Element contents
Generative Second Language Acquisition
Published online by Cambridge University Press: 31 August 2020
Summary
Most human beings grow up speaking more than one language; a lot of us also acquire an additional language or languages other than our mother tongue. This Element in the Second Language Acquisition series investigates the human capacity to learn additional languages later in life and introduces the seminal processes involved in this acquisition. The authors discuss how to analyze learner data and what the findings tell us about language learning; critically assessing a leading theory of how adults learn a second language: Generative SLA. This theory describes both universal innate knowledge and individual experiences as crucial for language acquisition. This Element makes the relevant connections between first and second language acquisition and explores whether they are fundamentally similar processes. Slabakova et al. provide fascinating pedagogical questions that encourage students and teachers to reflect upon the experiences of second language learners.
- Type
- Element
- Information
- Online ISBN: 9781108762380Publisher: Cambridge University PressPrint publication: 24 September 2020
References
Adjemian, C. (1976). On the Nature of Interlanguage Systems. Language Learning, 26(2), 297–320.Google Scholar
Barr, D. J., Levy, R., Scheepers, C., & Tily, H.J. (2013). Random Effects Structure for Confirmatory Hypothesis Testing: Keep It Maximal. Journal of Memory and Language, 68(3), 255–278.Google Scholar
Bates, D., Mächler, M., Bolker, B., & Walker, S. (2015). Fitting Linear Mixed-Effects Models Using lme4. Journal of Statistical Software, 67(1). doi: 10.18637/jss.v067.i01Google Scholar
Belletti, A., Bennati, E., & Sorace, A. (2007). Theoretical and Developmental Issues in the Syntax of Subjects: Evidence from Near-Native Italian. Natural Language & Linguistic Theory, 25(4), 657–689.Google Scholar
Birdsong, D. (ed.). (1999). Second Language Acquisition and the Critical Period Hypothesis. Mahwah, New Jersey: Lawrence Erlbaum Associates.Google Scholar
Bley-Vroman, R. (1983). The Comparative Fallacy in Interlanguage Studies: The Case of Systematicity. Language Learning, 33(1),1–17.Google Scholar
Bloom, L. (1973). One Word at a Time: The Use of Single Word Utterances. The Hague: de Gruyter.Google Scholar
Borer, H. (1984). Parametric Syntax: Case Studies in Semitic and Romance Languages. Dordrecht: Foris Publications.Google Scholar
Bresnan, J. (2007). Is Syntactic Knowledge Probabilistic? Experiments with the English Dative Alternation. In Featherston, S & Sternefeld, W (eds.), Roots: Linguistics in Search of Its Evidential Base. Berlin: de Gruyter, pp. 77–96.Google Scholar
Bybee, J. (2008). Usage-Based Grammar and Second Language Acquisition. In Robinson, P & Ellis, N (eds.), Handbook of Cognitive Linguistics and Second Language Acquisition. New York: Routledge, pp. 216–236.Google Scholar
Carroll, S. E. (1999). Putting “Input” in Its Proper Place. Second Language Research, 15, 337–88.Google Scholar
Carroll, S. E. (2001). Input and Evidence: The Raw Material of Second Language Acquisition Amsterdam: John Benjamins.Google Scholar
Carroll, S. E. (2007). Autonomous Induction Theory. In VanPatten, B & Williams, J (eds.), Theories in Second Language Acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates, pp. 155–200.Google Scholar
Carroll, S. E. (2017). Exposure and Input in Bilingual Development. Bilingualism, 20(1), 3–16.Google Scholar
Chang, F., Dell, G. S. and Bock, K. (2006) ‘Becoming syntactic.’, Psychological Review, 113(2), pp. 234–272. doi: 10.1037/0033-295X.113.2.234.Google Scholar
