Recent advances in linguistic theory within the principles and parameters framework have exerted considerable influence on the field of second language acquisition. SLA researchers working within this framework of syntactic theory have investigated the extent to which developing second language grammars are constrained by principles of Universal Grammar (UG). Much of the UG-based SLA research in the 1980s focused on adult L2 acquisition, but the role of UG principles in child L2 acquisition remained largely unexplored. More recently, however, this state of affairs has begun to change as SLA researchers are becoming more and more interested in child second language syntactic development. In this paper, I review recent and current developments in UG-based child SLA research, and I argue that child SLA has a valuable role to play in enabling us to arrive at a better understanding of the role of biological factors in language acquisition and in strengthening the links between SLA and linguistic theory. Specifically, I discuss the findings of child SLA studies with respect to the following issues: the role of UG parameters in child SLA, the status of functional categories and their projections in child SLA, and the nature of the evidence available to and used by child L2 learners. The overall picture emerging from these studies suggests that child L2 developing grammars are indeed constrained by Universal Grammar. While it is not fully clear at the present time whether the child L2 learners& knowledge is a result of direct access to UG or indirect access to UG (i.e., through the mediation of the L1), the evidence indicates that L1 transfer (at least in certain syntactic domains) cannot be entirely ruled out.

This paper measures the effect of the presence or absence of discourse markers such as so, right, well, OK, and now on second language lecture comprehension. A control group viewed a video recording of an extract of a naturally occurring lecture, whereas an experimental group viewed the same extract, but with discourse markers deleted. The results clearly indicate that subjects comprehended the lecture better when discourse markers were included than when they were deleted. This finding contrasts with earlier research that suggested discourse markers play no significant role in comprehension. This contrast is interpreted as being due to differences in experimental procedures.

The present study evaluates the role of age on the rate of acquiring English as a second language in an immersion setting. Subjects were children with native languages typologically very different from English. The children arrived in the United States between the ages of 7 and 12 years and were tested on their knowledge of English grammatical morphology and syntax at different lengths of stay in the United States, ranging from 6 months to 3 years. Subjects' performance was predicted by the length of their stay in the United States and by gender, with females outperforming males. Age of arrival played no role in predicting subjects' rate of acquisition. Performance was very similar between two age groups examined (7–9– and 10–12-year-old arrivals) throughout the 3 years measured. The present results suggest that, on certain aspects of grammar, different-aged children acquire a second language during the first 3 years of acquisition at similar rates when their native language is very different in typology from the target language.

This thematic issue on the construction of discourse by nonnative speakers brings together papers from a variety of perspectives. The papers illustrate how our understanding of various aspects of learner language are enriched by viewing them when situated in text. Of the variety of analyses used in this issue, the most well-known to SLA researchers investigates the organization of the text itself and the learners' ability to structure such a text. Other investigations in this issue include the study of grammatical features of interlanguage that contribute to the structure of the text and, conversely, the study of textual features that determine the use of grammatical features: neither of which may be accessible through the analysis of sentence-level production. In addition to grammatical features, the study of lexical development can be enhanced through the study of text. Whereas lexical inventories alone do not reveal the true nature of the learners' lexicon, a study of text reveals not only which lexical items are selected by learners but also how they are employed in discourse. These studies of text extend to other areas of linguistic competence as well. In the study of pragmatic competence, viewing speech acts as they are situated in speech events (e.g., the speech act of recommendation in the speech event of a letter of recommendation) not only contributes to our understanding of how certain acts are realized in context, but also how they contribute to the structure of the discourse. Finally, in the construction of text, speakers and writers must take into account the addressee.

This paper examines the sources of miscommunication in a videotaped tutoring session involving a native speaker of Korean and a native speaker of U.S. English. Analysis revealed an initial nonmutual interpretation of participant role and status. These divergent interpretations appear to have resulted from the Korean tutor's transfer of a Korean conversational routine, which he defined as involving polite speaker modesty, to the U.S. English context. The initial conflicting interpretations are maintained and solidified by additional mismatches in discourse management strategies, schema, and contextualization cues. The cumulative effect of these mismatches was the judgment on the part of each of the interlocutors that the other was uncooperative.

