The theoretical significance of Universal Grammar in second language acquisition
Datos Bibliográficos
| ID | 11655689 |
|---|---|
| Autores | Roger Hawkins (0000-0002-3316-4760, University of Essex, autor de correspondencia) |
| Año | 2001 |
| Volumen | 17 |
| Número | 4 |
| Páginas | 345-367 |
| Fecha de publicación | 2001-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Second language Research (JOURNAL) |
| Identificadores de la revista | ISSN: 0267-6583 • E-ISSN: 1477-0326 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/026765830101700404 |
| OpenAlex | W2107226219 |
| Idioma | EN |
| Citas recibidas | 22 |
| Referencias citadas | 22 |
The evidence that native language acquisition is possible only because children are born with an innately-determined language faculty - Universal Grammar - is considerable. The evidence that the same innate ability is involved in second language acquisition (SLA) by older learners is superficially less clear. There are differences both in the context of acquisition and the nature of development. One recent approach suggests that only ‘poverty of the stimulus’ phenomena - where neither the first language (L1) nor the second language (L2) are possible sources for L2 representations - can provide incontrovertible evidence for Universal Grammar (UG) in SLA. I argue that while ‘poverty of the stimulus’ phenomena are important landmarks in theory development in SLA research, they are not the most compelling reason for assuming the involvement of UG. More compelling are attempts to explain L2-L1 differences. The latter are likely to lead to real progress, not only in understanding the nature of SLA but also the structure and organization of the language faculty itself
Comprehension approach · Developmental linguistics · Grammar · Language acquisition · Linguistics · Natural language · Second-language acquisition · Universal Grammar · EFL/ESL Teaching and Learning · Language Development and Disorders · Multilingual Education and Policy · Philosophy · Psychology
Second Language Acquisition and Universal Grammar
Selective optionality in language development
Child First Language Acquisition of English and Spanish Prepositional and Double Object Constructions
Examining the Contribution of Markedness to the L2 Processing of Spanish Person Agreement
Examining the impact of task demands on morphological variability in native and non-native Spanish
Examining second language development using event-related potentials
Bilingual and monolingual children's acquisition of Spanish dative alternation structures
Cognitive approaches to L3 acquisition
Passives in Chinese speakers' L2 English
Taking linguistics seriously
A response to Schmitz
Ultimate attainment in L2 inflection
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Revisiting Universal Grammar in L2 acquisition
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Third language acquisition
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Word Order and Nominative Case in Non-Native Language Acquisition
Direct Access to X’-Theory
Interlanguage
Second language acquisition
Critical period effects on universal properties of language
The Significance of Learner's Errors
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Gradual development of L2 phrase structure
Interlanguage A-bar dependencies
Resetting Universal Grammar parameters
Dissociating syntax from morphology in a divergent L2 end-state grammar
Putting ‘input’ in its proper place
Case and Tense in the ‘fossilized’ steady state
The Generative Study of Second Language Acquisition
Developmental and Transfer Errors
A Direction for Contrastive Analysis
Order in Phrase Structure and Movement
| Obras citantes distintas | 22 |
|---|---|
| Citas por año | 0,96 |
| Intervalo de citas | 2003 - 2025 (23) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 22 |