Language Processing and Second Language Development: Processability Theory

TL;DR: The authors investigated the effect of external attention-drawing devices (output and visual input enhancement) on the acquisition of English relativization by adult English as a second language (ESL) learners.

TL;DR: The authors considers the apparent irrationalities of L2 acquisition, that is the shortcomings where input fails to become intake. But the success of L1 acquisition and the limitations of l2 acquisition both derive from the same basic learning principles.

TL;DR: This Special Issue is motivated by the belief that interests in language can better be furthered when it is conceived of as the emergent properties of a multi-agent, complex, dynamic, adaptive system, a conception that usefully conflates a property theory with a transition theory.

TL;DR: The authors argue that there is a qualitative difference between the acquisition of a true second language (L2) and the subsequent acquisition of an L3 and present counter-evidence to this hypothesis from two groups of learners with different L1s and L2s acquiring Swedish or Dutch as L3.

TL;DR: Language learnability and language devlopment revisited the acquisition theory - assumptions and postulates phrase structure rules phrase stucture rules - developmental considerations inflection complementation and control auxiliaries lexical entries and lexical rules.

TL;DR: Research on Second Language (L2) Acquisition, over the past ten years, has undergone substantial changes by shifting its focus of interest away from an analysis of linguistic structures alone, concentrating more on the learner himself or, rather, on the process of learning.

TL;DR: The role of fathers and siblings in early language development is discussed in this paper, where the authors focus on the role of the primary caregivers and the rest of the family in second language acquisition.