Cho, J., & Slabakova, R. (2014). Interpreting Definiteness in a Second Language without Articles: The Case of L2 Russian. Second Language Research, 30(2), 159–190.Google Scholar
Chomsky, N. (2001). Derivation by Phase. In Kenstowicz, M (ed.), Ken Hale: A Life in Language, Cambridge, MA: MIT Press, pp. 1–52.Google Scholar
Chomsky, N. (2005). Three Factors in Language Design. Linguistic Inquiry, 36(1), 1–22.Google Scholar
Clahsen, H., & Felser, C. (2006). Grammatical Processing in Language Learners. Applied Psycholinguistics, 27(1), 3–42.Google Scholar
Clahsen, H., & Felser, C. (2018). Some Notes on the Shallow Structure Hypothesis. Studies in Second Language Acquisition, 40(3), 693–706.Google Scholar
Clark, E. V. (2009). Lexical Meaning. In Bavin, E. L. (ed.), The Cambridge Handbook of Child Language, New York: Cambridge University Press, pp. 283–300.Google Scholar
Clark, R. (1990). Papers on learnability and natural selection: Technical reports on formal and computational linguistics, vol. 1.Google Scholar
Clark, R., 1990. Papers on learnability and natural selection. Technical reports in formal and computational linguistics, (Vol. 1). Universite de Geneve.Google Scholar
Clark, R. (1992). The Selection of Syntactic Knowledge. Language Acquisition, 2, 83–149.Google Scholar
Cunnings, I. (2012). An Overview of Mixed-Effects Statistical Models for Second Language Researchers. Second Language Research, 28(3), 369–382.Google Scholar
Cunnings, I. (2017). Parsing and Working Memory in Bilingual Sentence Processing. Bilingualism: Language and Cognition, 20(4), 659–678.Google Scholar
Dallas, A. C. (2008). Influences of Verbal Properties on Second-Language Filler-Gap Resolution: A Cross-Methodological Study. Gainesville: University of Florida.Google Scholar
Davies, M. (2016). Corpus del Español: Two Billion Words, 21 Countries. www.corpusdelespanol.org/web-dial/.Google Scholar
Dekydtspotter, L., & Renaud, C. (2014). On Second Language Processing and Grammatical Development. Linguistic Approaches to Bilingualism, 4(2), 131–165.Google Scholar
Dekydtspotter, L., Schwartz, B. D., & Sprouse, R. A. (2006). The Comparative Fallacy in L2 Processing Research. In O’Brien, M. G., Shea, C, & Archibald, J (eds.), Proceedings of the 8th Generative Approaches to Second Language Acquisition Conference (GASLA 2006). Somerville, MA: Cascadilla Proceedings Project, pp. 33–40.Google Scholar
Domínguez, L., Arche, M. J., & Myles, F. (2017). Spanish Imperfect Revisited: Exploring L1 Influence in the Reassembly of Imperfective Features onto New L2 Forms. Second Language Research, 33(4), 431–457.Google Scholar
Dussias, P. E., Valdés Kroff, J. R., Guzzardo Tamargo, R. E., & Gerfen, C. (2013). When Gender and Looking Go Hand in Hand: Grammatical Gender Processing in L2 Spanish. Studies in Second Language Acquisition, 35(2), 353–387.Google Scholar
Eimas, P. D., Siqueland, E. R., Jusczyk, P., & Vigorito, J. (1971). Speech Perception in Infants. Science, 171(3968), 303–306.Google Scholar
Ellis, N. (2002). Frequency Effects in Language Processing: A Review for Theories of Implicit and Explicit Language Acquisition. Studies in Second Language Acquisition, 24, 143–188.Google Scholar
Elman, J. L., Bates, E. A., Johnson, M., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1996). Rethinking Innateness: A Connectionist Perspective on Development, Cambridge, MA: MIT Press.Google Scholar
Epstein, S. D., Flynn, S., & Martohardjono, G. (1996). Second Language Acquisition: Theoretical and Experimental Issues in Contemporary Research. Behavioral and Brain Sciences, 19(4), 677–714.Google Scholar
