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Generative Approaches to Second Language (L2) Acquisition and Advanced L2 Proficiency

Rothman, Jason ; Bayran, Fatih ; Kupisch, Tanja LU ; Lohndal, Terje and Westergaard, Marit (2018) p.72-93
Abstract
Child first language acquisition (L1A) and adult second language acquisition (SLA) have observably different outcomes. Considering how distinct the two acquisition contexts often are, divergence is perhaps not surprising. Only adults acquiring a second language (L2) (i) are typically not surrounded by high quantities of native input, (ii) receive and must filter through significant amounts of non-native input (e.g. from classmates), (iii) deal with cross-linguistic influence/transfer from their L1, and (iv) lack the same inherent need/intrinsic motivation to acquire an additional language as children do their first. A combination of these and/or other secondary factors might explain observable differences across groups. It is, however,... (More)
Child first language acquisition (L1A) and adult second language acquisition (SLA) have observably different outcomes. Considering how distinct the two acquisition contexts often are, divergence is perhaps not surprising. Only adults acquiring a second language (L2) (i) are typically not surrounded by high quantities of native input, (ii) receive and must filter through significant amounts of non-native input (e.g. from classmates), (iii) deal with cross-linguistic influence/transfer from their L1, and (iv) lack the same inherent need/intrinsic motivation to acquire an additional language as children do their first. A combination of these and/or other secondary factors might explain observable differences across groups. It is, however, also possible that differences reflect a biologically determined cessation or weaker access to linguistic and/or cognitive learning mechanisms as a function of increased age. This chapter focuses on generative approaches to advanced proficiency and ultimate attainment potential in adult L2 acquisition where a preponderance of evidence, we will argue, does not support a biologically determined critical period specifically for universal linguistic mechanisms. The chapter also introduces the reader to newer theories within generative approaches to SLA that seek to explain discrete aspects of differences between monolingual and adult L2 at high levels of proficiency as well as individual L2 speaker variation. (Less)
Please use this url to cite or link to this publication:
author
; ; ; and
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
L2 proficiency, generative grammar
host publication
The handbook of advanced proficiency in second language acquisition
editor
Malovrh, Paul A. and Benati, Alessandro G.
pages
72 - 93
publisher
John Wiley & Sons Inc.
ISBN
9781119261650
9781119261612
DOI
10.1002/9781119261650.ch5
language
English
LU publication?
no
id
21dd57f2-e92e-43e3-8680-fb53c542d955
date added to LUP
2024-12-10 03:26:46
date last changed
2025-04-04 14:08:06
@inbook{21dd57f2-e92e-43e3-8680-fb53c542d955,
  abstract     = {{Child first language acquisition (L1A) and adult second language acquisition (SLA) have observably different outcomes. Considering how distinct the two acquisition contexts often are, divergence is perhaps not surprising. Only adults acquiring a second language (L2) (i) are typically not surrounded by high quantities of native input, (ii) receive and must filter through significant amounts of non-native input (e.g. from classmates), (iii) deal with cross-linguistic influence/transfer from their L1, and (iv) lack the same inherent need/intrinsic motivation to acquire an additional language as children do their first. A combination of these and/or other secondary factors might explain observable differences across groups. It is, however, also possible that differences reflect a biologically determined cessation or weaker access to linguistic and/or cognitive learning mechanisms as a function of increased age. This chapter focuses on generative approaches to advanced proficiency and ultimate attainment potential in adult L2 acquisition where a preponderance of evidence, we will argue, does not support a biologically determined critical period specifically for universal linguistic mechanisms. The chapter also introduces the reader to newer theories within generative approaches to SLA that seek to explain discrete aspects of differences between monolingual and adult L2 at high levels of proficiency as well as individual L2 speaker variation.}},
  author       = {{Rothman, Jason and Bayran, Fatih and Kupisch, Tanja and Lohndal, Terje and Westergaard, Marit}},
  booktitle    = {{The handbook of advanced proficiency in second language acquisition}},
  editor       = {{Malovrh, Paul A. and Benati, Alessandro G.}},
  isbn         = {{9781119261650}},
  keywords     = {{L2 proficiency; generative grammar}},
  language     = {{eng}},
  pages        = {{72--93}},
  publisher    = {{John Wiley & Sons Inc.}},
  title        = {{Generative Approaches to Second Language (L2) Acquisition and Advanced L2 Proficiency}},
  url          = {{http://dx.doi.org/10.1002/9781119261650.ch5}},
  doi          = {{10.1002/9781119261650.ch5}},
  year         = {{2018}},
}