Universal Grammar and the Second Language Classroom

Whong, Melinda; Gil, Kook-Hee; Marsden, Heather

doi:10.1007/978-94-007-6362-3

Cited by 76 publications

(2 citation statements)

References 8 publications

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“…While a lack of difference in explicit instructional delivery is predicted by GenSLA, the results provide support for form-focused teaching. Finally, for teacher training programs, the study reinforces the view in Whong et al (2013) that instructional design and assessment need to be informed by fine-grained linguistic analysis. It further underscores the need for language teacher preparation programs to provide enhanced training in the linguistics of the target language and theories of language representation and acquisition.…”

Section: Discussionsupporting

confidence: 62%

A Generative Approach to the Instructed Second Language Acquisition of Spanish se

Juffs

Fang

2022

Language Learning

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This article focuses on the role of crosslinguistic patterns with verbs in the mapping of noun phrases/semantic roles to positions in morphosyntax, with a particular focus on second language (L2) development of Spanish se. The data set derives from high school learners of Spanish in the United States under broadly deductive and inductive learning treatments leading to explicit awareness. Using linear mixed effects modeling (LME) and binomial logistic regression, an analysis of high school learners from three schools (total n = 138) showed that learners based their acceptability judgments of aurally presented sentences and written production on verb classes proposed in formal linguistic theory. However, effects of the instructional intervention were limited to production data. No advantage for either deductive or inductive instruction was identified. The data show a clear role for formal linguistic categories in explaining patterns in the data. Implications for fine-tuning instructional intervention and testing of verb classes are discussed.

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Section: Discussionsupporting

confidence: 62%

A Generative Approach to the Instructed Second Language Acquisition of Spanish se

Juffs

Fang

2022

Language Learning

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“…This, we believe, gets to the heart of the problem and suggests why something like Pedagogical Linguistics can contribute to part of a solution. Generative theory, just like any theory of language acquisition, can surely deliver insights relevant for teaching and learning (see papers in Whong et al, 2013 on generative theory; Littlemore, 2009 on an alternative formal approach in terms of cognitive/construction grammar; and the recent collection of papers in Trotzke & Kupisch, 2020). But, as illustrated in the volumes just cited, discussion of application and pedagogical relevance often remains within particular research communities.…”

Section: Why Pedagogical Linguistics?mentioning

confidence: 99%

Editorial

Trotzke

Rankin

2020

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Linguistics comes in many flavors. Applied, cognitive, descriptive, educational, formal, functional, generative, and many more can be compounded onto linguistics to characterize specific frameworks and approaches. In this brief editorial, we outline the rationale for the notion and the corresponding journal of Pedagogical Linguistics, defining how we see the term in comparison to closely related, and more familiar notions.

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