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UID:news385@english.philhist.unibas.ch
DTSTAMP;TZID=Europe/Zurich:20221124T170722
DTSTART;TZID=Europe/Zurich:20221027T101500
SUMMARY:Are first and second language acquisition “fundamentally differen
 t”?
DESCRIPTION:It is often asserted that the acquisition of morphosyntax in th
 e first language and in late L2 learning are “fundamentally different”
  (e.g. Bley-Vroman 1989\, 2009): L1 acquisition is often assumed to be uni
 formly successful\, with all learners converging rapidly on the same gramm
 ar\, while late L2 learners show vast individual differences in attainment
  and rarely achieve native-like proficiency (e.g. DeKeyser 2000\, DeKeyser
  et al. 2010\, Johnson and Newport 1989). This has led many researchers to
  conclude that first and second language acquisition rely on different lea
 rning mechanisms. Specifically\, the acquisition of L1 grammar is supposed
  to rely (almost) exclusively on implicit learning\, which is assumed to b
 e diminished in adults. As a result\, adults need to compensate by relying
  on explicit learning\, as evidenced by robust correlations between L2 lea
 rning achievement and language aptitude.\\r\\n              I
 n this talk\, I argue that the fundamental difference between first and se
 cond language acquisition is found mostly in the eyes of beholder. I show 
 that there are considerable individual differences in L1 ultimate attainme
 nt. These are particularly striking if we consider speakers with low acade
 mic attainment and heritage language learners. Furthermore\, I present fin
 dings suggesting that L1 ultimate attainment is also strongly correlated w
 ith performance on aptitude tests – in fact\, this relationship may be e
 ven stronger than in the L2. I conclude that L1 and L2 acquisition rely on
  the same learning mechanisms (albeit not necessarily to the same extent).
X-ALT-DESC:<p>It is often asserted that the acquisition of morphosyntax in 
 the first language and in late L2 learning are “fundamentally different
 ” (e.g. Bley-Vroman 1989\, 2009): L1 acquisition is often assumed to be 
 uniformly successful\, with all learners converging rapidly on the same gr
 ammar\, while late L2 learners show vast individual differences in attainm
 ent and rarely achieve native-like proficiency (e.g. DeKeyser 2000\, DeKey
 ser et al. 2010\, Johnson and Newport 1989). This has led many researchers
  to conclude that first and second language acquisition rely on different 
 learning mechanisms. Specifically\, the acquisition of L1 grammar is suppo
 sed to rely (almost) exclusively on implicit learning\, which is assumed t
 o be diminished in adults. As a result\, adults need to compensate by rely
 ing on explicit learning\, as evidenced by robust correlations between L2 
 learning achievement and language aptitude.</p>\n<p>&nbsp\;&nbsp\;&nbsp\;&
 nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\; In t
 his talk\, I argue that the fundamental difference between first and secon
 d language acquisition is found mostly in the eyes of beholder. I show tha
 t there are considerable individual differences in L1 ultimate attainment.
  These are particularly striking if we consider speakers with low academic
  attainment and heritage language learners. Furthermore\, I present findin
 gs suggesting that L1 ultimate attainment is also strongly correlated with
  performance on aptitude tests – in fact\, this relationship may be even
  stronger than in the L2. I conclude that L1 and L2 acquisition rely on th
 e same learning mechanisms (albeit not necessarily to the same extent).</p
 >
DTEND;TZID=Europe/Zurich:20221027T120000
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