Evidence Supporting UG in SLA
1. Cross-linguistic Similarities:
* Learners across languages exhibit similar errors and developmental stages, suggesting underlying shared grammatical principles. For example, learners often overgeneralize grammatical rules, such as using "goed" instead of "went". This suggests an innate knowledge of grammar that is not specific to any one language.
* This is further supported by the fact that learners often make errors that are not present in their native language but are found in the target language, indicating they are drawing on universal principles.
2. The Critical Period Hypothesis:
* The observation that younger learners tend to acquire language more readily and fluently than older learners suggests a sensitive period for language acquisition. This could be attributed to the accessibility of UG during childhood, which may decline with age.
3. Transfer of Grammatical Knowledge:
* Learners often transfer grammatical features from their native language to the target language, suggesting that they are mapping the new language onto their existing knowledge of UG. This can be seen in cases of positive and negative transfer, where learners either facilitate or hinder their acquisition based on how their native language aligns with the target language.
4. The "Poverty of the Stimulus" Argument:
* The input learners receive is often fragmented and incomplete. Yet, learners are able to extract complex grammatical rules from this limited input. This supports the idea that they are drawing on innate knowledge of UG to fill in the gaps.
Counterarguments Against UG in SLA
1. Limited Access to UG: Some argue that UG is fully accessible only during early language acquisition, and that it becomes less accessible or even inaccessible in adulthood. This would explain why adult learners often struggle with the complexities of grammar.
2. The Role of Input and Interaction: Focus on input and interaction emphasizes the importance of the learner's environment and experience in acquiring language. This view suggests that UG may not be as crucial as other factors like exposure to target language and opportunities for communication.
3. Diversity in SLA Outcomes: The variation in learner success and language acquisition patterns across individuals suggests that factors beyond UG, such as motivation, learning strategies, and individual differences, play significant roles.
Conclusion:
While there is evidence suggesting a role for UG in SLA, it is not a universally accepted theory. The debate continues, with researchers exploring the interplay between innate linguistic knowledge and environmental factors in the acquisition of second languages.
Important Note:
The field of SLA is complex and diverse. While UG is a significant theoretical framework, it is important to consider other perspectives and factors that contribute to language acquisition. Further research is needed to understand the intricate interplay of biological and environmental factors in shaping language learning.