CONTENTS
Acknowledgements = xiii
Introduction = xv
Chapter One: Developing a Theory of Language Acquisition
1.0 Overview of the Chapter = 1
2.0 Language Learnability = 1
2.1 The Theory of Grammar as a Theory of Mind = 2
2.1.2 Externalized versus Internalized Language = 2
2.2 Theories of Mind = 3
2.3 The Question of Modularity = 5
2.4 Evidence from Atypical Acquisition = 5
3.0 Theories of Learning = 7
3.1 Induction versus Deduction = 7
3.2 Constructivism versus Innatism = 8
4.0 The Role of the Environment = 9
4.1 Negative Evidence = 12
4.2 Modified Input = 13
4.3 Modified Input in Second Language Acquisition = 14
5.0 Conditions on Models of Language Acquisition = 14
5.1 Parameterized Universal Grammar = 15
5.2 Pinker's Criteria and Parameter Setting = 16
6.0 Historical Overview of Studies in Second Language Acquisition = 17
6.1 Transfer Errors = 19
6.2 Developmental Errors = 20
7.0 Universal Grammar and Second Language Acquisition = 21
8.0 Adult Access to UG = 23
9.0 Conclusion = 30
Notes to Chapter One = 30
Chapter Two: Metrical Phonology
1.0 Overview of the Chapter = 32
2.0 Phonology and Learnability = 32
3.0 Stress = 32
3.1 English Stress = 33
3.2 A Metrical Theory of Stress = 34
3.3 Stress Assignment = 35
4.0 Terminology = 36
4.1.1 Direction of Tree Construction = 36
4.1.2 Quantity Sensitivity = 37
4.1.3 Extrametricality = 38
4.1.4 Binary and Unbounded Feet = 38
4.1.5 The Word Tree = 39
5.0 Universal Aspects of Metrical Systems = 40
6.0 Metrical Parameters = 40
7.0 Investigating the Metrics of the Languages in Question = 41
7.1.1 English Stress Revisited = 41
7.1.2 The Cycle and Metrical Phonology = 43
7.1.3 Extrametricality Revisited = 44
7.1.4 Stress Retraction = 45
7.1.5 English Metrical Parameters = 45
7.2 Polish Stress = 46
7.3 Hungarian Stress = 47
8.0 A Learning Theory for Phonology = 49
8.1 The Subset Principle = 50
8.2 Default Settings = 51
9.0 Conclusion = 53
Notes to Chapter Two = 53
Chapter Three: Acquisition of L1 Stress
1.0 Overview of the Chapter = 55
2.0 Stress Acquisition in L1 = 55
3.0 Theories of Phonological Acquisition = 59
4.0 A Modular Lexicon = 60
5.0 Summary = 61
Notes to Chapter Three = 61
Chapter Four: Research Methodology
1.0 Overview of the Chapter = 62
2.0 Language Groups = 62
3.0 Experimental Tasks = 62
3.1 Production versus Perception = 64
4.0 Experimental Items = 65
5.0 The Subjects = 69
5.1 Language Background = 69
6.0 Additional Tests = 70
6.1 Proficiency = 70
6.2 Vocabulary = 70
6.3 Order of Presentation = 71
7.0 Developing the Instrument = 72
8.0 Reliability of the Test = 75
Notes to Chapter Four = 75
Chapter Five: The Polish Study
1.0 Overview of the Chapter = 76
2.0 General Predictions Regarding Polish = 76
3.0 Polish Error Patterns = 76
4.0 Error Totals = 77
4.1 Two Lexicons = 80
5.0 Explaining the Polish Errors = 80
5.1.1 Classes 1 & 2: Common Errors = 81
5.1.2 Classes 1 & 2: Uncommon Errors = 83
5.1.3 Classes 1 & 2: Within-Class Variation = 84
5.2.1 Classes 3, 4 & 5: Common Errors = 84
5.2.2 Classes 4 & 5: Uncommon Errors = 88
5.2.3 Class 3: Uncommon Errors = 88
5.2.4 Classes 3, 4, & 5: Within-Class Variation = 89
5.3.0 Class 6: Common Errors = 89
5.3.1 Class 6: Uncommon Errors = 92
5.3.2 Class 6: Within-Class Variation = 93
5.4.0 Class 7: Common Errors = 93
