Modular and extra-modular second language knowledge of unaccusativity and unergativity by Najdi Arabic L2 learners of English
The existence of two types of second language knowledge, namely acquired and learned, implicit and explicit (or more accurately, modular and extra-modular second-language knowledge) has long been accepted by different theories within the field of second language acquisition. However, this consensus is hampered in part by a lack of empirical evidence of how each type of second language might manifest itself in the production and comprehension of the second-language learner. Adopting the Modular Cognitive Framework (Truscott & Sharwood Smith, 2004a; 2004b), this thesis aims to establish a detailed account of the nature of development of the two types of knowledge; how different input experiences stimulate the development of different types of L2 knowledge. The thesis also aims to explore how L1 cross-linguistic influence would fade with more frequent encounters with L2. The linguistic constructions tested are unaccusative and unergative verbs. The basis of choosing the linguistic constructions is the L2 English classroom practice of oversimplifying the notion of intransitivity and avoiding explicit teaching of syntactic and semantic aspects of the unaccusative and its argument. The study incorporates two empirical
Al Khalaf, Maha Abdullah H.
Modular and extra-modular second language knowledge of unaccusativity and unergativity by Najdi Arabic L2 learners of English. The existence of two types of second language knowledge, namely acquired and learned, implicit and explicit (or more accurately, modular and extra-modular second-language knowledge) has long been accepted by different theories within the field of second language acquisition. However, this consensus is hampered in part by a lack of empirical evidence of how each type of second language might manifest itself in the production and comprehension of the second-language learner. Adopting the Modular Cognitive Framework (Truscott & Sharwood Smith, 2004a; 2004b), this thesis aims to establish a detailed account of the nature of development of the two types of knowledge; how different input experiences stimulate the development of different types of L2 knowledge. The thesis also aims to explore how L1 cross-linguistic influence would fade with more frequent encounters with L2. The linguistic constructions tested are unaccusative and unergative verbs. The basis of choosing the linguistic constructions is the L2 English classroom practice of oversimplifying the notion of intransitivity and avoiding explicit teaching of syntactic and semantic aspects of the unaccusative and its argument. The study incorporates two empirical
modular extra modular second_language knowledge arabic learner_english existence types second language knowledge namely acquire learn implicit_explicit accurately modular extra modular second_language knowledge long accept different_theory within_field second_language_acquisition however consensus hamper part lack empirical_evidence type second_language might manifest production comprehension second_language_learner adopting modular cognitive framework and smith person aim_establish detailed_account nature development two_type knowledge different input experience stimulate development different_type knowledge also aim_explore cross_linguistic influence would fade frequent encounter linguistic construction test unaccusative unergative verb basis choose linguistic construction english classroom_practice oversimplify notion avoid explicit teach syntactic_semantic aspect unaccusative argument study incorporate empirical