The Generative Approach to Sla and Its Place in Modern Second Language Studies

Rothman, Jason; Slabakova, Roumyana

doi:10.1017/s0272263117000134

Cited by 77 publications

(41 citation statements)

References 128 publications

(147 reference statements)

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“…There is consensus among SLA researchers that the quantity and quality of exposure to relevant language input must be part of the explanation for any kind of language development (e.g., Rankin & Unsworth, 2016;Rothman & Slabakova, 2018;Slabakova, Leal, & Liskin-Gasparro, 2014). However, the place afforded to such variables in HLD studies lags behind this understanding.…”

Section: Measuring Input and Exposure During Childhood: Possible In Hmentioning

confidence: 99%

The Study of Heritage Language Development From a Bilingualism and Social Justice Perspective

Ortega

2019

Language Learning

141

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Using the lenses of bilingualism and social justice, I reflect on relevant conceptual and methodological issues encountered in the study of the linguistic development of heritage language speakers. Themes examined include the early but varying timing of heritage language learning; the surrounding linguistic environment, including the link between parental input and linguistic outcomes and heritage language speakers’ bilingualism, multilingualism, and multilectalism; the framing of literacy in the minority language; and the unique and language‐shaping experience of minoritization, often an outcome of immigration. I argue that bilingualism is gradient and that better measurement of relevant variables—particularly those related to timing, input/exposure, and literacy—can invigorate the study of heritage language development and make new and more robust insights possible. I propose that heritage speakers and their languages must be understood as connected to minoritized communities and to the experience of inequitable multilingualism.

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Section: Measuring Input and Exposure During Childhood: Possible In Hmentioning

confidence: 99%

The Study of Heritage Language Development From a Bilingualism and Social Justice Perspective

Ortega

2019

Language Learning

141

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“…The importance of input has been stressed in various theoretical frameworks. The generative approach, for example, highlights input as a primary factor for L2 acquisition, along with L1 transfer (Rothman & Slabakova, 2018;Schwartz, 1998;Whong, Gil, & Marsden, 2013). Krashen's Input Hypothesis (1985) also proposes that L2 acquisition occurs when learners are provided with comprehensible target language input that presents moderate challenges (i.e., i+1).…”

Section: Input-based Language Teaching and Learningmentioning

confidence: 99%

Input-based Instruction of English Personal Pronouns to Young Korean Learners

Kim

Sung

Kim³

2020

The Journal of AsiaTEFL

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The low input saliency of English personal pronouns causes persistent difficulties in second language acquisition despite their highly frequent nature. The present study aims to examine how different types of input-based instruction improve the learning of English personal pronouns in young learners. Grounded on the main tenets of the formal and functional approaches, we incorporated visual enhancement (VE) and a meaning-oriented task (MT) to input-based learning. A total of 87 young Korean elementary students were administered four types of instructional treatments: input-only, input-plus-VE, input-plus-MT, and input-plus-both. Results of the pre-and the posttest indicated that the most significant improvements were found for the students who received both VE and MT. This finding suggests that the acquisition of English personal pronouns is facilitated when L2 input is provided in conjunction with both formal and functional approaches.

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“…At the cognitive core of DFG's Figure , GenSLA resides together with usage‐based approaches (see Ellis, , this issue). Rothman and Slabakova () have recently argued that the bulk of linguistic properties is acquired based on the evidence of the linguistic input, or primary linguistic data (to be discussed at length in the next section) and may well take the route described by the usage‐based paradigm. In addition, O'Grady's () processing determinism is an elaborate emergentist framework that offers a middle ground between some‐innate‐knowledge and all‐usage descriptions of language development.…”

Section: Where Are Gensla Approaches Situated?mentioning

confidence: 99%