Thesis
Second language learning and second language acquisition: an evolutionary epistemological perspective
Southern Cross University, School of Social and Workplace Development
Doctor of Philosophy (PhD), Southern Cross University
1999
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Abstract
Whereas improvements in language teaching pedagogy are dependent on theories of language learning and acquisition, limitations to the former have arisen from widespread disagreements over the latter. This thesis attempts to point towards a way forward using an evolutionary epistemological understanding of language learning. It further considers implications of such an approach for language teaching pedagogy.
Following claims that all learning can be explained through the evolutionary perspective (Campbell, 1974; Cziko, 1995; Edelman, 1992; Plotkin, 1994; Popper, 1974), this thesis examines the phenomenon of language acquisition as a product of evolution which advances through evolutionary epistemological learning mechanisms. Adhering to evolutionary principles, it is argued that successful second language learning needs to take into account a number of dimensions. These include the driving forces of frequency, recency, and regularity, and certain control mechanisms such as feedback and error correction. Thus, an evolutionary approach to second language learning and acquisition requires a multi-dimensional learner centred framework that takes into account advancements in psychology, education and linguistics, areas that often have been ignored by language learning researchers and practitioners. This evolutionary epistemological perspective allows for a more thorough understanding of those learning processes that ultimately lead to second language acquisition. Particular emphasis is placed on evolutionary epistemological learning strategies, and parallels are drawn between these and skill models of language learning. Central to this thesis is the notion that beginning second language learning by adult learners should be seen as similar to general skill learning, where automaticity is critical.
A case study approach within the tradition of naturalistic inquiry was chosen for the empirical research component of this research program to allow the phenomena to be studied in its total context. Two groups of foreign language learners were investigated, with both groups engaged in the study of the Japanese language in a tertiary setting. An eclectic integrative approach was favoured so as to be able to address the major research questions. This included seeking qualitative data derived from a variety of sources to generate an account of the realities perceived by learners themselves about their own understandings of and beliefs in their learning processes.
Findings of the empirical research support the notion that evolutionary epistemological learning principles indeed can account for Japanese language acquisition. Evolutionary epistemology, it is argued, can introduce another perspective to effective language pedagogy. Perhaps, more importantly, this approach could dramatically change our understanding of the psycholinguistic nature of second language learning and the learning processes by which beginning adult language learners interact with teacher, peers and computers.
Details
- Title
- Second language learning and second language acquisition: an evolutionary epistemological perspective
- Creators
- Christine Maingard
- Contributors
- Allan Ellis (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Philosophy (PhD)
- Theses
- Doctor of Philosophy (PhD), Southern Cross University
- Publisher
- Southern Cross University, School of Social and Workplace Development
- Number of pages
- xii, 427
- Identifiers
- 991012931100002368
- Copyright
- © Christine Maingard 1999
- Academic Unit
- Faculty of Education; School of Education
- Resource Type
- Thesis