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A short history of SLA: Where have we come from and where are we going?
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The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study
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The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study ...
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The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study ...
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The Social Lives of Adolescent Study Abroad Learners and Their L2 Development
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Input-based tasks for beginner-level learners: An approximate replication and extension of Erlam & Ellis (2018)
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Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions
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Position paper: Moving task-based language teaching forward
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The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure
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Task-Based Versus Task-Supported Language Instruction: An Experimental Study
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The Effects of Inference-Training and Text Repetition on Chinese Learners' Incidental Vocabulary Acquisition While Listening
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Orders and Sequences in the Acquisition of L2 Morphosyntax, 40 Years On: An Introduction to the Special Issue
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The importance of focus on form in communicative language teaching
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Researching Acquisition Sequences: Idealization and De-idealization in SLA
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Abstract:
Idealization plays a fundamental role in scientific inquiry. This article examines the case for maintaining the claim that the second language acquisition (SLA) of grammatical structures such as negation manifests identifiable stages of acquisition. It proposes that, while research has demonstrated the need for de-idealization, there is no need to abandon the idealization itself. Drawing on work on idealization in the philosophy of science, it argues that the sequence of acquisition should be seen as a minimal idealization that is of continuing value for the domains of both SLA and, in particular, teacher education. This thesis is explored by examining four studies of second language negation that investigated the same data set. These studies afford important insights about the variability evident in the different stages and, as such, identify the limitations of the idealization but do not justify its rejection. The article concludes with a discussion of other factors (e.g., the first language and the role of instruction), the investigation of which may reveal further limitations and thus contribute further to the de-idealization of the fundamental claim.
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URL: http://hdl.handle.net/20.500.11937/54391 https://doi.org/10.1111/lang.12089
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Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing?
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