Scribd
Upload
4K views22 pages

A Neurofunctional Theory

This document discusses theories of second language acquisition (SLA) from a neurofunctional perspective. It proposes that both the left and right hemispheres of the brain contribute to SLA, with the left hemisphere associated with creative language use and the right hemisphere involved in patterned practice. Primary language acquisition refers to a child's acquisition of one or more languages from ages 2 to 5, while secondary language acquisition includes foreign language learning and second language acquisition. The neurofunctional perspective views language as emerging from complex neuronal events in the brain.

Uploaded by

HannahMarieAranas
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
4K views22 pages

A Neurofunctional Theory

This document discusses theories of second language acquisition (SLA) from a neurofunctional perspective. It proposes that both the left and right hemispheres of the brain contribute to SLA, with the left hemisphere associated with creative language use and the right hemisphere involved in patterned practice. Primary language acquisition refers to a child's acquisition of one or more languages from ages 2 to 5, while secondary language acquisition includes foreign language learning and second language acquisition. The neurofunctional perspective views language as emerging from complex neuronal events in the brain.

Uploaded by

HannahMarieAranas
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 22

Second Language Acquisition (SLA)

Central Concept
 A neurofunctional perspective on language
attempts to characterize the neurolinguistic
information processing systems responsible
for the development and use of language

 'there is no single “black box” for language


in the brain‘ (Hacth1983)
 Neurofunctional accounts of SLA have
considered the contribution of the left
hemisphere and the right hemisphere of the
brain.

 Right hemisphere functioning is generally


associated with holistic processing.
- storing and processing of formulaic speech
- involved in patterned practice in classroom
SLA
 The left hemisphere is associated with
creative language use, including syntactic
and semantic processing and the motor
operations involved in speaking and
writing.
 Lamendella (1979) distinguishes two basic
of types of language acquisition: (1) Primary
language acquisition and (2) Secondary
language acquisition

 Primary language acquisition is found in the


child’s acquisition of one or more languages
from 2 to 5 years.
 Secondary language acquisition is
subdivided into a) foreign language learning
b) second language acquisition.

 Two systems for language functioning


(Lamendella 1979):
(1) the communication hierarchy
(2) The cognitive hierarchy
Example
 In recent years alternative views based on
this perspective have emerged, indicating
that rather than being two independent
domains, the physical and psychological
aspects overlap significantly (Diehl, 1991).
Therefore, theories of language must link up
with theories of brain function.
 From the evolutionary perspective, the brain
was not built like a computer with a special
design in mind but natural selection is
responsible for its development. In this
process of millions of years of evolution,
new anatomical structures and functions
developed in succession in relatively distinct
stages from existing structures (Lamendella,
1980).
 These changes often involved increases in the
anatomical size and configuration of articular
structures, qualitative changes in physiological
and functional organization, and increases in
the overall information processing potential as
existing structures took new functions.

 New structures arose and carried out old


functions in new ways.
 Biologically human language originates from
earlier pre-adaptations which pave the way
for subsequent adaptive changes (Hurford,
2003).

 For example, bipedalism set in train


anatomical changes which culminated in the
human vocal tract.
 These cognitive pre-adaptations set forward
another process of evolution which led to the
appearance of syntax relatively late in the
history of man.

 It is nowadays commonly accepted that


language somehow emerges gradually from
highly complex neuronal events which are
firmly organized on a time basis.
 These neuronal events can be referred to as a
kind of programme to emphasize the
computational character of the higher-level brain
functions

 The term “serial action programme” (Ingvar,


1983) has been used in neurophysiology to refer
to conceptual structures, which is a term used in
linguistic literature for temporally organized
neuronal events pertaining to language.
 Chomsky (1991) has argued that language
is not an adaptation at all, but rather is a by-
product or side effect of the tremendous
growth of the human brain.

 He argued that the deep structure of the


grammar is innate rather than acquired, and
universal in all humans.
Critical Evaluation
 The theory distinguishes between primary,
secondary, and foreign language learning
(Lamendella, 1977).

 both monolingual and bilingual primary


language acquisition are definable by
reference to a long list of traits which exist in
accord with basic principles of neural
organization
 neural systems specific to language are to
some extent innate and genetically
programmed

 this perspective is not exclusive to language


learning, but an attempt to formulate a more
global theory for the human capacity to
learn
 neurofunctional systems are responsible for
learning new information and that the
neurofunctional perspective seems to be a
way of looking at these elements

 no firm evidence proves that neurofunctional


systems contribute more to language
acquisition than to any other learning task
 the ultimate nature of these meta-theoretical
systems is not identifiable at present

 individual variations and the degree of


attained competence in a given language do
not appear to be accounted for by the
neurofunctional systems.
 what may make the individual differences
are variables outside the human brain and
not the brain itself

 this perspective could be considered a


general way of looking at human capacity
for learning any kind of novel behavior and
not just language behavior
 if the assumption of ‘equal brain capacity
under equal conditions’ can be postulated to
be true, then, the neurofunctional
perspective cannot have a unique influence
on SLA
 The basic problem with this type of
inquiry about a phenomenon is the
difficulty of providing empirical evidence
for it. No one knows what the so-called
‘innate ability’ is and how much of
language acquisition is accomplished by
it.
 
 Therefore, the neurofunctional systems are
necessary but not sufficient requirements
for SLA because there are many external
variables involved in the processes of SLA.
Bibliography
 
 Hoff, Erika. Language Development. Florida:
Florida Atlantic University, 2007.
 http://sitiumasitah.blogspot.com/2007/12/theories-of-
second-language-acquisition.html
 http://www.scribd.com/doc/28614465/The-Working-
Paper
 http://maxpages.com/thena/ladiscussion4

You might also like