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What is easy and what is hard in second language acquisition: A generative perspective
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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.
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URL: http://www.benjamins.nl/#catalog/books/aals.9.04ch1/details https://eprints.soton.ac.uk/355760/
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Whether to teach and how to teach complex linguistic structures in a second language?
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Adult second language acquisition: a selective overview with a focus on the learner linguistic system
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Regular and novel metonymy in native Korean, Spanish and English: Experimental evidence for various acceptability
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L2 regular and novel metonymy: how to curl up with a good Agatha Christie in your L2
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Clitic-doubled left dislocation and focus fronting in L2 Spanish: a case of successful acquisition at the syntax–discourse interface
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The Interpretability Hypothesis again: a partial replication of Tsimpli and Dimitrakopoulou (2007)
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Clitic-doubled left dislocation and focus fronting in L2 Spanish: a case of successful acquisition at the syntax-discourse interface
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