Home Linguistics & Semiotics Chapter 4. Generative approaches and the competing systems hypothesis
Chapter
Licensed
Unlicensed Requires Authentication

Chapter 4. Generative approaches and the competing systems hypothesis

Formal acquisition to pedagogical application
  • Drew Long and Jason Rothman
View more publications by John Benjamins Publishing Company
Search
Innovative Research and Practices in Second Language Acquisition and Bilingualism
This chapter is in the book Innovative Research and Practices in Second Language Acquisition and Bilingualism

Abstract

In this chapter, we ponder why highly advanced tutored learners perform differently than their naturalistic L2 counterparts at the same level of proficiency in certain, predictable contexts. The Competing Systems Hypothesis (CSH) (Rothman 2008) attempts to explain some of these differences, appealing to the deterministic role played by pedagogically-designed metalinguistic knowledge that only tutored learners have. We will review one study done to test the CSH, Rothman (2008), which compares and contrasts near-native tutored and naturalistic L2 learners of Spanish in the domains of grammatical (viewpoint) aspect. Using Rothman’s (2008) findings as an example, we will outline how one can reduce the gap between linguistic descriptive grammars and pedagogical grammars in an accessible and usable way for language teaching.

Abstract

In this chapter, we ponder why highly advanced tutored learners perform differently than their naturalistic L2 counterparts at the same level of proficiency in certain, predictable contexts. The Competing Systems Hypothesis (CSH) (Rothman 2008) attempts to explain some of these differences, appealing to the deterministic role played by pedagogically-designed metalinguistic knowledge that only tutored learners have. We will review one study done to test the CSH, Rothman (2008), which compares and contrasts near-native tutored and naturalistic L2 learners of Spanish in the domains of grammatical (viewpoint) aspect. Using Rothman’s (2008) findings as an example, we will outline how one can reduce the gap between linguistic descriptive grammars and pedagogical grammars in an accessible and usable way for language teaching.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
https://doi.org/10.1075/lllt.38.07lon

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 1.10.2025 from https://www.degruyterbrill.com/document/doi/10.1075/lllt.38.07lon/html?lang=en
Scroll to top button