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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 14 of 14 1 Implications of the bottleneck hypothesis for language attrition Slabakova, Roumyana In: The Oxford handbook of language attrition (Oxford, 2019), p. 36-48 MPI für Psycholinguistik Show details 2 The Bottleneck Hypothesis updated Slabakova, Roumyana In: Three streams of generative language acquisition research (2019), S. 319-345 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 3 Grammatical meaning and the second language classroom : introduction Marsden, Heather Lynn; Slabakova, Roumyana. - 2019 BASE Show details 4 L3 sentence processing: Language-specific or phenomenon-sensitive? Sokolova, Marina; Slabakova, Roumyana. - 2019 BASE Show details 5 What attrites when and why: Implications of the Bottleneck Hypothesis Slabakova, Roumyana. - : Oxford University Press, 2019 BASE Show details 6 Terminology choice in generative acquisition research: the case of “incomplete acquisition” in heritage language grammars Dominguez, Laura; Hicks, Glyn; Slabakova, Roumyana. - 2019 BASE Show details 7 “L” Stands for Language Slabakova, Roumyana. - 2019 BASE Show details 8 Grammatical meaning and the second language classroom: introduction Marsden, Heather; Slabakova, Roumyana. - 2019 BASE Show details 9 The Bottleneck Hypothesis updated Slabakova, Roumyana. - : John Benjamins, 2019 BASE Show details 10 Explorations in second language acquisition and processing Slabakova, Roumyana; Corbet, James; Dominguez, Laura. - : Cambridge Scholars Publishing, 2019 BASE Show details 11 L1–L2 differences in the L2 classroom:: anticipating Anglophone learners’ difficulties with French pronoun interpretation Slabakova, Roumyana; Shimanskaya, Elena. - 2019 BASE Show details 12 Choice of words matters, but so does scientific accuracy: Reply to peer commentaries Dominguez, Laura; Hicks, Glyn; Slabakova, Roumyana. - 2019 BASE Show details 13 The Bottleneck Hypothesis in L2 acquisition: L1 Norwegian learners’ knowledge of syntax and morphology in L2 English Jensen, Isabel Nadine; Slabakova, Roumyana; Westergaard, Marit. - 2019 BASE Show details 14 The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax-discourse property in L2 Spanish Leal, Tania; Slabakova, Roumyana. - 2019 Abstract: This article uses the Clitic Left Dislocation (CLLD) construction in L2 Spanish to investigate whether generative SLA has valuable insights to contribute to language teaching. Although CLLD is a structure that is commonly used by native speakers, as reported anecdotally and in at least one corpus, we found that native-Spanish and native-English teachers of Spanish have little metalinguistic knowledge of it. Crucially, we also found that CLLD does not appear consistently in Spanish textbooks. Additionally, it appears to be infrequent in the classroom input that learners receive, as we found in three lectures we recorded and tallied for CLLD usage rates. At the same time, results of Leal, Slabakova, and Farmer (2016) show that the construction is learnable. Study abroad, that is, exposure to naturalistic input, appears to be a significant factor. Based on these collective findings, we suggest that learners at intermediate proficiency levels should be exposed to CLLD and that generative SLA is valuable to teachers in identifying such gaps in instruction. URL: https://eprints.soton.ac.uk/415469/1/The_Relationship_Between_Exposure_cut_Final.docx https://eprints.soton.ac.uk/415469/ BASE Hide details

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