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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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Abstract:
This chapter explores the predictions of the Bottleneck Hypothesis to language attrition. The hypothesis is based on comparing different degrees of success or difficulty in the acquisition of syntax, semantics and morphology. Its main tenets are that functional morphology presents the biggest challenge to acquisition, while syntax and semantics are relatively easier to acquire because they employ universal operations. The grammars of early and late attriters are examined with a view of checking these expectations. An overview of the literature suggests that early attriters are indeed challenged by inflectional morphology, especially when expressed by large paradigms and when lexical learning of affixes is involved. In contrast, early attriters rarely have issues with basic syntax. Essentially the same picture emerges for late attriters, modulated by linguistic complexity, redundancy of the marker, opaqueness of form–meaning mapping, as well as usage frequency. While the Bottleneck Hypothesis is too large-grained to explain all findings, its predictions appear to be largely borne out.
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URL: https://eprints.soton.ac.uk/418910/1/5_Slabakova_revised_final_in_Attrition_handbook.docx https://eprints.soton.ac.uk/418910/
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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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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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