A Generative Analysis of the Acquisition of Negation by Iranian EFL Learners: A Typological Study مقاله

نویسنده: Khany، Reza ؛ Bazyar، Abdonour ؛

Journal of Research in Applied Linguistics Winter and Spring 2013, volume 4 - Issue 1 ، علمی-پژوهشی (وزارت علوم/ISC (‎26 صفحه - از 62 تا 87 )

کلیدواژه ها: DA Negation FTFA RDH MSIH SSH MSBH Initial-State Final/End-State Universal Grammar (UG)

چکیده:

The present study was an attempt to investigate the acquisition of negationproperties by Persian monolingual and Kurdish-Persian bilingual learners of Englishacross different levels of language proficiency and within a generative framework.Generative models are generally concerned with issues such as universal grammar(UG), language transfer, and morphological variability in nonprimary languagedevelopment. Hence, an attempt was made to test the claims and predictions madeby a number of generative theories specifically FTFA, RDH, DA, MSIH, SSH, andMSBH. To do so, 180 Persian monolingual and Kurdish-Persian bilingual learnersof English participated in the study. Based on the Oxford Placement Test, they wereassigned to 3 levels of language proficiency. They, then, received a grammaticalityjudgment test and a translation task. The results revealed that there was, first, nosignificant difference between the performance of the monolingual and bilinguallearners at each level of language proficiency, whereas the difference wasstatistically significant across the levels of proficiency, and second, no singlegenerative theory can offer a comprehensive explanation about the whole process ofL2-L3 negation acquisition. Indeed, language development occurs in an incrementalmanner as predicted by MSBH, and the resetting of TL properties is possible withincreasing level of proficiency. The findings also confirmed that knowledge of anL2 does not play a significant role in the development of the interlanguagegrammars of Kurdish-Persian bilinguals, and increased L2/L3 exposure and use leadto less language transfer and consequently approximation to native-likeperformance. Each of these findings has been discussed in the framework of therelated theories tested in the study.

خلاصه ماشینی:

com Received: 11/10/2013 Accepted: 07/01/2014 Abstract The present study was an attempt to investigate the acquisition of negation properties by Persian monolingual and Kurdish-Persian bilingual learners of English across different levels of language proficiency and within a generative framework. Inspired by the given issue and in the light of current generative theories of language development as well as two of the main factors causing morphological variation in L2 and L3 acquisition/learning namely, proficiency and language typology, the present study was an attempt to investigate the interaction among L1, L2, and L3 in the acquisition/learning of negation constructions by Persian monolinguals and Kurdish-Persian bilinguals as L2 and L3 learners of English within a UG model to see what effects the given interaction yields with regard to the proposed UG accessibility and transfer models. Inspired by the given issue and in the light of current generative theories of language development as well as two of the main factors causing morphological variation in L3 acquisition/learning namely, proficiency and language typology, the present study also tried to investigate the interaction among L1, L2, and L3 in the acquisition/learning of negation constructions by Persian monolinguals and Kurdish-Persian bilinguals as L2 and L3 learners of English within a UG model to see what effects the given interaction yields with regard to the proposed UG Accessibility and Transfer. For the purpose of the research, the acquisition of negation parameters was explored by Persian monolingual and Kurdish-Persian bilingual learners of English across different levels of language proficiency (elementary, lower intermediate, and upper intermediate), within a generative framework and against a number of dominant theories (namely, FTFA, DA, RDH, MSIH, MSBH, and SSH) concerned especially with such issues as L1 transfer and UG accessibility in nonprimary language development and morphological variability as well.

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