Felser, C., & Cunnings, I. (2012). Processing Reflexives in a Second Language: The Timing of Structural and Discourse-Level Constraints. Applied Psycholinguistics, 33(3), 571–603.Google Scholar
Felser, C., Roberts, L., Marinis, T., & Gross, R. (2003). The processing of ambiguous sentences by first and second language learners of English. Applied Psycholinguistics, 24(3), 453–489.Google Scholar
Ferreira, F., & Clifton, C. (1986). The Independence of Syntactic Processing. Journal of Memory and Language, 25(3), 348–368.Google Scholar
Flynn, S. (1985). Principled Theories of L2 Acquisition. Studies in Second Language Acquisition, 7(1), 99–108.Google Scholar
Fodor, J. D. (1998a). Leaning to Parse? Journal of Psycholinguistic Research, 27(2), 285–319.Google Scholar
Fodor, J. D. (1998b). Parsing to Learn. Journal of Psycholinguistic Research, 27(3), 339–374.Google Scholar
Fodor, J. D., & Sakas, W. (2017). Learnability. In Roberts, I (ed.), The Oxford Handbook of Universal Grammar. Oxford: Oxford University Press, pp. 249–269.Google Scholar
Fukui, N. (1988). Deriving the differences between English and Japanese: A case study in parametric syntax. English Linguistics, 5, 249–270.Google Scholar
Granena, G., & Long, M. (eds.). (2013). Sensitive Periods, Language Aptitude, And Ultimate L2 Attainment. Amsterdam: John Benjamins.Google Scholar
Gass, S. M. (1988). Integrating Research Areas: A Framework for Second Language Studies, Applied Linguistics, 19, 198–217.Google Scholar
Gass, S. M., & Mackey, A. (2002). Frequency Effects and Second Language Acquisition. Studies in Second Language Acquisition, 24(2), 249–260.Google Scholar
Gil, K.-H., & Marsden, H. (2013). Existential Quantifiers in Second Language Acquisition. Linguistic Approaches to Bilingualism, 3(2), 117–149.Google Scholar
Goldberg, A. E. (2006). Constructions at Work: The Nature of Generalization in Language, Oxford: Oxford University Press.Google Scholar
Gregg, K. R. (2003). The State of Emergentism in Second Language Acquisition. Second Language Research, 19(2), 95–128.Google Scholar
Grüter, T., Rohde, H., & Schafer, A. J. (2017). Coreference and Discourse Coherence in L2. Linguistic Approaches to Bilingualism, 7(2), 199–229.Google Scholar
Guijarro-Fuentes, P. (2012). The Acquisition of Interpretable Features in L2 Spanish: Personal a. Bilingualism: Language and Cognition, 15(04), 701–720.Google Scholar
Halberda, J. (2003). The Development of a Word-Learning Strategy. Cognition, 87(1), B23–B34.Google Scholar
Hart, B., & Risley, T. (1995). Meaningful Differences in the Everyday Lives of American Children, Baltimore, MD: Brookes Publishing.Google Scholar
Hart, B., & Risley, T. (1999). The Social World of Children Learning to Talk. Baltimore: Paul H. Brookes Publishing.Google Scholar
Hawkins, R., & Casillas, G. (2008). Explaining Frequency of Verb Morphology in Early L2 Speech. Lingua, 118(4), 595–612.Google Scholar
Hawkins, R., & Chan, C. Y.-H. (1997). The PaAtial availability of Universal Grammar in Second Language Acquisition: The ‘Failed Functional Features Hypothesis.’ Second Language Research, 13(3), 187–226.Google Scholar
Haznedar, B. (1997). L2 Acquisition by a Turkish-Speaking Child: Evidence for L1 Influence. In Hughes, E, Hughes, M, & Greenhill, A (eds.), Proceedings of the 21st Annual Boston University Conference on Language Development, Somerville, MA: Cascadilla Press, pp. 257–268.Google Scholar
Haznedar, B. (2001). The Acquisition of the IP System in Child L2 English. Studies in Second Language Acquisition, 23(1), 1–39.Google Scholar
Haznedar, B., & Schwartz, B. D. (1997). Are There Optional Infinitives in Child L2 Acquisition? In Hughes, E, Hughes, M, & Greenhill, A (eds.), Proceedings of the 21st Annual Boston University Conference on Language Development, Somerville, MA: Cascadilla Press., pp. 257–268.Google Scholar
