingualism.
L2 psycholinguistics, Universal Grammar, Dual Mechanism, Bilingualism
Additional bibliography for study
• Agathopoulou E. & Papadopoulou D. 2009. Morphological dissociations in the L2 acquisition of an inflectionally rich language. In L. Roberts, D. Véronique, A. Nilsson & M. Tellier (eds), EUROSLA Yearbook 9. Amsterdam: John Benjamins, 107-131.
• Agathopoulou E. , Papadopoulou D. & Zmijanjac, K. Noun-Adjective agreement in L2 Greek and the effect of input-based instruction. Journal of Applied Linguistics 24: 9-33.
• García Mayo M.D.P. 2006. Synthetic compounding in the English interlanguage of Basque/Spanish bilinguals. International Journal of Multilingualism 3/4: 1-27.
• Hawkins R. et al. 2006. Accounting for English article interpretation by L2 speakers. In S.H. Foster-Cohen, M. Medved-Krajnovic & J. Mihaljevic- Djigunovic (eds), EUROSLA Yearbook 6. Amsterdam: John Benjamins, 7-25.
• Hawkins, R. 2001. Second Language syntax: a generative introduction. Malden, MA: Blackwell.
• Hyltenstam K. & Abrahamsson N. 2001. Age and L2 learning: the hazards of matching practical ‘implications’ with theoretical ‘'facts’. TESOL Quarterly 35/1: 151-170.
• Lozano C. & Mendikoetxea A. (2011). Interface conditions on postverbal subjects: a corpus study of L2 English. Bilingualism: Language and Cognition.
• Murphy, V.A. 2004. “Dissociable systems in second language inflectional morphology”. Studies in Second Language Acquisition 26 (3): 433-459.
• Pinker, S. 1991. “Rules of Language”. Science 253: 530-535.
• Pinker, S. 1998. “Words and rules”. Lingua 106: 219-242. Unsworth, S. (2014). Comparing the role of input in bilingual acquisition across domains. In T. Grüter and J. Paradis (eds.), Input and Experience in Bilingual Development. Amsterdam: John Benjamins, 281-201.
• Vermeer, A. (2001). Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input. Applied Psycholinguistics, 22: 217–234.
• White, L. 2003: Second language acquisition and Universal Grammar. Cambridge: Cambridge University Press.
• White L., Valenzuela E., Kozlowska-MacGregor M. & Leung Y.-K. 2004. Gender and number agreement in nonnative Spanish. Applied Psycholinguistics 25: 105-133.