Beyond poverty
Engaging with input in generative SLA
Dados Bibliográficos
| ID | 11655728 |
|---|---|
| Autores | Tom Rankin (0000-0001-5372-8773, Vienna University of Economics and Business, autor correspondente), Sharon Unsworth (0000-0002-0946-2362, Radboud University, Netherlands) |
| Ano | 2016 |
| Volume | 32 |
| Fascículo | 4 |
| Páginas | 563-572 |
| Data de publicação | 2016-07-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Second language Research (JOURNAL) |
| Identificadores do periódico | ISSN: 0267-6583 • E-ISSN: 1477-0326 |
| Editora | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0267658316648732 |
| OpenAlex | W2473326316 |
| Idioma | EN |
| Citações recebidas | 9 |
| Referências citadas | 30 |
A generative approach to language acquisition is no different from any other in assuming that target language input is crucial for language acquisition. This discussion note addresses the place of input in generative second language acquisition (SLA) research and the perception in the wider field of SLA research that generative SLA ‘ignores’ the input. This impression may have arisen because generative SLA researchers have tended not to systematically study quantitative distribution of input properties, nor qualitative properties of the input available to learners. We argue that precisely these sorts of studies would be at least beneficial, if not indispensable, to the development of a comprehensive (generative) theory of SLA. Furthermore, a welcome side-effect of more systematic engagement with input would be potential for greater accessibility for generative SLA in the wider field of second language (L2) studies
Field (mathematics · Generative grammar · Language acquisition · Linguistics · Perception · Second-language acquisition · Theoretical linguistics · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Artificial Intelligence
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A lexical semantic approach to the L2 acquisition of Spanish psych verbs
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On the Role of Input in Second Language Acquisition
The Study of Heritage Language Development From a Bilingualism and Social Justice Perspective
Input and Evidence
Meaning in the Second Language
Incomplete Acquisition in Bilingualism
Input and Interaction
Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency
Assessing the role of current and cumulative exposure in simultaneous bilingual acquisition
Generative approaches and the poverty of the stimulus
Moving Where? A Reaction to Slabakova et al. (2014)
Pedagogical Rules and their Relationship to Frequency in the Input
We Have Moved On
Variational learning in L2
Dual language exposure and early bilingual development
Early child L2 acquisition
Empirical assessment of stimulus poverty arguments
Knowledge and Learning in Natural Language
Knowledge and Learning in Natural Language
Uninterpretable features
Some thoughts on the contrastive analysis of features in second language acquisition
The CHILDES Project
Bilingual Children's Acquisition of English Verb Morphology
| Obras citantes distintas | 9 |
|---|---|
| Citações por ano | 1,13 |
| Intervalo de citações | 2018 - 2025 (8) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 9 |