Hoff, E., & Naigles, L. (2002). How Children Use Input to Acquire a Lexicon. Child Development, 73(2), 418–433.Google Scholar
Holmberg, A., & Roberts., I. (2014). Parameters and the three factors of language design. In Picallo, M. C. (ed.), Linguistic Variation in the Minimalist Framework, Oxford: Oxford University Press, pp. 61–81.Google Scholar
Hoot, B., Leal, T., & Destruel, E. (2020). Object focus marking in Spanish: An investigation using three tasks. Glossa: a journal of general linguistics, 5(1): 70. 1–32. DOI: https://doi.org/10.5334/gjgl.1160Google Scholar
Hopp, H. (2010). Ultimate Attainment in L2 Inflection: Performance Similarities between Non-native and Native Speakers. Lingua, 120(4), 901–931.Google Scholar
Hopp, H. (2013). Grammatical Gender in Adult L2 Acquisition: Relations between Lexical and Syntactic Variability. Second Language Research, 29(1), 33–56.Google Scholar
Hopp, H. (2018). The bilingual mental lexicon in L2 sentence processing, Second Language, 17, 5–27.Google Scholar
Hwang, S. H., & Lardiere, D. (2013). Plural-Marking in L2 Korean: A Feature-Based Approach. Second Language Research, 29(1), 57–86.Google Scholar
Hymes, D. (1972). On Communicative Competence. In Pride, J & Holmes, J (eds.), Sociolinguistics, Harmondsworth, UK: Penguin Books, pp. 269–293.Google Scholar
Jensen, I., Slabakova, R., Westergaard, M., & Lundquist, B. (2020). The Bottleneck Hypothesis in L2 Acquisition: L1 Norwegian Learners’ Knowledge of Syntax and Morphology in L2 English. Second Language Research 36(1), 3–29.Google Scholar
Just, M. A., Carpenter, P. A., & Woolley, J.D. (1982). Paradigms and Processes in Reading Comprehension. Journal of Experimental Psychology: General, 111(2), 228–238.Google Scholar
Kaan, E., Dallas, A. C., & Wijnen, F. (2010). Syntactic Predictions in Second-Language Sentence Processing. In Zwart, J.-W. & de Vries, M (eds.), Structure Preserved: Festschrift in the Honor of Jan Koster. Amsterdam: John Benjamins, pp. 207–2013.Google Scholar
Kanno, K. (1997). The Acquisition of Null and Overt Pronominals in Japanese by English Speakers. Second Language Research, 13(3), 265–287.Google Scholar
Krashen, S. (1982). Principles and Practice in Second Language Acquisition, Oxford: Pergamon.Google Scholar
Kwon, S.-N., & Zribi-Hertz, A. (2004). Number from a Syntactic Perspective: Why Plural Marking Looks ‘Truer’ in French than in Korean. In O. Bonami & P. C. Hofherr (eds.), Empirical Issues in Formal Syntax and Semantics 5, pp. 133–158.Google Scholar
Lardiere, D. (1998a). Case and Tense in the ‘Fossilized’ Steady State. Second Language Research, 14(1), 1–26.Google Scholar
Lardiere, D. (1998b). Dissociating Syntax from Morphology in a Divergent L2 End-State Grammar. Second Language Research, 14(4), 359–375.Google Scholar
Lardiere, D. (2009). Some Thoughts on the Contrastive Analysis of Features in Second Language Acquisition. Second Language Research, 25(2), 173–227.Google Scholar
Leal, T. (2018a). Data Analysis and Sampling: Methodological Issues Concerning Proficiency in SLA Research. In Edmonds, A & Gudmestad, A (eds.), Critical Reflections on Data in Second Language Acquisition, Amsterdam: John Benjamins, pp. 63–88.Google Scholar
Leal, T. (2018b). Mapping at External Interfaces: Embedded Clitic Left Dislocations in L2 Spanish. In Cho, J, Iverson, M, Judy, T, Leal, T, & Shimanskaya, E (eds.), Meaning and Structure in Second Language Acquisition: In Honor of Roumyana Slabakova, Amsterdam: John Benjamins, pp. 36–65.Google Scholar