This paper reports on a study that examines the pattern of interaction in child native speaker (NS)–nonnative speaker (NNS) conversation to determine if the NSs provide negative feedback to their NNS conversational partners. It appears that just as children are able to modify their input for their less linguistically proficient conversational partners in first language acquisition (Snow, 1977), so too are children able to modify their interactions for NNS peers in the second language acquisition process and, in doing so, provide negative feedback. Two forms of NS modification were identified in this study as providing reactive and implicit negative feedback to the NNS. These were (a) negotiation strategies, including repetition, clarification requests, and comprehension checks, and (b) recasts. The results indicated that NSs respond differentially to the grammaticality and ambiguity of their NNS peers' conversational contributions. Furthermore, NS responses (negotiate, recast, or ignore) appeared to be triggered by the type and complexity of NNS errors, although it was more likely overall that negative feedback would be used rather than the error ignored. Additionally, evidence suggested that negative feedback was incorporated by the NNSs into their interlanguage systems. This indicates that not only does negative evidence exist for child second language learners in these types of conversations, but that it is also usable and used by them in the language acquisition process.

The focus of this study is the development of control over anaphoric reference and relativization by children learning ESL in a pull-out classroom employing little overt grammar instruction. Twenty-three children aged 6.5–14 representing ESL proficiency levels 3–5 on the Bilingual Syntax Measure (BSM)were given paper-and-pencil tests to determine comprehension of anaphoric (reflexive and pronominal)reference in English; in addition, they were tested on both comprehension and production of restrictive relative clause types (SS, SO, OO, and OS)in English. Scores were higher on reflexives than on pronominals, with length of residence significant in ambiguous references. Relative clause interpretation varied significantly with proficiency level, but production was not predictable from general proficiency except at BSM level 5, and then only on SO and SS relativization. Transfer from the L1 was minimal. It is concluded that exposure and overall L2 proficiency, rather than age or L1 background, are the most significant factors in the development of these generally untaught and untested “late-learned” rules.

Untrained native English listeners assigned foreign accent scores to sentence and narrative utterances that had been rendered unintelligible through low-pass filtering. Utterances produced by native English talkers were assigned consistently higher ratings than those produced by Mandarin-speaking learners of English, even when the listeners were unfamiliar with the content. Because these filtered speech stimuli contained very little of what could be considered segmental information, the results suggest that untrained listeners can identify foreign-accented speech on the basis of nonsegmental information alone, whether they are presented with material of known or of unknown content. Acoustical analyses of the stimuli suggested that differences in speaking rates, intonation patterns, and timing may have played a role in the listeners' assessments, although the cues to foreign-accentedness may have varied from talker to talker and from utterance to utterance. Surprisingly, no relationship was observed between the ratings of the filtered and unfiltered versions of the nonnative stimuli.

This study investigates learner's construction of oral texts on topics of specialization. Using the framework of the discourse domain hypothesis, which holds that second language proficiency is acquired with reference to individual, specialized contexts of production, termed discourse domains, the study tests the prediction that learners will construct more independent and coherent texts on such topics. Data were elicited from advanced ESL learners at a U.S. university: Discourse domain talk on academic major topics by five invested subjects is compared with the performance of the same subjects on a general topic and with a control group who talked on two comparable general topics. Analysis focuses on discourse organization, including turntaking patterns and episode structure. Results suggest that text construction is facilitated by learners' expertise and investment in the topic of conversation. Invested subjects constructed more coherent episodes and, in some cases, more independent turns on their topics of specialization. In the absence of such expertise, however, recent rehearsal of topics by some control subjects appeared to permit similarly enhanced discourse organization. Thus, the study reveals a complex relationship between specialized knowledge and text construction that suggests new avenues for future research into topic-related interlanguage variation.

This paper reexamines claims that second language learners are more accurate at judging long-distance object extraction than subject extraction and that the difference in accuracy is due to processing factors rather than differences in underlying competence. Although previous studies have reported robust effects for the subject/object asymmetry, the global nature of the response measures leaves open the question of whether the subject gap is in fact the locus of difficulty for second language learners. Using many of the same stimuli sentences from original research in combination with a theory of principle-based parsing, this study employs the moving window display technique to collect on-line measures of processing long-distance wh-extraction. Twenty-five advanced Chinese-speaking ESL learners provided grammaticality judgments in two presentation conditions: full-sentence, where judgment reaction times are measured from sentence onset to the learner's judgment; and word-by-word reading, where word-by-word latencies are collected in addition to judgments. The accuracy and reaction time results from the full-sentence condition replicated previous findings. The word-by-word results confirm that it is the subject gap that is the source of difficulty for the learners. Claims in the literature that principles of Universal Grammar are not available to adult learners are not supported by these results, which show that parsing, and not grammatical competence, is the source of difficulty on performance with subject extraction sentences.

Some earlier SLA research suggests that zero pronouns should be easily acquired by second language learners, yet this has not been carefully examined because studies of nominal reference are usually limited to the acquisition of languages that do not have zero pronouns. This study examines how speakers of languages with zero pronouns (Japanese) and without them (English) use zero pronouns when acquiring a language that has them (Mandarin Chinese). The findings show that second language learners do not use zero pronouns as often as native speakers and that their use increases with proficiency. When examined more closely, it can be seen that the speakers have no difficulty using zero pronouns when there is a syntactic or semantic restriction, but they do have difficulty at the discourse level. It is claimed that this underuse of zero pronouns corresponds with other research that shows that second language learners tend to avoid pronouns in favor of full noun phrases. Some explanations for these phenomena are postulated.

