Abstract
The current theoretical landscape of second language acquisition (SLA) features abundance, disunity, and fragmentation. As early as 1993, Long counted 68 theories. That number, for sure, has only multiplied in the ensuing years, though what exactly counts as a theory has remained conceptually unsettled. Extant theories are diverse and disparate; they do not seem to gravitate toward a coherent understanding of SLA. In this article, we argue that a way to make theoretical headways is by engaging critical, well-established phenomena, a theoretical path that has long been noted but has remained intact. Using ultimate attainment, one of such phenomena, as an object of theorizing, we propose a new theory to both complement the theoretical spectrum in SLA and provide for a more holistic understanding of the phenomenon at hand.
Acknowledgments
The work presented in this paper has benefited tremendously from feedback and discussions with a number of individuals, in particular, Jan Hulistijn, Brian MacWhinney, Rebecca Oxford, and Lourdes Ortega. We are also grateful to the anonymous reviewers for their constructive comments and suggestions. Any errors therein are exclusively ours.
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© 2017 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- The pedagogical relevance of processing instruction in second language idiom acquisition
- Energy conservation: A theory of L2 ultimate attainment
- Learning to improve grammar instruction through comprehensive analysis of past research
- Impacts of task complexity on the development of L2 oral performance over time
Artikel in diesem Heft
- Frontmatter
- The pedagogical relevance of processing instruction in second language idiom acquisition
- Energy conservation: A theory of L2 ultimate attainment
- Learning to improve grammar instruction through comprehensive analysis of past research
- Impacts of task complexity on the development of L2 oral performance over time