Second Language Acquisition and Second ... - Stephen Krashen

discussion of Adam (see discussion above). For example, copula forms are judged
to be patterns due to very high learning performance, or the lack of a learning curve.
Uguisu produced forms like "This is _______" accurately from the outset, while
learning curves for other items (like the progressive and auxiliary morphemes) were
gradual. Also, Uguisu overgeneralized the use of patterns, using patterns like
"These are _____" in singular contexts much of the time. Another example is the do
you phrase used as a question marker. Uguisu produced sentences like:
What do you doing, boy?
These forms gradually gave way to correctly inflected forms for do.
In discussing why the child second language acquirer may use routines and patterns
more than the first language acquirer, Hakuta emphasizes the older child's greater
need to communicate: "... in the case of the second language learner, we would
expect that, with advanced semantic development and yet no form with which to
express such thoughts, the need to learn the various linguistic structures of the target
language is especially acute." Until the structure of the language is acquired, it is
conceivable, Hakuta suggests, that "the learner will employ a strategy which 'tunes
in' on regular, patterned segments of speech, and employs them without knowledge
of their underlying structure, but with the knowledge as to which particular
situations call for what patterns. They may be thought of as props which
temporarily give support until a firmer foundation is built..." (p. 288).
Synthesizing both Hatch and Hakuta, one may conclude that the child second
language acquirer has both an increased need and ability to use routines and
patterns. The child second language performer is placed in peer and school
situations that demand linguistic interaction before competence is attained the "slow
way", and the older child's advanced short-term memory allows him to pick up and
retain the necessary formulas to facilitate interaction.
Another study which examines the use of routines and patterns in child second
language acquisition is that of Wagner-Gough, (1975, see also Wagner-Gough and
Hatch, 1975). Wagner-Gough noted that her subject Homer relied heavily on
routines and patterns to communicate
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