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CHOICE OF WORDS MATTERS, BUT SO DOES SCIENTIFIC ACCURACY: REPLY TO PEER COMMENTARIES

  • Laura Domínguez (a1), Glyn Hicks (a2) and Roumyana Slabakova (a3)

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We wish to start by thanking the colleagues who have offered responses to our commentary that provide useful insight, context, and criticism. It was the express goal of our piece to start a discussion about terminology, and we are pleased to see various opinions clearly expressed and cogently argued. We aim here to address some of the issues raised in the responses, and we take the opportunity to elaborate on some of the ideas for which we originally argued.

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Otheguy, R. (2019). A commentary on terminology choice in generative acquisition research: The case of “incomplete grammars” in heritage acquisition, by Domínguez, Laura, Hicks, Glyn, and Slabakova, Roumyana. Studies in Second Language Acquisition, 41, 265–268.
Schroeder, M. (2017). Investigating the learnability of a rogue grammar: Null subject parameter resetting in second language acquisition (Unpublished doctoral dissertation). Southern Illinois University at Edwardsville.
Schwartz, B., & Sprouse, R. (2000). When syntactic theories evolve: Consequences for L2 acquisition research. In Archibald, J. (Ed.), Second language acquisition and linguistic theory (pp. 156186). Oxford, UK: Basil Blackwell.
Thomas, M. (1991). Do second language learners have “rogue” grammars of anaphora. In Eubank, L. (Ed.), Point counterpoint: Universal grammar in the second language (pp. 375388). Amsterdam, The Netherlands: John Benjamins Publishing.
Thomas, M. (1995). Acquisition of the Japanese reflexive zibun and movement of anaphors in logical form. Second Language Research, 11(3), 206234.
White, L. (2003). Second language acquisition and universal grammar. Cambridge, UK: Cambridge University Press.

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