5.4.1 Class 7: Uncommon Errors = 95
5.4.2 Class 7: Within-Class Variation = 96
6.0 Overall Description of Polish Errors = 96
6.1 Polish Errors Ranked by Class = 98
7.0 Summary of Evidence for Adult Access to UG = 99
7.1.1 Frequency Distribution of Errors = 99
7.1.2 Word Production Task = 100
7.1.3 Sentence Production Task = 102
7.1.4 Word Perception Task = 103
7.1.5 Sentence Perception Task = 105
8.0 Summary of Polish Errors = 107
Notes to Chapter Five = 108
Chapter Six: The Hungarian Study
1.0 Overview of the Chapter = 110
2.0 General Predictions Regarding Hungarian = 110
3.0 Hungarian Error Patterns = 111
3.1 Error Totals = 111
4.0. Explaining the Hungarian Errors = 114
4.1 Hungarian Errors and the Word-Tree Parameter = 114
4.2.1 Classes 1 & 2: Common Errors = 114
4.2.2 Classes 1 & 2: Uncommon Errors = 116
4.2.3 Classes 1 & 2 and Quantity-Sensitivity = 116
4.2.4 Classes 1 & 2: Within-Class Variation = 117
4.3.1 Class 3: Common Errors = 118
4.3.2 Class 3: Uncommon Errors = 119
4.3.3 Class 3: Within-Class Variation = 119
4.4.1 Classes 4 & 5: Common Errors = 119
4.4.2 Classes 4 & 5: Uncommon Errors = 121
4.4.3 Classes 4 & 5 and Quantity-Sensitivity = 121
4.4.4 Classes 4 & 5: Within-Class Variation = 122
4.5.1 Class 6: Common Errors = 122
4.5.2 Class 6: Uncommon Errors = 123
4.5.3 Class 6: Within-Class Variation = 124
4.6.1 Class 7: Common Errors = 124
4.6.2 Class 7: Uncommon Errors = 126
4.6.3 Class 7: Within-Class Variation = 126
5.0 Overall Description of Hungarian Errors = 127
5.1 Hungarian Errors Ranked by Class = 128
6.0 Summary of Evidence for Adult Access to UG = 129
6.1.0 Frequency Distribution of Errors = 130
6.1.1 Word Production Task = 130
6.1.2 Sentence Production Task = 132
6.1.3 Word Perception Task = 134
6.1.4 Sentence Perception Task = 135
7.0 Summary of Hungarian Errors = 137
Notes to Chapter Six = 138
Chapter Seven: Comparing the Polish & Hungarian Studies
1.0 Overview of the Chapter = 139
2.0 Transfer of L1 Parameter Settings = 139
2.1.0 Mean Scores = 139
2.1.1 Word Production Task = 140
2.1.2 Sentence Production Task = 141
2.1.3 Word Perception Task = 142
2.1.4 Sentence Perception Task = 144
3.0 Error Distribution by Class = 145
3.1.0 Word Production Task = 145
3.1.1 Ranking of Word-production Errors by Class = 146
3.2.0 Sentence Production Task = 147
3.2.1 Ranking of Sentence-Production Errors by Class = 147
3.3.0 Word Perception Task = 148
3.3.1 Ranking of Word-Perception Errors by Class = 148
3.4.0 Sentence Perception Task = 149
3.4.1 Ranking of Sentence-Perception Errors by Class = 149
4.0 Summary of Comparison = 149
Chapter Eight: Language Teachability
1.0 Overview of the Chapter = 151
2.0 Ultimate Attainment = 151
3.0 Feedback = 153
3.1 The Effects of Instruction = 154
4.0 Teachability = 154
4.1 Salient Input = 155
4.2 Error Correction = 156
4.3 Subsets and Cues = 158
4.4 Subsets and Second Language Acquisition = 161
4.5 Resetting Parameters = 162
5.0 Difficulty = 164
6.0 Explicit Knowledge and Blame Assignment = 166
7.0 Variation and Resetting = 168
8.0 Pedagogic Implications = 170
Notes to Chapter Eight = 174
Chapter Nine: Summary = 175
References = 178
Appendix A = 186
Appendix B = 189
Appendix C = 190
Appendix D = 197
Name Index = 198
Subject Index = 199
