By André Fabre
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Extra info for Le coréen sans peine (with Audio)
Example text
Schachter (1986), for example, examined the data on negation from one learner and discovered that he used I don’t 30 Key Issues know for the function of expressing a lack of information but used no + verb in the context of denials. Thus, in one recording session it might look like the learner was randomly using two structures for negation when in fact it seems they were distributed across different functions or intended meanings. Variation does exist with native speakers to be sure and what is unclear is to what extent native speaker models can explain L2 learner variability.
As originally formulated, the CPH was concerned with first language acquisition, the idea being that a language was impossible to acquire past a certain age. In other words, the biologically endowed mechanisms for language acquisition are operational only during a certain period of time. If children did not receive sufficient linguistic input prior to a certain age (puberty), then those mechanisms would cease being available and language acquisition would be severely hampered if not be impossible.
Is a necessary mechanism of acquisition independent of the role of comprehensible input. Its role is, at minimum, to provide opportunities for contextualized, meaningful use, to test out hypotheses about the target language, and to move the learner from purely semantic analysis of the language to a syntactic analysis of it (1985, p. 252). , reliance on verb inflections for getting tense). Swain’s claim launched a debate in SLA that still exists today. The positions are that output is necessary (Swain’s original claim), output is not necessary, or output may be beneficial.