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The 'Comparative Logic' and why we need to explain interlanguage grammars
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Abstract:
In this paper we argue that Bley-Vroman’s Comparative Fallacy, which warns against comparisons between native speakers and learners in second-language acquisition (SLA) research, is not justified on either theoretical or methodological grounds and should be abandoned as it contravenes the explanatory nature of SLA research. We argue that for SLA to be able to provide meaningful explanations, grammatical comparisons with a baseline (usually of native speakers although not always the case) are not only justified but necessary, a position which we call the ‘Comparative Logic’. The methodological choices assumed by this position ensure that interlanguage grammars are analysed in their own right and respecting their own principles. Related issues, such as why we focus on the native speaker and why investigating deficits in linguistic-cognitive SLA is essential in our field are discussed as well.
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URL: https://eprints.soton.ac.uk/451575/
https://eprints.soton.ac.uk/451575/1/Dominguez_Arche_Comparative_Logic_FINAL.pdf
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Dataset for: Investigating the roles of feature reassembly and linguistic input in later-stage second language acquisition: a case study of aspectual development in university learners of French
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Spanish-English bilinguals' Spanish viewpoint aspect development
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The ‘comparative logic’ and why we need to explain interlanguage grammars
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The ‘Comparative Logic’ and Why We Need to Explain Interlanguage Grammars
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In: Front Psychol (2021)
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The comprehension of tense-aspect morphology by Spanish heritage speakers in the United Kingdom
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A ‘mixed methods’ approach for investigating Aspect in a second language: evidence from the SPLLOC project
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Terminology choice in generative acquisition research: the case of “incomplete acquisition” in heritage language grammars
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Choice of words matters, but so does scientific accuracy: Reply to peer commentaries
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La literatura medieval de la península ibérica a la luz de un comparatismo feminista ; Medieval Literature in the Iberian Peninsula in the Light of a Feminist Comparatism
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What is the role of L1 representations in a grammar-input model of L2 acquisition?
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Bridging the gap between selective and non-selective L1 attrition: The role of L1-L2 structural (dis)similarity
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Testing the predictions of the Scalpel Model in L3/Ln acquisition: the acquisition of null and overt subjects in L3 Chinese
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Reexamining the acquisition of null subject pronouns in a second language: focus on referential and pragmatic constraints
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Spanish Imperfect revisited: exploring L1 influence in the reassembly of imperfective features onto new L2 forms
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Spanish Imperfect revisited: exploring L1 influence in the reassembly of imperfective features onto new L2 forms
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El lenguaje Plástico del docente; una herramienta en el aula
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SÁNCHEZ AMEIJEIRAS, Rocio. Los rostros de las palabras. Imágenes y teoría literaria en el Occidente medieval. Madrid: Akal, 2014.
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