John Benjamins Publishing Company
Chapter 1. What is easy and what is hard to acquire in a second language
Abstract
Explaining why some linguistic features and constructions are easy or difficult to acquire in a second language has become a prominent current concern in generative second language acquisition (SLA) research. Based on a comparison of findings on the L2 acquisition of functional morphology, syntax, the syntax-semantics and syntax-discourse interfaces, the Bottleneck Hypothesis argues that functional morphemes and their features are the bottleneck of L2 acquisition; acquisition of syntax and semantics (and maybe even the syntax-discourse interface) flows smoothly (Slabakova 2006, 2008). The chapter presents recent experimental studies supporting this view. A pedagogical implication of this model is discussed, namely, that an enhanced focus on practicing grammar in language classrooms is beneficial to learners.
Abstract
Explaining why some linguistic features and constructions are easy or difficult to acquire in a second language has become a prominent current concern in generative second language acquisition (SLA) research. Based on a comparison of findings on the L2 acquisition of functional morphology, syntax, the syntax-semantics and syntax-discourse interfaces, the Bottleneck Hypothesis argues that functional morphemes and their features are the bottleneck of L2 acquisition; acquisition of syntax and semantics (and maybe even the syntax-discourse interface) flows smoothly (Slabakova 2006, 2008). The chapter presents recent experimental studies supporting this view. A pedagogical implication of this model is discussed, namely, that an enhanced focus on practicing grammar in language classrooms is beneficial to learners.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgments ix
- Foreword xi
- Introduction 1
- Chapter 1. What is easy and what is hard to acquire in a second language 5
- Chapter 2. Systemic Functional approaches to second language acquisition in school settings 29
- Chapter 3. From input, output and comprehension to negotiation, evidence, and attention 49
- Chapter 4. Skill Acquisition Theory and the role of practice in L2 development 71
- Chapter 5. The Input Processing Theory in second language acquisition 93
- Chapter 6. Processability Theory 111
- Chapter 7. Sociocultural Theory and second language development 129
- Chapter 8. Investigating L2 spoken syntax 153
- Chapter 9. Connectionist models of second language acquisition 177
- Chapter 10. Dynamic Systems Theory as a comprehensive theory of second language development 199
- Chapter 11. Electrophysiology of second language processing 221
- Afterword. On multiplicity and mutual exclusivity 243
- List of contributors 257
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgments ix
- Foreword xi
- Introduction 1
- Chapter 1. What is easy and what is hard to acquire in a second language 5
- Chapter 2. Systemic Functional approaches to second language acquisition in school settings 29
- Chapter 3. From input, output and comprehension to negotiation, evidence, and attention 49
- Chapter 4. Skill Acquisition Theory and the role of practice in L2 development 71
- Chapter 5. The Input Processing Theory in second language acquisition 93
- Chapter 6. Processability Theory 111
- Chapter 7. Sociocultural Theory and second language development 129
- Chapter 8. Investigating L2 spoken syntax 153
- Chapter 9. Connectionist models of second language acquisition 177
- Chapter 10. Dynamic Systems Theory as a comprehensive theory of second language development 199
- Chapter 11. Electrophysiology of second language processing 221
- Afterword. On multiplicity and mutual exclusivity 243
- List of contributors 257
