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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 14 of 14 1 Implications of the bottleneck hypothesis for language attrition Slabakova, Roumyana In: The Oxford handbook of language attrition (Oxford, 2019), p. 36-48 MPI für Psycholinguistik Show details 2 The Bottleneck Hypothesis updated Slabakova, Roumyana In: Three streams of generative language acquisition research (2019), S. 319-345 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 3 Grammatical meaning and the second language classroom : introduction Marsden, Heather Lynn; Slabakova, Roumyana. - 2019 BASE Show details 4 L3 sentence processing: Language-specific or phenomenon-sensitive? Sokolova, Marina; Slabakova, Roumyana. - 2019 BASE Show details 5 What attrites when and why: Implications of the Bottleneck Hypothesis Slabakova, Roumyana. - : Oxford University Press, 2019 BASE Show details 6 Terminology choice in generative acquisition research: the case of “incomplete acquisition” in heritage language grammars Dominguez, Laura; Hicks, Glyn; Slabakova, Roumyana. - 2019 BASE Show details 7 “L” Stands for Language Slabakova, Roumyana. - 2019 Abstract: A key premise of a transdisciplinary perspective on SLA, as articulated by the Douglas Fir Group (2016), is the usage-based approach to language acquisition. In this commentary, I make the case for a generative linguistic theory-based approach to language acquisition. While both approaches are at the cognitive core of the development process, I show that experience-based predictions are sometimes challenged by theory-based predictions. I argue that while experience with language is responsible for the bulk of acquisition, there are cases where a grammar-based theory provides superior explanations. In addition, the generative framework presents a holistic, organic picture of speaker competence while also offering explanations of why performance may under-represent competence. URL: https://eprints.soton.ac.uk/427642/1/L_stands_for_Language.pdf https://eprints.soton.ac.uk/427642/ BASE Hide details 8 Grammatical meaning and the second language classroom: introduction Marsden, Heather; Slabakova, Roumyana. - 2019 BASE Show details 9 The Bottleneck Hypothesis updated Slabakova, Roumyana. - : John Benjamins, 2019 BASE Show details 10 Explorations in second language acquisition and processing Slabakova, Roumyana; Corbet, James; Dominguez, Laura. - : Cambridge Scholars Publishing, 2019 BASE Show details 11 L1–L2 differences in the L2 classroom:: anticipating Anglophone learners’ difficulties with French pronoun interpretation Slabakova, Roumyana; Shimanskaya, Elena. - 2019 BASE Show details 12 Choice of words matters, but so does scientific accuracy: Reply to peer commentaries Dominguez, Laura; Hicks, Glyn; Slabakova, Roumyana. - 2019 BASE Show details 13 The Bottleneck Hypothesis in L2 acquisition: L1 Norwegian learners’ knowledge of syntax and morphology in L2 English Jensen, Isabel Nadine; Slabakova, Roumyana; Westergaard, Marit. - 2019 BASE Show details 14 The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax-discourse property in L2 Spanish Leal, Tania; Slabakova, Roumyana. - 2019 BASE Show details

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