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Don't Just Say "no": Developmental Sequence of Negation
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ahmad, Kay |
| Copyright Year | 1999 |
| Abstract | The Interlanguage Theory based on error analysis discusses that learner errors are not just transfers from L1. The learner cognitively tries to determine the L2 structure and in the process creates an interlanguage of developmental sequences containing various stages. These stages often include grammatically incorrect structures. If a learner uses a grammatically correct sentence it is believed that this is a repetition of something the learner heard (often a “chunk”). When grammatically incorrect utterances are made, this is believed to show the learner’s true level of understanding of the rules and patterns of the L2 (Lightbrown & Spada, 1999). As the learner receives new input, he/she reexamines the language structure and revises his idea of the rules and patterns. He could at one point use a correct form, but then alter that correct form based on new input. For example, the learner learns the irregular past tense form of go as went at an early stage, but as new input is received, the learner discovers the –ed past tense ending pattern. The learner then begins using this new knowledge and uses goed in lieu of went. This regression shows that the learner is applying rules or patterns of the L2 that have been acquired (or learned), but the difference between the marked and unmarked forms have not yet been acquired. At times learners may remain at a certain stage for a long time without any alterations in the pattern or rule. This is known as fossilization if the learner is unable to move to the next stage. The L2 developmental sequences are similar from one learner to another. Moreover, there are similarities between L2 learner errors and children’s L1 errors. L1 and L2 have similar but not exact developmental sequence stages. Stage 1 in the L1 developmental sequence consists of no used externally. Studies in L2 negation acquisition show little or no evidence of external no. Unanalyzed don’t is developed in stage 2 of the L2 developmental sequence, but it is not developed until stage 3 of the L1 sequence. Therefore, there appears to be a natural route of acquisition that the learner follows even though the routes are not exactly the same in L1 and L2. There is a black box or internal processing unit that is used in acquiring both L1 and L2. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://auislandora.wrlc.org/islandora/object/tesolworkingpapers:24/datastream/PDF/view |
| Alternate Webpage(s) | http://www.american.edu/cas/tesol/pdf/upload/WP-2002-Ahmad-Developmental-Sequence.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
