Generative Second Language Acquisition

Slabakova, Roumyana; Leal, Tania; Dudley, Amber; Stack, Micah

doi:10.1017/9781108762380

Cited by 18 publications

(7 citation statements)

References 154 publications

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“…And at times, there are fierce, tense debates. For example, the recent "critique-reply-rejoinder" style exchanges (Kaneman, 2003) between the generative approaches (Rothman & Slabakova, 2018;Slabakova et al, 2014Slabakova et al, , 2020 and the complex, dynamic, systems theory (CDST) approach (de Bot, 2015) to SLA demonstrate the stark divide between the conflicting epistemological stances regarding the three putative factors pertaining to language design and acquisition (Chomsky, 2005(Chomsky, , 2011Hauser et al, 2002;Yang et al, 2017):…”

Section: Integrating Science Of Languagementioning

confidence: 99%

Toward an Integrated Account of Working Memory and Language

Wen¹

2022

Preprint

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According to George Miller (1956), a pioneer of the ‘cognitive revolution’ and proponent of the buzzword concept of the “magical number seven,” cognitive science in the modern sense had only started in the 1950s and gradually took shape in the mid-1970s. Based on Miller’s (2003) historical account, cognitive science as a scientific field of study was originally comprised of six core disciplines, spanning psychology, linguistics, and neuroscience, as well as anthropology, artificial intelligence, and philosophy. Over the last half century, cognitive scientists have probed into the underlying mechanisms and processes of human cognition, encompassing perception, attention, consciousness, reasoning, planning, learning, and memory, among many other topics. The six constituting disciplines have all flourished and complement each other, giving rise to a new set of interdisciplinary research agendas subsuming language acquisition and cognitive development, psycholinguistics and language processing, second language acquisition and bilingualism/multilingualism, etc.

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Section: Integrating Science Of Languagementioning

confidence: 99%

Toward an Integrated Account of Working Memory and Language

Wen¹

2022

Preprint

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“…With the important work of Chomsky (e.g., 1959), interest in input per se waned as the emphasis turned to internal cognitive mechanisms that were triggered by input. Thus, the input was backgrounded in terms of theoretical importance (see Slabakova et al, 2020 for greater detail on generative approaches to SLA).…”

Section: What Are the Key Readings?mentioning

confidence: 99%

Interaction

Behney

Gass

2021

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This Element in the Cambridge Elements in Second Language Acquisition series examines the role of interaction in Second Language Acquisition research, with a focus on the cognitive interactionist approach. The Element describes the major branches of the field, considering the importance of conversational interaction in both the cognitive interactionist framework as well as in sociocultural approaches to second language learning. The authors discuss the key concepts of the framework, including input, negotiation for meaning, corrective feedback, and output. The key readings in the field and the emphases of current and future research are explained. Finally, the authors describe the pedagogical implications that the cognitive interactionist approach has had on the teaching of second languages.

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“…L2ers are thus not fully able to choose the most felicitous REs at the syntax-discourse interface in a native-like manner even at advanced (C1) levels, though future corpus research will have to determine whether native-like patterns are eventually attainable. Additionally, not all contexts at the syntax-discourse interface are equally problematic, as discussed by Slabakova (2016) and White (2011), because L2ers' performance in topic-shift contexts does not significantly differ from natives', but it does in topic-continuity as reported in previous L2 Spanish corpus (Lozano, 2016;Martín-Villena and Lozano, 2020) and experimental (Lozano, 2018) studies. The overexplicitness phenomenon that L2ers exhibit in topic-continuity contexts (i.e., higher production of overt pronouns but lower production of null pronouns than natives) is in line with previous corpus research (Crosthwaite, 2011;Hendriks, 2003;Ryan, 2015), though note that these studies do not consider proficiency levels.…”

Section: Discussionmentioning

confidence: 92%

Which Factors Determine the Choice of Referential Expressions in L2 English Discourse?

Quesada

Lozano

2020

Stud Second Lang Acquis

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ABSTRACT Referential expressions (REs) have been investigated in L2 English but to date there is no single study that systematically and simultaneously analyzes the development and acquisition of the multiple factors that constrain the choice of REs in natural discourse production. We investigate L1 Spanish–L2 English learners across three proficiency levels versus an English control group from the COREFL corpus. An analysis of both the RE and its antecedent(s) reveals that different intra- and extralinguistic factors constrain the choice of REs (information status, activated antecedents, syntactic configurations, characterhood, within-task effect, and proficiency level). L2 learners (L2ers) are sensitive to some factors but are unable to fully attain native-like levels even at advanced stages. They do not transfer null subjects from their L1 contrary to previous L2 research, and do not find all contexts at the syntax-discourse interface equally problematic, thus confirming previous theoretical proposals and empirical findings.

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Generative Second Language Acquisition

Cited by 18 publications

References 154 publications

Toward an Integrated Account of Working Memory and Language

Toward an Integrated Account of Working Memory and Language

Interaction

Which Factors Determine the Choice of Referential Expressions in L2 English Discourse?

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