THEORY OF UNIVERSILISM-SLA

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1. PRESENTED BY: SADIA BAGRI ROLL NO: 17061517

2. TOPIC OF PRESENTATION THE UNIVERSALIST PERSPECTIVE IN SLA

3. Objectives of study Principles of the universalism Differences between data-driven and theory-driven approaches Presenting grammar universals (GU) as opposed to universal grammar (UG) Complement each other in their attempt to provide a better picture of human language faculty.

4. Universalism in SLA "Universal" refers to everything or everyone in the universe, without exception, included in a unique category of thought . It necessarily comprehends an “all-ness in oneness” which allows for no exception (fowler, 2004). Ambiguity in the popular usages of the term “universalism.”

5. Cont.. Universalists, have taken different approaches to the study of language universals, according to Gass (1984). Two of the most famous of these approaches have been, according to Mclaughlin (1987), the data-driven approach of Greenberg and the Theory-driven approach of Chomsky.

6. The data-driven perspective surface features of a wide-range of languages find out how languages vary and what principles underlie this variation. The data-driven approach considers system external factors or input as the basis.

7. GU (universal grammar) and SLA

8. Cont..

9. An implicational universal applies to languages with a particular feature that is always accompanied by another feature, such as If a language has trial grammatical number, it also has dual grammatical number, while non-implicational universals just state the existence (or non-existence) of one particular feature .

10. Accessibility hierarchy and acquisition sequences This hierarchy means that a language which can have relative clauses In 1977, Keenan and Comrie (Cited in Cook, 1991), found out the similarities in how languages combine main and relative clauses

11. The interlanguage One should not compare L2 learners to native speakers of the L2 but instead consider whether interlanguage grammars are natural language systems L2 learners may arrive at representations which indeed account for the L2 input, though not in the same way as the grammar of a native speaker.

12. The application of acquisition sequences in SLA The Natural Sequence of Learning 1 . Learners become ready to acquire item A (e.g. –s to mark plural nouns in English) before they are ready to acquire item B (e.g. –s to mark third-person verbs ) 2. In mastering a particular structural operation (e.g. forming yes/no interrogatives or negatives), natural learning sequences pass through stage X, stage Y, etc. This natural sequence is called the learner’s internal syllabus. Knowledge of the internal syllabus enables us to organize the content of the external syllabus and predict likely errors. Second Language Acquisition

13. Theory driven approach The theory-driven perspective which looks at in-depth analysis of the properties of language to determine highly abstract principles of grammar. System internal factors are those found in cognitive and linguistic processes.

14. Conclusion There is much to talk about data-driven approaches to universalism. This approach initiates the inquiries of its from the principles common to all languages, goes through a process of crosslinguistic search for the Principle, and terminates in discovering a grammar universal (GU). The theory-driven approach to universalism considers the presence of UG in both L1 and L2 acquisition as constraints on the utterances and productions of the learners.