Piecemeal crosslinguistic influence and multilingualism
Bibliographic Data
| ID | 11655983 |
|---|---|
| Authors | Alfonso Morales‐front (0000-0003-1752-2414, Georgetown University, corresponding author), Cristina Sanz (0000-0001-9153-7038, Georgetown University) |
| Year | 2020 |
| Volume | 37 |
| Issue | 3 |
| Pages | 473-479 |
| Publication date | 2020-07-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Second language Research (JOURNAL) |
| Journal identifiers | ISSN: 0267-6583 • E-ISSN: 1477-0326 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0267658320943663 |
| OpenAlex | W3043855261 |
| Language | EN |
| Citations received | 1 |
| References cited | 24 |
Saussure proposed the division language/parole and argued that language can be studied as a formal system. Fifty years later Chomsky declared competence the core interest of linguistics. Although for years Generative second language acquisition (GenSLA) has adopted this view, a number of recent publications poke holes into the competence bubble. Westergaard’s article is among those that pushes the boundaries of Generative Grammar (GG). In our commentary, we propose that Westergaard’s Micro-cue Model (McM) and the Linguistic Proximity Model (LPM) may actually be closer to a Usage-Based Approach (UbA) to language development than to the original spirit of GG, and that Westergaard’s sound, evidence-based proposals face some drag by being presented under the aegis of GG. Specifically, the assumption that all learning derives from general cognitive processes—hence, no essential difference between L1, L2, and Ln; the use of cues that are emergent and acquired piecemeal, and the idea that language development proceeds from the specific to the general, are all hallmarks of the UbA. We believe Westergaard’s contribution is important and timely and should encourage a better appreciation of the work being done in other domains as well as an understanding of how the different approaches complement each other
Competence (human resources · Generative grammar · Grammar · Language acquisition · Linguistic competence · Linguistics · Multilingualism · Theoretical linguistics · Transformational grammar · Language Development and Disorders · Natural Language Processing Techniques · Philosophy · Psychology · Syntax, Semantics, Linguistic Variation
Linguistics across cultures
Third Language Acquisition and Linguistic Transfer
Parameter Hierarchies and Universal Grammar
Metaphors We Live By
On the typological economy of syntactic transfer
Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer
Chapter 2. Roles of L1 and L2 in L3 Production and Acquisition
Language Switches in L3 Production
Crosslinguistic influence in the acquisition of a third language
The scalpel model of third language acquisition
Parametric versus functional explanations of syntactic universals
Language acquisition as computational resetting
The Cumulative-Enhancement Model for Language Acquisition
What variables condition syntactic transfer? A look at the L3 initial state
Microvariation in multilingual situations
When Swedes begin to learn German
The role of the second language in third language acquisition
L3 syntactic transfer selectivity and typological determinacy
Unambiguous Triggers
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 2021 - 2021 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |