The Role of Typological Universals in SLA - Essay Example

In order to understand Typological Universals we should see the world's languages almost as a single organism with various overlapping areas between the languages closest to them in 'root' as well as 'universal links' with all other world languages. No matter how diverse, all languages are connected by common principles - these are Typological Universals. The human brain plays a large role in typological universals through: Language Instinct. This relates to the makeup of the human brain which leads us to have language but is structured in such a way that it only allows certain languages. Genetic Blueprint. Properties of language are mentally represented by means of an unconscious, internalized, linguistic system. Each of us has a mental structure made up of rules and principles that generate and relate mental representations of many kinds. All humans learn their first language in the same way. Firstly through a preliminary stage of prelinguistic development and 'babbling' followed by a single word stage, and then a two-word stage. Simple sentences follow after this before the 'embedding' process is finalized through the use of complete sentences. There are a number of absolute universals that have characteristics which hold for all languages. The most powerful universals take the form of hierarchies (an ordered list). Below are examples of Color, Vowel and Animacy hierarchies: There are many ways knowledge of universal typologies can aid SLA but one important way could be termed 'The Iceberg Effect'. It can be difficult to learn a second language if you have scant knowledge of the structure and grammar of your own language. Although the L1 and L2 might be vastly different, they are still linked through the brain of the speaker. In understanding one's own language first, we then develop a framework for comparison. When we make a comparison we understand the perils of 'direct translation' from one language to another. While we see similarities in the use of certain tenses, articles, pronouns etc. we know that there are many instances when the two languages have very little in common. This helps a student to gain the 'iceberg effect', whereby one's knowledge of a subject is directly related to deeper background knowledge. Although perhaps never revealed, the hidden part of the iceberg backs up and cements SLA. The Role of Typological Universals in SLA Typological Universals have a vital role in Second Language Acquisition (SLA). Typological Universals can be defined as the 'notion that human languages necessarily share important, formative, properties'.1 However, this notion can both aid and hinder SLA, as in admitting that there are certain universals which link the native language (L1) with the second language (L2), one must also remain aware of how greatly languages can differ. Being aware of the differences means avoiding direct translation from L1 to L2. Assuming that the L2 works on the same structural principles as your native tongue will ensure you make numerous grammatical, syntactical and vocabulary errors. Research into Typological Universals 'aims to establish the limits within human language'.2 Study into this subject sees the world's languages almost as a single organism with various overlapping areas between the languages closest to them in 'roots' as well as 'universal links' with all other world languages. No matter how diverse, all languages are connected by common principles - these are Typological Universals. In the introduction to Typology & Second Language Acquisition, Anna Giacalone Ramat stresses how 'a basic connotation of typology is cross-linguistic comparison: implicational universals which are crucial in order to create a typology of languages of the world cannot be discovered or verified by observing only a single language'. Giacolone Ramat 2003, p.1) In 1270 Roger Bacon wrote that 'grammar is substantially one and the same in all languages, despite its accidental variations'. (Thomas 2004, p.2) While the above descriptions may appear, initially, over-simplistic, there are a number of elements between languages which form 'universals' and their role in SLA cannot be overlooked. An example of how intrinsic typological universals are in SLA is how difficult it can be to learn a L2 if you have scant knowledge of the structure and grammar of your own language. Although the L1 and L2 might be vastly different, they are still linked through the brain of the speaker. In understanding one's own language first, we then develop a framework for comparison. When we make a comparison we understand the perils of 'direct translation' from one language to another. While we see similarities in the use of certain tenses, articles, pronouns etc. we know that there are many instances when the two languages have very little in common. This helps a student to gain the 'iceberg effect', whereby one's knowledge of a subject is directly related to deeper background knowledge. Although perhaps never revealed, the hidden part of the iceberg backs up and cements SLA. There are between 4000-8000 languages which can be classified in a variety of ways regarding typological universals. These languages can be grouped according to structural characteristics, historical relatedness and area proximity. The world's languages, although they differ from one another, do not differ randomly and the range of possible human language is not structurally unlimited.3 There are three main reasons why languages conform to universal implications. The first of these is Functional Pressures. This encompasses difficult to pronounce sounds, vowel choice, color receptors in the human eye and the fact that subjects tend to be more important to the message than objects, therefore tend to come first. The second reason is Genetic Origin - if the parent language had a feature than it follows that all languages descended from it will have the same feature. The third reason is Language Instinct. This relates to the makeup of the human brain which leads us to have language but is structured in such a way that it only allows certain languages. (Hagstrom 2000, p.2) Universal Typologies themselves can be classified into three groups: absolute universals - that have characteristics which hold for all languages; universal tendencies - that have characteristics which hold for most languages and; implicational universals - which are conditional characteristics, dependent on the existence of other variables. (Hagstrom 2000, p.1) There a certain hierarchies in typological universals which hold true as absolute universals. Two such examples are Animacy hierarchy and Color and Vowel Hierarchies.4 These universal hierarchies are true for all languages. Once again, the makeup of the human brain creates universal parameters. No matter what our L1 is, Universal grammar provides a 'genetic blueprint',5 determining in advance what grammar can and cannot be like. All humans learn their first language in the same way. Firstly through a preliminary stage of prelinguistic development and 'babbling', followed by a single word stage, and then a two-word stage. Simple sentences follow after this before the 'embedding' process is finalized through the use of complete sentences. (Hagstrom 2000, p.7) To conclude, I feel the following excerpt clearly illustrates the implication typological universals have on SLA: Universal grammar places requirements on the form of grammars, providing an inventory of possible grammatical categories and features in the broadest sense, i.e. syntactic, morphological, phonological and semantic. In addition, it constrains the functioning of grammars, by determining the nature of the computational system, including the kinds of operation that can take place, as well as principles that the grammars are subject to. Universal Grammar includes invariant principles, that is, principles that are generally true across languages, as well as parameters which allow for variation from language to language. (White 2003, p.2) With a sound knowledge of typological universals a L2 learner is able both draw parallels and distinctions between the L1 and L2 and use this knowledge in successful SLA. Works Cited Giacolone Ramat, A. 2003, Typology & Second Language Acquistion, Mouton de Gruyter, New York. Hagstrom, P, 'Course Notes: CAS LX 500 Topics in Linguistics', Boston University, Fall 2000. Available at: http://www.bu.edu/linguistics/UG/course/lx500-f00/handouts/LgUniv.15.summary.pdf Thomas, M. 2004, Universal Grammar in Second Language Acquisition: A History, Routledge Taylor & Francis Group, London. White, L. 2003, Second Language Acquisition and Universal Grammar, Cambridge University Press. Reference for Figures Used in Poster Fig 1: Author's own work Fig 2: From http://www.wright.edu/academics/honors/institute/images/brain_diagram.jpg Fig 3: From Paul Hagstrom's course notes, p.2 (see above for full reference) Fig 4: From Paul Hagstrom's course notes, p.10 (see above for full reference) Fig 5: Author's own work Read More