二语习得中的普遍语法和标记性理论

二语习得中的普遍语法和标记性理论

作者：秦岚

来源：《青年文学家》2009年第09期

Universal Grammar and Markedness in L2 Acquisition

Abstract:Universal Grammar and Markedness, two influential theories in L2 acquisition, relates to each other. The thesis provides introduction to Universal Grammar and markedness, and discusses some certain influence of the two theories on L2 acquisition.

Key words: Universal Grammar, markedness, unmarkedness, L2 acquisition.

关键词: H0-0

【中图分类号】I045 【文献标识码】A 【文章编号】1002-2139(2009)-09-0168-1

I Universal Grammar in L2 Acquisition

1.1 Universal Grammar

Noam Chomsky's theory of Universal Grammar (UG) states that language is governed by a set of highly abstract principles that provide parameters which are given particular settings in different languages. UG, which is not acquired by learning, is the innate language competence. UG of any language is the same, not only English.

1.2 Universal Grammar and Language Acquisition

Human can master the mother tongue exactly in a short period. Chomsky regards that is because there is innate UG in human’s brain. When the stimulus input into the brain, by UG, it transfer to Generative Grammar, which can build the sentences according to particular grammar. UG enables human to acquire the first language in a short period. Meanwhile, with UG, learners are also able to acquire other languages, including the second language.

Second language learners access to their interlanguage under UG. The process of second language acquisition can be seen as the process of resetting the parameter of UG. However, the second one is much more difficult than the first one.

Other hypothesis argues that when the principles in first language acquisition are not suffice for

L2 acquisition, learners will build new principles by UG. At the beginning of L2 acquisition, UG operates the learning process by concerning the principles of the first language, later it effects directly on second language without the interference of mother tongue.

ⅡUniversal Grammar in L2 Acquisition

2.1 Markedness

Markedness Theory was proposed by Prague School, which refers to the general idea that some structures are more 'natural' or 'basic' than other structures.

According to Chomsky, the universal grammar contains both core rules and periphery rules. The core rules, which provide “general principles that apply to all language”, are unmarked. Periphery rules, which provide “particular rules of a particular language or languages”, are marked rules (Zhang Hong, 2005).

There are three forms about markedness: formal markedness, distributional markedness, and semantic markedness.

In phonetics, formal markedness is distinctive features, e.g. /t/ is unmarked for voiced; /d/ is marked for voiced. In vocabulary, markedness consists of formally unmarkedness, e.g. host, heir, and happy and formally markedness, e.g. hostess, heiress, and unhappy.

In semantics, unmarkedness is general in meaning. It is used more widely than markedness. This results from neutralization of the contrast between of unmarkedness and markedness. In the sentences “How old is your brother?” and “How young is your brother?” There is a presupposition that “your brother is young”. There is no of presupposition of “How old is your brother?”.

A semantic marked word has more concrete meaning than a semantic unmarked word. In English, lion is unmarked, means both female and male lions. Lioness, however, is the marked form and only refers to the female lion.

2.2 Markedness and Acquisition Order

Some evidence suggested that learners acquire less marked structures before more marked ones. That is to say, learners master the easier unmarked properties before the more difficult marked one.