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Chapter 11: Second-Language Acquisition
Chapter Overview and Objectives
This chapter introduces students to general issues in second-language acquisition (SLA);
patterns in the acquisition of phonology, morphology, syntax, and semantics; and
nonlinguistic influences on SLA. After completing this chapter, students should be able to
٪ Describe the basic tenets of SLA theories related to interlanguage, language transfer,
language universals, and markedness.
٪ Identify common phonological patterns in SLA.
Key Terms and Concepts
interlanguage
error analysis
contrastive analysis
negative/positive transfer
parametric universal
marked/unmarked
form
developmental
homonym
cognitive style
field independence/
dependence
Commentary on Chapter 11
Although Chapter 11 is relatively short, it is also relatively difficult because it deals with two
linguistic variables: the language the speaker has already acquired (L1) and the language the
speaker is learning (L2). As students review the exercises, remind them of the three main
Suggested Answers to Exercises
Exercise A, pp. 247–249
1. †
54 Second-Language Acquisition
Exercise B, p. 251
1. †
Exercise C, p. 252
1. a. Last night indicates past time.
b. The sequence of clauses mirrors the sequence of events.
d. ‘lacking sufficient hands’
Exercise D, p. 255
1. b. the negative transfer of an L1 feature to L2
2. †
Exercise E, p. 257
1. The nonnative speakers are avoiding idioms.
Exercise F, pp. 258–259
1. Code-switching to Spanish occurs when the topic is personal; code-switching to English
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Supplementary Exercises, pp. 260–263
1. a. syntax
c. semantics
7. Wanna-contraction is blocked across a movement site (e.g., who in A.1 originates
56 Second-Language Acquisition
Exploratory Exercises, p. 263
1. Not all of the data fit clearly into one of the categories.
2. Answers will vary. From the first finding, you might conclude that as exposure to English