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Article published In:
Epistemological issue with keynote article “The role of language processing in language acquisition” by Colin Phillips and Lara Ehrenhofer
[Linguistic Approaches to Bilingualism 5:4] 2015
► pp. 409–453

The role of language processing in language acquisition

| Department of Linguistics, Maryland Language Science Center, University of Maryland
| Department of Linguistics, Maryland Language Science Center, University of Maryland

Language processing research is changing in two ways that should make it more relevant to the study of grammatical learning. First, grammatical phenomena are re-entering the psycholinguistic fray, and we have learned a lot in recent years about the real-time deployment of grammatical knowledge. Second, psycholinguistics is reaching more diverse populations, leading to much research on language processing in child and adult learners. We discuss three ways that language processing can be used to understand language acquisition. Level 1 approaches (“Processing in learners”) explore well-known phenomena from the adult psycholinguistic literature and document how they play out in learner populations (child learners, adult learners, bilinguals). Level 2 approaches (“Learning effects as processing effects”) use insights from adult psycholinguistics to understand the language proficiency of learners. We argue that a rich body of findings that have been attributed to the grammatical development of anaphora should instead be attributed to limitations in the learner’s language processing system. Level 3 approaches (“Explaining learning via processing”) use language processing to understand what it takes to successfully master the grammar of a language, and why different learner groups are more or less successful. We examine whether language processing may explain why some grammatical phenomena are mastered late in children but not in adult learners. We discuss the idea that children’s language learning prowess is directly caused by their processing limitations (‘less is more’: Newport, 1990). We conclude that the idea is unlikely to be correct in its original form, but that a variant of the idea has some promise (‘less is eventually more’). We lay out key research questions that need to be addressed in order to resolve the issues addressed in the paper.

Article outline
  • 1.Introduction
  • 2.Language processing essentials for learners
    • 2.1Preliminaries: What we’re trying to explain
    • 2.2Accurate parsing
    • 2.3Reanalysis
    • 2.4Prediction
    • 2.5Fast and slow predictions
    • 2.6Learning relevance: Input, intake, and missed opportunities
  • 3.Level 1 accounts: Processing in learners
    • 3.1Analysis and reanalysis in children
    • 3.2Analysis and reanalysis in L2ers
    • 3.3Prediction in children
    • 3.4Prediction in L2ers
    • 3.5Summary
  • 4.Level 2 accounts: Learning effects as processing effects
    • 4.1Starting point: Universal vs. language-specific constraints on backwards anaphora
    • 4.2Principle B (pronouns) in children
    • 4.3Principle C effects in adult parsing
    • 4.4Principle A (local reflexives)
    • 4.5Principle B (pronouns) in adults
    • 4.6Russian Backwards Anaphora (again)
    • 4.7Additional antecedent effects in reconstruction (reflexives)
    • 4.8Summary: Adult on-line studies reveal the source of child errors
  • 5.Level 3 accounts: Explaining learning via processing
    • 5.1Where is language processing relevant to learning?
    • 5.2Less is more. Maybe.
    • 5.3The nature of the child advantage: When do children shine?
    • 5.4What makes the hard stuff so hard?
    • 5.5Why children shine, and how less could (eventually) be more
  • 6.Conclusion
  • Acknowledgments
  • Notes
  • References
Published online: 31 December 2015
DOI logo
https://doi.org/10.1075/lab.5.4.01phi
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