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Crosslinguistic influence in L3 acquisition across linguistic modules
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Grammatical meaning and the second language classroom : introduction
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L3 sentence processing: Language-specific or phenomenon-sensitive?
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What attrites when and why: Implications of the Bottleneck Hypothesis
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Terminology choice in generative acquisition research: the case of “incomplete acquisition” in heritage language grammars
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Grammatical meaning and the second language classroom: introduction
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The Bottleneck Hypothesis updated
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Abstract:
The Bottleneck Hypothesis identifies parts of the grammar that are easier or moredifficult to acquire in a second language. It argues that the functionalmorphology is the bottleneck in L2 acquisition because it bundles a variety ofsemantic, syntactic & phonological features that affect the meaning & acceptabilityof the whole sentence. In this chapter, the BH is updated after a decade sinceits proposal. Current views of Universal Grammar & parametric variation areoutlined. Implications of those current views for adult L2A are spelled out. Newevidence for the BH is reviewed from the L2A of semantics, morphophonology &syntax. Additional factors that complicate acquisition of the functionalmorphology are discussed and a pyramid of L2A difficulty is proposed.
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URL: https://eprints.soton.ac.uk/418909/ https://eprints.soton.ac.uk/418909/1/Slabakova_chapter_in_GALANA_book_final.docx
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L1–L2 differences in the L2 classroom:: anticipating Anglophone learners’ difficulties with French pronoun interpretation
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Choice of words matters, but so does scientific accuracy: Reply to peer commentaries
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The Bottleneck Hypothesis in L2 acquisition: L1 Norwegian learners’ knowledge of syntax and morphology in L2 English
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The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax-discourse property in L2 Spanish
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Multisite replication in second language acquisition research : Attention to form during listening and reading comprehension
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