“small pro” An empty pronoun that represents some

salient element in the discourse Syntax, semantics, pragmatics help

recover referent Not allowed in English, except: Diary drop Imperatives (perhaps)

Very common in other languages E.g. pronominal subjects in Spanish

Taroo ga kooen o sanpositeimasita. Taroo (SBJ) park (LOC) walking-was. Taroo was taking a walk in the park. Ziroo ga Ø hunsui no mae de mitukemasita. Ziroo (SBJ) OBJ fountain of front in found. Ziroo found (Taroo) in front of the fountain. Ø Ø kinoo no siai no kekka o kikimasita. (SBJ) (ONJ) yesterday of game of scores OBJ asked (Ziroo) asked (Taroo) the score of yesterday’s game.

Taroo ga kooen o sanpositeimasita. Taroo (SBJ) park (LOC) walking-was. Taroo was taking a walk in the park. Ø Ziroo o hunsui no mae de mitukemasita. (SBJ) Ziroo OBJ fountain of front in found. (Taroo)found Ziroo in front of the fountain. Ø Ø kinoo no siai no kekka o kikimasita. (SBJ) (ONJ) yesterday of game of scores OBJ asked (Taroo)asked(Ziroo)the score of yesterday’s game.

cúbə-s-txʷ (he/she/it/they) took (him/her/it/them) up from the shore

We stayed cabin and we met a new friend who guide us.

we received a call phone for our friends who lives in Canada.

That's why I need study English. They need earn monny As you can see I need learn English we need pratice speaking more and more I always needed stay that after school class.

when we go shopping, we need to math. I need save a lot of money, if I want go Europe

i'm speaking english good and i don't need study english

I need speak english for go to the university

i need know how write the words that i know of my vocabulary

I hope that I want live in America. Third, I hope can be a tour guide. I hope learn english as soon as possible I hope learn very well. well i hope can go this summer to LA i hope learn faster Third, I hope can be a tour guide. I hope learn english as soon as possible I hope some day can go to the other beach in the

world i hope learn faster for me comunication good I hope come again to Uk in two years. I hope back again to Natal one more time I hope understand very quikly the english. I hope know more places, cultures and diferents

people i hope i can traveling in many state from west to

east. I hope doing evrything good.

my vacation was in my home, and what i did?? I sleept, ate, ...

Thats the reason of why is this the most important class

you lose the sense of why are you here. Sometimes I think why I comed here, so far? maybe this is the real reason why is my favorite vacation.

the reason why here I am is because of the support of my family.

An empty pronoun that is used when/where: Untensed (non-finite) clauses No overt subject Theta role needs to be assigned but nothing

to absorb it Control constructions

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Caveats: French perspective, available resources, utility

1: Spanish, Portuguese, Italian 2: English, Indonesian, Romanian,

Turkish 3: German, Armenian, Bengali, Breton,

Greek, Hindi, Dutch, Nepali, Farsi, Quechua, Slavic langs., Scandinavian langs., Swahili, Tamil

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4: Arabic, Berber, Amharic, Finnish, Hebrew, Hungarian, Khmer, Thai, Tibetan, Vietnamese

5: Basque, Burmese, Chinese, Korean, Georgian, Japanese

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What’s normal for humans? Monolingualism has been the norm for humans

but Today monolinguals are a planetary minority

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’50’s-’60’s: language pedagogy ’70’s on: language learning Interlanguage (IL): influence of BOTH

L1 and L2 Transfer: L1 traits carried over to L2

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Coordinate vs. compound Lexicon(s)? Grammar(s)?

Various definitions Interlanguage Default basic L2 grammar?

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Cognitive development Object permanence Categorization Seriation Reasoning Subitation Causation

Peer pressure

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Developmental sequences differ Ultimate outcome differs Setting Age Cognitive ability/development (previous

slide)

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Not very well studied yet L1, L2 developmental sequences differ Aux verbs, copula much earlier in L2 Possessive later in L2 Complexity not as great an issue as in L1

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Transfer errors often traceable to typological differences Word-order Optional/mandatory constituents Adverb placement Tense/aspect formation

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Markedness differential: studying language differences and acquisition in terms of implicational universals Word-final voicing contrasts are highly

marked; English has, German doesn’t, so this will be difficult for L2 acquisition of English by Germans Implies asymmetries in ease/difficulty for

L2 acquisition of given language pairs

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Three possibilities re L2 vs. L1: Direct access ▪ Structure dependency

Indirect access ▪ pro-drop

No access ▪ Subjacency

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“Cognitive deficit”: lexical access RT, etc.

but

Advantages too: Overcoming distraction Executive control: task switching Delay onset of dementia

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Affective Empathy, anxiety, inhibition, risk-taking Motivation ▪ Instrumental ▪ Integrative

Cognition and metacognitive strategies Personal learning strategies

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Effective learning style Active approach to learning Tolerant, empathetic towards target group Technical knowhow about language(s) Experimentation, planning, revision

strategies Search for meaning always Practice Use the language in real communication Self-monitor, sensitivity to errors Develop L2 as separate language system

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Various areas of competence Grammatical Vocabulary Communicative Textual Illocutionary Sociolinguistic

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Microsoft EFL MICASE CHILDES Narrative, conversational L1 acquisition transcripts Longitudinal, cross-sectional Several dozen children Several languages

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