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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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| 22 |
Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing?
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| 26 |
Effects of written feedback and revision on learners' accuracy in using two English grammatical structures
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| 27 |
Tracking ‘learning behaviours’ in the incidental acquisition of two dimensional adjectives by Japanese beginner learners of L2 English
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| 31 |
Exploring Language Pedagogy through Second Language Acquisition Research
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| 32 |
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners' explicit and implicit knowledge of the English indefinite article
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Oral corrective feedback on L2 writing: Two approaches compared
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Investigating linguistic knowledge of a second language and its relationship to general language proficiency and individual learner differences in an EFL context
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