1. What are the Key Concepts? 2. What are the Main Branches of Research? 3. What are the Implications for SLA? 4. What are the Implications for Pedagogy? 5. What are the New Avenues for Research? 6. What are the Key Readings?

Generative second language acquisition

The Acquisition of Aspect in a Second Language

This Element explores the roles of explicit and implicit learning in second language acquisition. The authors lay out some key issues that they take to underlie the debate on the extent to which second language acquisition involves explicit learning, implicit learning, or both. They also discuss what they take to be an oversight in the field: namely, the lack of clear definitions of key constructs. Taking a generative perspective on the nature of language, while addressing alternative approaches at key points, they refocus the discussion of explicit and implicit learning by first asking what must be learned (i.e., what is this mental representation we call “language” that all functioning humans possess?) The discussion and research reviewed leads to the conclusion that second language acquisition is largely if not exclusively implicit in nature and that explicit learning plays a secondary role in how learners grapple with meaning. 

Explicit and Implicit Learning in Second Language Acquisition

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. 

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

Does the language we speak affect the way we think? This Element provides a synthesis of contemporary research on the interplay between language and cognition in speakers of two or more languages and examines variables deemed to impact bilingual acquisition and conceptualization of language-specific thinking patterns during L2 learning. An overview of different yet interrelated studies is offered across a variety of conceptual domains to illustrate different approaches and key variables. The comparison of monolingual and bilingual data demonstrates the highly integrative nature between L2 learning and the changing of one's entire cognitive outlook in L2 speakers. This Element makes relevant connections between language learning and bilingual cognition, aiming to shed new light on how learners acquire conceptual distinctions of the target language(s). It also raises theoretical and pedagogical issues that encourage teachers to reflect upon how to incorporate recent advances in language-and-cognition research with aspects of L2 teaching.

Thinking and Speaking in a Second Language

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Generative second language acquisition