Diane Larsen-Freeman – University of Michigan
Course time: Monday/Wednesday 3:30-5:20 pm
2336 Mason Hall
The modern day study of second language acquisition (SLA) dates back to the late 1960s. What launched it was the discovery of common acquisition orders and sequences of development among all learners of a given second language. Of course, there was clear native language influence on such orders and sequences, but the L1 interference was perceived to minimally “disturb” them. This finding of universality has been remarkably robust and is widely accepted among second language acquisition researchers. It has inspired many theoretical explanations, from the existence of an innate universal grammar, still accessible in SLA, to processability theory, which explains the common order by appealing to sentence processing constraints, to usage-based theories, which attribute the universality to features in the input, such as the frequency, saliency, and contingency of form-meaning mapping of certain constructions. More recently, there has been a shift to focusing on variability in the SLA process. While it has always been acknowledged to be part of SLA, awareness of its ubiquity has been heightened through increased attention to social and contextual factors. In addition, when one examines individual learners, as opposed to group phenomena, variability is obvious. Gaussian statistics, which emphasize averages, should at least be complemented with Pareto-based statistics, which feature (nearly) infinite variance. In addition, variability has been recognized to play an important role in stimulating language development among second language learners, leading researchers to focus upon variable performance, looking for “motors of change.” The course will conclude with a consideration of a complexity-theory view of language and its learning, which inspires us to look for what unites universality and variability.