The topic of this article is the link between research on the neurocognition of the teaching–acquisition interface and research on second language teaching. This recent scientific enterprise investigates whether and how different aspects of second language instruction may change both the anatomy and the functioning of an adult learner’s brain even in a short period of time. In this article, I analyse how neurolinguists have operationalized three aspects specifically related to second language teaching: (1) learners’ proficiency; (2) the between-groups experimental design; (3) the implicit vs. explicit teaching dichotomy. I suggest that the degree of replicability of such neurolinguistics studies can be increased by adopting non-circular operational definitions. Such definitions should not be based on psycholinguistic or neurolinguistic metrics, but on standards that are commonly discussed in the literature on instructed second language acquisition, second language teaching, and assessment. Finally, I suggest that for future research neurolinguists should consider the advantages of welcoming on board more developmental linguists and teachers.

No abstract

This study utilized unidirectional association score ΔP to track perfective morpheme productivity in longitudinal spoken L2 Italian data. Research questions concerned whether early L2 perfectives were contingent upon telicity of predicates, whether lexeme–morpheme association changed as proficiency increased, and whether distribution of perfectives in the L1 input affected the patterns of morpheme emergence. Results showed that (i) the productive use of the perfective was contingent upon a few, infrequent telic predicates but also upon some actionally underspecified, very frequent general-purpose ones; (ii) a generalized decrease in association scores over time accompanied the productivity of the perfective morpheme; (iii) distribution of perfectives in L2 data did not reflect distribution in the L1 input. The statistical analysis adopted in this study is replicable to other domains where contingency of stem-affix alternations may provide cues for observing the developing L2 grammar

The acquisition of the aspect is a central area in Second Language Acquisition research, the subject of hundreds of papers and dozens of edited volumes, monographs and special issues. This introduction provides the reader not only with a concise and plain presentation of the main hypotheses advanced in the past, but also with an overview of contemporary research. Stefano Rastelli shows how comparison of behavioural (production-comprehension), processing and statistical data is improving - and partially changing - our understanding of how learners acquire the aspectual distinctions of the target-language.

No abstract