人文科学研究所主催公開講演会開催のお知らせ

日程: 2014年7月2日(水)　18:00～19:15
場所: 多摩キャンパス 2号館4Ｆ　研究所会議室2

日程: 2014年7月2日(水)　18:00～19:15

場所: 多摩キャンパス 2号館4Ｆ　研究所会議室2

講師: モントルール・シルヴィーナ氏
（イリノイ州立大学教授）

内容: テーマ：「The ups and down of the monolingual native speaker and
the bilingual turn in SLA」（第二言語習得の研究にはバイリンガルの
番になりますか）
要旨： A bilingual turn in second language acquisition?
Silvina Montrul
University of Illinois at Urbana-Champaign
Cognitive and linguistic approaches to second language acquisition
(SLA) (Corder 1963, Dulay, Burt & Krashen 1982, Selinker 1972, White
2003) derive their meaning from the epistemology and methodology of
the Chomskyan paradigm － the study of language as a cognitive
system. Cognitive/linguistic approaches are mainly concerned with
establishing whether, how, and why non-native speakers differ from
(monolingual) native speakers in their linguistic knowledge and
processing, and their ultimate attainment (Abrahamsson & Hyltenstam
2009, 2011, DeKeyser in press, Granena & Long 2013, White & Genesee
1996). Emphasizing that these approaches have had a dominant role in
the theoretical landscape in the last fifty years, Firth and Wagner
(1997) called for a “social turn” that would place more emphasis on
social dimensions of SLA, qualitative methods, and focus on
individuals and inherent variation in language acquisition. The
social turn, as it turns out, produced some reconceptualization of
critical concepts in the field, proliferating at the same time yet
more theories and approaches (Atkinson 2011, Long 2007). Pleased with
this state of affairs yet concerned with SLA’s lack of trans
disciplinary relevance beyond itself, Ortega (2010, 2013) has
recently made yet another call: the “bilingual turn.” Central to
Ortega’s concern is the emphasis on the monolingual norm and the
concomitant deficit view of second language acquisition at the heart
of cognitive approaches which, in her view, cast SLA in a negative
light and prevents the field from making further progress. Placing
SLA in a closer dialogue with other fields within bilingualism will
achieve, Ortega argues, trans disciplinary relevance, and impact on
education. In this talk we will question this call by asking what a “
bilingual turn” exactly means for SLA. In other words, what are the
epistemological and practical needs for such turn?
I first trace the epistemology of cognitive approaches to SLA and
justify the monolingual bias. I show that cognitive/linguistic
approaches to SLA have already been in close dialogue with other
fields within bilingualism, psychology, language acquisition, speech
and hearing sciences and cognitive science. I then turn to the field
of bilingualism itself to show that a monolingual bias exists in that
field as well, especially because it is deemed appropriate by the
research questions that have been guided the inquiry so far. Finally,
I spell out what adopting a bilingual approach to SLA and
bilingualism would mean, and the types of questions that should guide
that type of research. I conclude by suggesting that these “turns”
can only be justified by the needs and willingness to solve complex
multidimensional societal problems, and by pressing research
questions of compelling theoretical and practical urgency.
講演言語：英語　　通訳：なし
企画：人文科学研究所研究会チーム「言語の理解と産出」