How We Can Learn from Acquisition: The Acquisition-Learning Debate Revisited
Melinda Whong, Heather Marsden, and Kook-Hee Gil
203-210 (complete paper
or proceedings contents
A default assumption in generative second language acquisition (SLA) research is that learned L2 knowledge cannot become acquired knowledge. However, given recent generative SLA research concerned with how classroom input affects L2 performance, this paper argues that it is time to revisit this assumption. The discussion draws on both generative and non-generative research and concludes that the context of the language classroom can serve as a motivation for a cross-paradigm research agenda that will be better placed than within-framework research to develop a transition theory for L2 acquisition, and to identify how classroom input affects different types of linguistic properties.
Proceedings of the 12th Generative Approaches to Second Language Acquisition Conference (GASLA 2013)
edited by Jennifer Cabrelli Amaro, Tiffany Judy, and Diego Pascual y Cabo
Table of contents