The Role of Universal Grammar in Second Language Acquisition from the Perspective of Chinese Acquiring English Reflexives

Jing Song

doi:10.22158/selt.v7n2p284

Abstract

In China, the second language learning has always played an important role in primary and higher education. The issue of how children acquire the second language has experienced a boom in China over the past decade as the proficiency of a person’s English level mainly depends on its acquisition in primary stage. The main focus of this paper is to examine the role of UG in the second language acquisition and to what extent it plays in the process. To illustrate this, the four access hypotheses were given firstly. In addition, the role of UG from the aspect of Chinese learners’ acquiring the English reflexives was discussed. In this section, the importance of analyzing the reflexives and the different features of them in Chinese and English were exhibited.

Highlights

The fact that children attain the first language completely and without any formal instructions and sufficient input in a short period has received increasing attentions and discussions by linguists
To indicate the role that Universal Grammar (UG) acts, this essay is organized as follow: The first part will mainly identify the assumptions about the role of UG in second language (L2) acquisition, serving as the theoretical background
The UG principles do play role in the L2 acquisition. 2.2 Indirect Access Hypothesis The indirect or partial access hypothesis points that only a small part of UG, namely the principles and parameters instantiated in first language learning can be available in the L2 acquisition

Summary

Introduction

The fact that children attain the first language completely and without any formal instructions and sufficient input in a short period has received increasing attentions and discussions by linguists. The role of UG in L2 learning will be showed in the process of attaining reflexives by Chinese learners. 2.2 Indirect Access Hypothesis The indirect or partial access hypothesis points that only a small part of UG, namely the principles and parameters instantiated in first language learning can be available in the L2 acquisition In this case, the L1 attaining is the basis of the parameter setting and parameter values resetting after this process. 2.4 Interactive Access Hypothesis The interactive access hypothesis argues that UG makes contribution to constrain the L2 learning and the UG, L2 input and first language play interactive role in the development of L2 acquisition together (Schachter, 1989). Herself must be bound to its governing category—Susan

Analysis of the Role UG Plays in Chinese Reflexives Acquisition

Conclusion