Leal, T., & Slabakova, R. (2019). The Relationship between L2 Instruction, Exposure, and the L2 Acquisition of a Syntax–Discourse Property in L2 Spanish. Language Teaching Research, 23(2), 237–258.Google Scholar
Leal, T., Slabakova, R., & Farmer, T. A. (2017). The Fine-Tuning of Linguistic Expectations over the Course of L2 learning. Studies in Second Language Acquisition, 39(3), 493–525.Google Scholar
Lee, E., & Lardiere, D. (2019). Feature Reassembly in the Acquisition of Plural Marking by Korean and Indonesian Bilinguals. Linguistic Approaches to Bilingualism, 9(1), 73–119.Google Scholar
Lewis, S., & Phillips, C. (2014). Aligning Grammatical Theories and Language Processing Models. Journal of Psycholinguistic Research, 44(1), 27–46.Google Scholar
Liceras, J. (1986). Linguistic Theory and Second Language Acquisition: The Spanish Nonnative Grammar of English Speakers, Tübingen: Günter Narr.Google Scholar
Liceras, J. M., Zobl, H., & Goodluck, H. (2008). The Role of Formal Features in Second Language Acquisition, New York: Routledge.Google Scholar
Lidz, J., & Gagliardi, A. (2015). How Nature Meets Nurture: Universal Grammar and Statistical Learning. Annual Review of Linguistics, 1(1), 333–353.Google Scholar
Lightfoot, D. (1999). The Development of Language: Acquisition, Change and Evolution, Cambridge: Wiley-Blackwell.Google Scholar
Linck, J. A., & Cunnings, I. (2015). The Utility and Application of Mixed-Effects Models in Second Language Research. Language Learning, 65(S1), 185–207.Google Scholar
Loewen, S., & Gass, S. (2009). The Use of Statistics in L2 Acquisition Research. Language Teaching, 42(2), 181–196.Google Scholar
Marinis, T., Roberts, L., Felser, C., & Clahsen, H. (2005). Gaps in Second Language Sentence Processing. Studies in Second Language Acquisition, 27(1), 53–78.Google Scholar
Marsden, E., Thompson, S., & Plonsky, L. (2018). A Methodological Synthesis of Self-Paced Reading in Second Language Research. Applied Psycholinguistics, 39(5), 861–904.Google Scholar
Marsden, H. (2009). Distributive Quantifier Scope in English-Japanese and Korean-Japanese Interlanguage. Language Acquisition, 16(3), 135–177.Google Scholar
Martohardjono, G. (1993). Wh-movement in the Acquisition of a Second Language: A Cross-Linguistic Study of Three Languages with and without Movement, Cornell University.Google Scholar
McDonald, J. L. (2006). Beyond the Critical Period: Processing-Based Explanations for Poor Grammaticality Judgment Performance by Late Second Language Learners. Journal of Memory and Language, 55(3), 381–401.Google Scholar
Mitchell, R., Myles, F., & Marsden, E. (2013). Second Language Learning Theories, New York: Routledge.Google Scholar
O’Grady, W. (2005). How Children Learn Language, Cambridge: Cambridge University Press.Google Scholar
Papadopoulou, D., & Clahsen, H. (2003). Parsing strategies in L1 and L2 sentence processing: A study of relative clause attachment in Greek. Studies in Second Language Acquisition, 501–528.Google Scholar
Pearl, L. S., & Lidz, J. (2009). When Domain General Learning Fails and When It Succeeds: Identifying the Contribution of Domain Specificity. Language Learning and Development, 5, 235–65.Google Scholar
Phillips, C., & Ehrenhofer, L. (2015). The Role of Language Processing in Language Acquisition. Linguistic Approaches to Bilingualism, 5(4), 409–453.Google Scholar
Pienemann, M. (1998). Language Processing and Second Language Development: Processability Theory. Amsterdam: John Benjamins.Google Scholar
Pliatsikas, C., & Marinis, T. (2013). Processing Empty Categories in a Second Language: When Naturalistic Exposure Fills the (Intermediate) Gap. Bilingualism: Language and Cognition, 16(1), 167–182.Google Scholar
