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The pidginization process: a model for second language acquisition

In recent years there has been a growing interest and concern with identifying principles which account for the speech produced by foreign language learners. Applied linguistics has searched with tools from several sister fields, such as those from analysis of first language acquisition, from psychoand sociolinguistics, and from formal linguistic theory. In the search, the characterizations of learner speech becomes more and more difficult as models break down when confronted with actual data. Hypothesizing predictable stages of development, whether these stages be called interlanguages, idiosyncratic dialects, or realizations of hypothesis formulation, has led at the very best to vague formal models of what learners might be expected to produce at any given time, troubled by anomalies of variation, both synchronic and diachronic. That is, not only does production seem to vary considerably at any given stage both within an individual's own speech, but across a number of individuals supposedly at the same stage, but also this production varies through time, so that the notion of stages is not as informative to the researchers as once hoped. That is not to say that some regularities do not appear, and that some predictions about development cannot be made, but so far, these are low level, and not particularly helpful in any practical way, such as for curriculum design (although it is perhaps too early to ask for such applicational usefulness). More crucially, the predictions are also low level in that what is usually described is the ongoing rearrangement of surface items, with few postulations as to what might be identified. The development of an adequate theory of foreign/second language acquisition (adequate in the way theories must be, both explanatory and predictive) has been discouragingly slowed by some of the aforementioned problems along with serious shortcomings in methodological procedures, the difficulty of data gathering, comparison and contrast with pertinent studies, and, most importantly, the lack of a strong paradigm. What we have in the field at this time is data in search of a theory.