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L2 acquisition of definiteness in Japanese floating numeral quantifiers : Can overt L1 morphology help?
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When there’s no mirror image, and other L3 research design challenges
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The meaning of negation in the second language classroom : evidence from 'any'
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Grammatical meaning and the second language classroom : introduction
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Grammatical meaning and the second language classroom: introduction
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What's in the textbook and what's in the mind : polarity item "any" in learner English
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Polarity-item "anything" in L3 English : Where does transfer come from when the L1 is Catalan and the L2 is Spanish?
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Polarity-item anything in L3 English: Where does transfer come from when the L1 is Catalan and the L2 is Spanish?
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Beyond paradigm : The ‘what’ and the ‘how’ of classroom research
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Abstract:
This article reviews studies in second language classroom research from a cross-theoretic perspective, arguing that the classroom holds the potential for bringing together researchers from opposing theoretical orientations. It shows how generative and general cognitive approaches share a view of language that implicates both implicit and explicit knowledge, and that holds a bias towards implicit knowledge. Arguing that it is implicit knowledge that should be the object of research, it proposes that classroom research would benefit from incorporating insights from a generative understanding of language. Specifically, there is a need for a more nuanced view of the complexity of language in terms of linguistic domain, and the interaction between those domains. Generative second language acquisition research that shows developmental differences in terms of both linguistic domain and interface is reviewed. The core argument is a call for more attention to the ‘what’ of language development in classroom research and, by implication, teaching practice. As such, the language classroom is seen to offer potential for research that goes beyond paradigm to address both the ‘what’ and the ‘how’ of language development.
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URL: https://eprints.whiterose.ac.uk/104857/ https://eprints.whiterose.ac.uk/104857/1/2014_Whong_Gil_Marsden.pdf https://doi.org/10.1177/0267658314526749
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Existential quantifiers in second language acquisition : a feature reassembly account
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Introduction : Generative Second Language Acquisition and Language Pedagogy
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Whether to teach and how to teach complex linguistic structures in a second language?
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L2 acquisition of null subjects in Japanese: a new generative perspective and its pedagogical implications
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Distributive Quantifier Scope in English-Japanese and Korean-Japanese Interlanguage
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Pair-list readings in Korean-Japanese, Chinese-Japanese and English-Japanese interlanguage
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In: ISSN: 0267-6583 ; EISSN: 1477-0326 ; Second Language Research ; https://hal.archives-ouvertes.fr/hal-00570743 ; Second Language Research, SAGE Publications, 2008, 24 (2), pp.189-226. ⟨10.1177/0267658307086301⟩ (2008)
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Pair-list readings in Korean-Japanese, Chinese-Japanese and English-Japanese interlanguage
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