Prévost, P., & White, L. (2000a). Accounting for Morphological Variation in Second Language Acquisition: Truncation of Missing Inflection? In Friedemann, M.-A. & Rizzi, L (eds.), The Acquisition of Syntax, London: Longman, pp. 202–235.Google Scholar
Prévost, P., & White, L. (2000b). Missing Surface Inflection or Impairment in second language acquisition?: Evidence from tense and agreement. Second Language Research, 16(2), 103–133.Google Scholar
R Core Development Team (2014) ‘R: A language and environment for statistical computing.’ Vienna, Austria: R Foundation for Statistical Computing. Available at: www.rproject.org.Google Scholar
Rankin, T., & Unsworth, S. (2016). Beyond Poverty: Engaging with Input in Generative SLA. Second Language Research, 32(4), 563–572.Google Scholar
Rastelli, S., & Gil, K. H. (2018). No Fear of George Kingsley Zipf: Language Classroom, Statistics and Universal Grammar. Instructed Second Language Acquisition, 2(2), 242–264.Google Scholar
Regier, T., & Gahl, S. (2003). Learning the Unlearnable: The Role of Missing Evidence. Cognition, 93, 147–55.Google Scholar
Roehr-Brackin, K. (2015). Explicit knowledge about language in L2 learning: A usage-based perspective. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 117–138). John Benjamins Publishing Company.Google Scholar
Rothman, J., & Slabakova, R. (2018). The Generative Approach to SLA and Its Place in Modern Second Language Studies. Studies in Second Language Acquisition, 40(2), 417–442.Google Scholar
Saffran, J. R. (2003). Statistical Language Learning. Current Directions in Psychological Science, 12(4), 110–114.Google Scholar
Sagarra, N., & Herschensohn, J. (2013). Processing of Gender and Number Agreement in Late Spanish Bilinguals. International Journal of Bilingualism, 17(5), 607–627.Google Scholar
Schachter, J. (1988). Second Language Acquisition and Its Relationship to Universal Grammar. Applied Linguistics, 9(3), 219–235.Google Scholar
Schmid, M. S., Gilbers, S., & Nota, A. (2014). Ultimate Attainment in Late Second Language Acquisition: Phonetic and Grammatical Challenges in Advanced Dutch–English Bilingualism. Second Language Research, 30(2), 129–157.Google Scholar
Schütze, C. T., & Sprouse, J. (2014). Judgment Data. In Podesva, R. J. & Sharma, D (eds.), Research Methods in Linguistics, Cambridge: Cambridge University Press, pp. 27–50.Google Scholar
Schwartz, B. D. (1999). Let’s Make up Your Mind: “Special Nativist” Perspectives on Language, Modularity of Mind, and Nonnative Language Acquisition. Studies in Second Language Acquisition, 21, 635–55.Google Scholar
Schwartz, B., & Gubala-Ryzak, M. (1992). Learnability and Grammar Reorganization in L2A: Against Negative Evidence Causing the unlearning of verb movement. Second Language Research, 8(1), 1–38.Google Scholar
Schwartz, B. D., & Sprouse, R. A. (1994). Word Order and Nominative Case in Nonnative Language Acquisition: A Longitudinal Study of (L1 Turkish) German Interlanguage. In Hoekstra, T & Schwartz, B. D. (eds.), Language Acquisition Studies in Generative Grammar, Amsterdam: John Benjamins, pp. 317–368.Google Scholar
Schwartz, B. D., & Sprouse, R. A. (1996). L2 Cognitive States and the Full Transfer/Full Access Model. Second Language Research, 12(1), 40–72.Google Scholar
Schwartz, B. D. & Sprouse, R. (2013). Generative approaches and the Poverty of the Stimulus. In J. Herschensohn and M. Young-Scholten (eds), The Cambridge handbook of Second Language Acquisition. Cambridge: Cambridge University Press, pp. 137–58.Google Scholar
Sharwood Smith, M. (2017). Introducing Language and Cognition, Cambridge: Cambridge University Press. doi:10.1017/9781316591505Google Scholar
Sharwood Smith, M., & Truscott, J. (2014). The Multilingual Mind: A Modular Processing Perspective, Cambridge: Cambridge University Press.Google Scholar
