Analysis of the Effects of Saliency, EFL input, and L1 Transfer on the Order of Acquisition
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Although recent research has extended our understanding of the link between morphosyntactic acquisition order and its causes, an overemphasis on morphosyntactic development in an ESL environment has limited understanding of how variable input, such as that found in EFL contexts, may influence the acquisition process. The purpose of this study is to examine disparities in EFL acquisition order, so that the effects of differential input on acquisition order may be better understood. A stratified sample of six Chinese EFL learners were given a 45 to 60 minute interview, which was transcribed and placed into a sequence of acquisition. The data was then analyzed in two steps. First, the sequence was contrasted with various acquisition orders from ESL contexts. Second, the sequence was contrasted with an equivalent sequence obtained from Korean EFL learners. Results revealed that acquisition of less salient features was particularly variable in an EFL context. Analysis of this variability suggests that inconsistent or limited input, coupled with influence from L1 transfer, is affecting the acquisition of less salient features. This implies that features with a lower salience should be more carefully considered when designing input and explicit instruction in an EFL context.
Abstract
Although recent research has extended our understanding of the link between morphosyntactic acquisition order and its causes, an overemphasis on morphosyntactic development in an ESL environment has limited understanding of how variable input, such as that found in EFL contexts, may influence the acquisition process. The purpose of this study is to examine disparities in EFL acquisition order, so that the effects of differential input on acquisition order may be better understood. A stratified sample of six Chinese EFL learners were given a 45 to 60 minute interview, which was transcribed and placed into a sequence of acquisition. The data was then analyzed in two steps. First, the sequence was contrasted with various acquisition orders from ESL contexts. Second, the sequence was contrasted with an equivalent sequence obtained from Korean EFL learners. Results revealed that acquisition of less salient features was particularly variable in an EFL context. Analysis of this variability suggests that inconsistent or limited input, coupled with influence from L1 transfer, is affecting the acquisition of less salient features. This implies that features with a lower salience should be more carefully considered when designing input and explicit instruction in an EFL context.
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