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The generative approach to SLA and its place in modern second language studies

Rothman, J. and Slabakova, R. (2018) The generative approach to SLA and its place in modern second language studies. Studies in Second Language Acquisition, 40 (2). pp. 417-442. ISSN 1470-1545

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To link to this item DOI: 10.1017/S0272263117000134

Abstract/Summary

This article has two main goals. The first is to summarize and comment on the current state-of-affairs of generative approaches to SLA (GenSLA), thirty-five years into its history. This discussion brings the readership of SSLA up-to-date on the questions driving GenSLA agendas and clears up misconceptions about what GenSLA does and does not endeavor to explain. We engage key questions/debates/shifts within GenSLA such as focusing on the deterministic role of input in language acquisition, as well as expanding the inquiry to new populations and empirical methodologies and technologies used. The second goal is to highlight the place of GenSLA in the broader field of SLA. We argue that various theories of SLA are needed, showing that many existing SLA paradigms are much less mutually exclusive than commonly believed (cf. Rothman & VanPatten, 2013; Slabakova et al., 2014, 2015; VanPatten & Rothman, 2014) — especially in light of their different foci and research questions.

Item Type:Article
Refereed:Yes
Divisions:Interdisciplinary Research Centres (IDRCs) > Centre for Integrative Neuroscience and Neurodynamics (CINN)
Life Sciences > School of Psychology and Clinical Language Sciences > Department of Clinical Language Sciences
Life Sciences > School of Psychology and Clinical Language Sciences > Language and Cognition
Interdisciplinary Research Centres (IDRCs) > Centre for Cognition Research (CCR)
Interdisciplinary Research Centres (IDRCs) > Centre for Literacy and Multilingualism (CeLM)
ID Code:69574
Publisher:Cambridge University Press

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