Shimanskaya, E. (2015). Feature Reassembly of Semantic and Morphosyntactic Pronominal Features in L2 Acquisition, University of Iowa.Google Scholar
Shimanskaya, E. (2018). On the Role of Input in Second Language Acquisition: The Case of French Strong Pronouns. Language Learning, 68(3), 780–812.Google Scholar
Slabakova, R. (2000). L1 Transfer Revisited: The L2 Acquisition of Telicity Marking in English by Spanish and Bulgarian Native Speakers. Linguistics, 38(4), 739–770.Google Scholar
Slabakova, R. (2002). The Compounding Parameter in Scond Language Acquisition. Studies in Second Language Acquisition, 24(4), 507–540.Google Scholar
Slabakova, R. (2005). What Is So Difficult about Telicity Marking in L2 Russian? Bilingualism: Language and Cognition, 8(1), 63–77.Google Scholar
Slabakova, R. (2006). Is There a Critical Period for Semantics? Second Language Research, 22(3), 302–338.Google Scholar
Slabakova, R. (2008). Meaning in the Second Language, New York/Berlin: Mouton de Gruyter.Google Scholar
Slabakova, R. (2015). The Effect of Construction Frequency and Native Transfer on Second Language Knowledge of the Syntax–Discourse Interface. Applied Psycholinguistics, 36(3), 671–699.Google Scholar
Slabakova, R., Kempchinsky, P., & Rothman, J. (2012). Clitic-Doubled Left Dislocation and Focus Fronting in L2 Spanish: A Case of Successful Acquisition at the Syntax–Discourse Interface. Second Language Research, 28(3), 319–343.Google Scholar
Slabakova, R., Leal, T., & Liskin-Gasparro, J. (2014). We Have Moved On: Current Concepts and Positions in Generative SLA. Applied Linguistics, 35(5), 601–606.Google Scholar
Slabakova, R., Leal, T., & Liskin-Gasparro, J. (2015). Rumors of UG’s Demise Have Been Greatly Exaggerated. Applied Linguistics, 36(2), 265–269.Google Scholar
Snyder, W. (2001). On the Nature of Syntactic Variation: Evidence from Complex Predicates and Complex Word-Formation. Language, 77(2), 324–342.Google Scholar
Sorace, A. (2011). Pinning down the Concept of “Interface” in Bilingualism. Linguistic Approaches to Bilingualism, 1(1), 1–33.Google Scholar
Tenenbaum, J. B., & Griffiths, T. L. (2001). Generalization, Similarity, and Bayesian Inference. Behavioral and Brain Sciences, 24, 629–40.Google Scholar
Thordardottir, E. (2015). The Relationship between Bilingual Exposure and Morphosyntactic Development. International Journal of Speech-Language Pathology, 17(2), 97–114.Google Scholar
Tomasello, M. (2000). Do Young Children have Adult Syntactic Competence? Cognition, 74(3), 209–253.Google Scholar
Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Truscott, J., & Sharwood Smith, M. (2017). Representation, Processing and Code-Switching. Bilingualism: Language and Cognition, 20(5), 903–916.Google Scholar
Tsimpli, I. M., & Dimitrakopoulou, M. (2007). The Interpretability Hypothesis: Evidence from wh-interrogatives in Second Language Acquisition. Second Language Research, 23(2), 215–242.Google Scholar
Unsworth, S. (2016). Early Child L2 Acquisition: Age or Input Effects? Neither, or Both? Journal of Child Language, 43(3), 608–634.Google Scholar
Vainikka, A., & Young-Scholten, M. (1994). Direct Access to X’-Theory: Evidence from Korean and Turkish Adults Learning German. In Hoekstra, T & Schwartz, B (eds.), Language Acquisition Studies in Generative Grammar, Amsterdam: John Benjamins, pp. 31–48.Google Scholar
Valenzuela, E. (2008). L2 End State Grammars and Incomplete Acquisition of Spanish CLLD Constructions. In Slabakova, R, Montrul, S. A., & Prévost, P (eds.), Inquiries in Linguistic Development: In honor of Lydia White, Amsterdam: John Benjamins, pp. 283–304.Google Scholar
