Functionalism and Connectionism as Foundational Theories for Usage-Based SLA: An Explanatory Model for L2 German Case Acquisition

Two theories that align with and support Usage-based approaches to language acquisition are Functionalism, which motivates the communicative functions of form-meaning connections produced by grammatical phenomena, and Connectionism, which provides a biologically-plausible framework for understanding language processes. An essential part of the learning process for second language (L2) learners is to understand how the target language differs in the ways it represents similar functionality, as well as functions not represented in learners’ first languages (L1s). In some cases, communicative functions served by the L1(s) are mirrored by similar-enough processes in the L2, so that the L1 processes can be utilized by the L2 system by entrenched L1 pathways. However, other communicative functions must develop their own processing pathways to accommodate differing L2 structures, because certain grammatical features allow for, or force particular ways of processing information. If the L2 learner does not notice and adopt the L2 processes needed for distinct linguistic structures, L1 processes connected to similar meanings will continue to be utilized. As a case in point, this paper outlines why L1 English learners of German as an L2 must change the ways they process syntactic role assignment away from syntactic cues towards ones embedded in morphology and morphosyntax. The goal of this paper is to explain how Functional and Connectionist theories, housed within a larger Usage-Based understanding of Second Language Acquisition, can account for frequently unsuccessfully or only partially acquired L2 German case marking, and why instructional interventions like Concept-Based Language Instruction and Processing Instruction all produce uptake of L2 German case marking to varying degrees.