Second Language Syntax: A Generative Introduction (review)

This book proposes a hypothesis that explains L2 acquisition of syntax. Employing the principles and parameters approach of universal grammar (UG), Hawkins argues that L2 learners approach the task of syntax acquisition by incrementally building mental representations that primarily consist of lexical projections. As learners are exposed to more L2 input, they add functional projections at an early stage of the acquisition process. Progressively, L2 learners approach a more native-like grammar through the activation of the appropriate L2 functional parameters. H calls this working theory the ‘modulated structure building’ hypothesis, an approach similar to other UG-based L2 hypotheses, especially ‘minimal trees’ (see A. Vainikka and M. Young-Scholten, ‘Gradual development of L2 phrase structure’, Second Language Research 12.7–39, 1996).

The first chapter reviews the principles of UG and claims that they can be applied to L2 acquisition. It concludes that L2 development is similar irrespective of learner age or exposure type.

Ch. 2 investigates the acquisition of English grammatical morphemes by speakers of typologically different languages in different learning settings. The order of acquisition starts with uninflected thematic verbs. However, inflections soon follow as a result of the acquisition of copula be. This is followed by auxiliary be and, finally, subject-verb agreement. Similarities between L1 and L2, H adds, facilitate the acquisition of certain inflections. Comparing his approach to other UG-based theories, H claims only his proposed ‘modulated structure building’ hypothesis accounts for the findings in the observed data.

Ch. 3 discusses negation and verb movement. It reviews studies investigating the acquisition of English sentential negation by Spanish and Japanese learners. H postulates that at the initial stage these learners overgeneralize no for all types of negation because of its frequency and cognitive saliency. Only after the acquisition of copula be, which triggers the inflectional parameters, do these learners use n’t and no to negate sentences.

Ch. 4 investigates the acquisition of word order. H reviews studies investigating the acquisition of German verb location and English relative clauses. These studies conclude that speakers of languages similar to English or German with respect to these constructions are more successful in their acquisition than speakers whose languages lack these similarities. H states that the findings of both groups of studies are in accordance with his hypothesis.

Ch. 5 discusses the acquisition of clauses. H reviews a variety of studies and reiterates the same conclusions he draws in the previous chapters (i.e. L2 acquisition is influenced by L1 and is constrained by UG principles). UG principles that constrain the acquisition of clause elements are the θ-criterion, the extended projection principle, the uniformity of theta assignment hypothesis (UTAH), and the case filter principle.

Ch. 6 discusses the acquisition of nominal phrases, stating that it is similar to that of clauses. Moreover, L1 influence is further emphasized. Japanese speakers acquire English possessive ’s more quickly than Spanish speakers because, H claims, their language has that feature. For the same reason, Spanish speakers learn English plural inflection faster than Japanese speakers.

Ch. 7 investigates movement constraints and anaphor interpretation. H admits the complexity of the results of the studies reviewed. He attributes L2 learners’ failure to observe movement constraints to their inability to process language in real time. H, however, offers no explanation for L2 learners’ erroneous interpretation of anaphor binding, suggesting that such an explanation is not possible given ‘the current state of our knowledge’ (317).

Ch. 8 concludes that no ‘full’ theory of L2 learning has yet been constructed because of the complexity of the acquisition process. H also stresses that L2 acquisition is incremental and independent of L1 and learning conditions. Finally, H critically overviews the different explanations offered to account for the deviations in the L2 grammar of adolescent and adult learners.

The book is an excellent addition to SLA research. H’s argumentation is precise and fluid, and the literature he reviews includes a variety of typologically different languages, adding credibility to his hypothesis. His proposed hypothesis, however...