John Schumann and colleagues (Jacobs, 1988; Jacobs & Schumann, 1992; Pulvermüller & Schumann, 1994; Schumann, 1990a, 1990b) have argued for a neurobiological perspective on language acquisition, one that denies a role for a specifically linguistic mental module of the sort proposed by, for example, Chomsky (e.g., 1986). In this paper, we challenge this perspective by offering evidence that such a mental module must be involved in the acquisition of grammatical competence.

This paper presents an empirical study of repetition in expository essays written by 24 nonnative speakers (NNS) and 16 native speakers (NS) of English. Repetition is coded according to three categories: the degree of particular types of repetition, the interaction between instances of repetition, and the location of these interactions (Hoey, 1991). Four quantitative measures devised for this study show no significant differences between the two groups. A qualitative comparison of three essays from each group, however, shows that the NSSs do not match their degree of repetition to the development of the argument structure of the text in the same way as the NSs. These examples from NNS texts show that when considering the significance of repetition the content of what is being repeated is as important as the quantity.

This is a report on a computerized experiment with a miniature linguistic system, consisting of five morphological rules and a lexicon of 98 words. Two hypotheses derived from the literature in cognitive psychology and psycholinguistics were tested: that explicit-deductive learning would be better than implicit-inductive learning for straightforward (“categorical”) rules, and that implicit-inductive learning would be better than explicit-deductive learning for fuzzy rules (“prototypicality patterns”). Implicit-inductive learning was implemented by pairing sentences with color pictures; explicit-deductive learning was implemented by means of traditional grammar rule presentation, followed by picture-sentence pairing. The findings were in the expected direction for both hypotheses, but only the first one could be confirmed through statistically significant results.

Eubank and Gregg (1995) claim that “Jacobs and Schumann wish to deny the existence of UG” (p. 42). This statement presupposes the existence of Universal Grammar (UG). However, Jacobs, Schumann, and Pulvermuller see the existence of UG and its possible neural substrate as an empirical issue and, therefore, are free to explore it, examine it, and question it. If it were demonstrated that there were, in fact, no UG, it would do great violence to Eubank and Gregg's theory. However, if it were demonstrated that UG did exist, Jacobs, Schumann, and Pulvermüller could easily accommodate this fact in their positions. Jacobs (1988) and Jacobs and Schumann (1992) point out some neural arguments against UG; Pulvermuller and Schumann (1994) actually argue for a neural specialization for grammar but not specifically a UG, and Schumann (1993, 1994) examines differential success in second language acquisition by assuming a highly canalized, neural basis for grammar.

This paper is based on a study by Chaudron and Parker (1990) on the effect of discourse markedness and structural markedness on the development of noun phrase use. In the previous study, it was found that zero anaphora, the least marked form on the two counts, did not fulfill the general predictions drawn from the two markedness scales, and no explanation was offered for that phenomenon. The research presented here partially replicates that study but focuses on the use of zero anaphora in written text, distinguishing between pragmatically constrained and syntactically constrained zero anaphora. Our findings are discussed in light of this distinction, and an explanation lying in the interaction among markedness, the L1, and the L2 is proposed.

Different expectations for structure and content in the construction of text can lead to difficulties in cross-cultural communication. This study investigates letters of reference as one type of written text that is relatively frequent in the contexts of the international academic community. Sixty-five letters of reference written by American referees and 65 letters written by referees from five Asian cultures were analyzed to discover the conventions and expectations guiding readers and writers from these backgrounds. Although there were many similarities in the two sets of texts, there were also several differences in the structure, content, and implicature employed in the letters; there is a complex interaction between the tripartite conceptual structure of the letters (the introduction, body, and closing) and the occurrence of specific elements of content and the form those elements took.

I wish to warn young men against the invincible attraction of theories which simplify and unify seductively. Ruled by the [reticularist] theory, we who were active in histology then saw networks everywhere [italics added].… This [reticularist theory] was admirably convenient, since it did away with all need for the analytical effort involved in determining in each case the course through the gray matter followed by the nervous impulse. It has rightly been said that the reticular hypothesis, by dint of pretending to explain everything easily and simply, explains absolutely nothing; and, what is more serious, it hinders and almost makes superfluous future inquiries regarding the intimate organization of the centers [italics added]. (Ramóny Cajal, 1989, pp. 303–337)