van Gompel, R. P. G., & Pickering, M. J. (2007). Syntactic Parsing. In Gaskell, M. G. (ed.), The Oxford Handbook of Psycholinguistics, Oxford: Oxford University Press, pp. 289–307.Google Scholar
VanPatten, B. (1996). Input Processing and Grammar Instruction in Second Language Acquisition. Norwood: Ablex.Google Scholar
Viau, J., & Lidz, J. (2011). Selective Learning in the Acquisition of Kannada Ditransitives. Language, 87(4), 679–714.Google Scholar
Vikner, S. (1995) Verb Movement and Expletive Subjects in the Germanic Languages. Oxford and New York: Oxford University Press.Google Scholar
Weerman, F. (1989). The V2 conspiracy: A synchronic and a diachronic analysis of verbal positions in Germanic languages. Dordrecht: Foris.Google Scholar
Westergaard, M. & Vangsnes, Ø. A. (2005) Wh-questions, V2, and the Left Periphery of Three Norwegian Dialects. Journal of Comparative Germanic Linguistics, 8, 117–158.Google Scholar
Wexler, K., & Culicover, P. W. (1980). Formal Principles of Language Acquisition, Cambridge, MA: MIT Press.Google Scholar
White, L. (1985). The “Pro‐drop” Parameter in Adult Second Language Acquisition. Language Learning, 35(1), 47–61.Google Scholar
White, L. (1987). Against Comprehensible Input: The Input Hypothesis and the Development of Second-language Competence. Applied Linguistics, 8(2), 95–110.Google Scholar
White, L. (1989). Universal Grammar and Second Language Acquisition, Amsterdam: John Benjamins.Google Scholar
White, L. (1991). Adverb Placement in Second Language Acquisition: Some Effects of Positive and Negative Evidence in the Classroom. Second Language Research, 7(2), 133–161.Google Scholar
White, L. (2003). Second Language Acquisition and Universal Grammar, Cambridge: Cambridge University Press.Google Scholar
White, L. (2018a). Formal Linguistics and Second Language Acquisition. In Miller, D, Bayram, F, Rothman, J, & Serratrice, L (eds.), Bilingual Cognition and Language: The State of the Acience across Its Subfields, Amsterdam: John Benjamins, pp. 57–77.Google Scholar
White, L. (2018b). What Is Easy and What Is Hard: Lessons from Linguistic Theory and SLA Research. In Cho, J, Iverson, M, Judy, T, Leal, T, & Shimanskaya, E (eds.), Meaning and Structure in Second Language Acquisition: In Honor of Roumyana Slabakova, Amsterdam: John Benjamins, pp. 263–282.Google Scholar
White, L., & Genesee, F. (1996). How Native is Near-Native? The Issue of Ultimate Attainment in Adult Second Language Acquisition. Second Language Research, 12(3), 233–265.Google Scholar
White, L., & Juffs, A. (1998). Constraints on Wh- Movement in Two Different Contexts of Non-Native Language Acquisition: Competence and Processing. In Flynn, S, Martohardjono, G, & O’Neill, W (eds.), The Generative Study of Second Language Acquisition, Hillsdale, NJ: Lawrence Erlbaum Associates, pp. 111–130.Google Scholar
White, L., Valenzuela, E., Kozlowska-Macgregor, M., & Leung, Y.I . (2004). Gender and Number Agreement in Nonnative Spanish. Applied Psycholinguistics, 25(1), 105–133.Google Scholar
Whong, M., Gil, K.-H., & Marsden, H. (eds.). (2013). Universal Grammar and the Second Language Classroom, New York: Springer.Google Scholar
Yang, C. (2002). Knowledge and Learning in Natural Language, Oxford: Oxford University Press.Google Scholar
Yang, C. (2004). Universal Grammar, Statistics or Both? Trends in Cognitive Sciences, 8(10), 451–456.Google Scholar
Yang, C. (2012). Computational Models of Syntactic Acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 3(2), 205–213.Google Scholar
Yang, C. (2018). A Formalist Perspective on Language Acquisition. Linguistic Approaches to Bilingualism, 8(6), 665–706.Google Scholar
- 14
- Cited by