Part of
Contemporary Approaches to Second Language AcquisitionEdited by María del Pilar García Mayo, María Juncal Gutiérrez Mangado and María Martínez-Adrián
[AILA Applied Linguistics Series 9] 2013
► pp. 5–28
Edited by María del Pilar García Mayo, María Juncal Gutiérrez Mangado and María Martínez-Adrián
[AILA Applied Linguistics Series 9] 2013
► pp. 5–28
Chapter 1. What is easy and what is hard to acquire in a second language
A generative perspective
Explaining why some linguistic features and constructions are easy or difficult to acquire in a second language has become a prominent current concern in generative second language acquisition (SLA) research. Based on a comparison of findings on the L2 acquisition of functional morphology, syntax, the syntax-semantics and syntax-discourse interfaces, the Bottleneck Hypothesis argues that functional morphemes and their features are the bottleneck of L2 acquisition; acquisition of syntax and semantics (and maybe even the syntax-discourse interface) flows smoothly (Slabakova 2006, 2008). The chapter presents recent experimental studies supporting this view. A pedagogical implication of this model is discussed, namely, that an enhanced focus on practicing grammar in language classrooms is beneficial to learners.
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2022. Exploring The Impact of Integrating a MOOC-VE Blend Within English Language Pre-Service Teacher Education. International Journal of Computer-Assisted Language Learning and Teaching 12:3 ► pp. 1 ff.
Cho, Jacee, Michael Iverson, Tiffany Judy, Tania Leal & Elena Shimanskaya
2018. Introduction. In Meaning and Structure in Second Language Acquisition [Studies in Bilingualism, 55], ► pp. ix ff.
Cho, Jacee & Roumyana Slabakova
2015. A Feature-based Contrastive Approach to the L2 Acquisition of Specificity. Applied Linguistics ► pp. amv029 ff.
Granget, Cyrille
2021. Ce que peut faire l’enseignant de langue étrangère. In Premières étapes dans l'acquisition des langues étrangères, ► pp. 139 ff.
Gutiérrez-Mangado, M. Juncal & María Martínez-Adrián
2018. CLIL at the linguistic interfaces. Journal of Immersion and Content-Based Language Education 6:1 ► pp. 85 ff.
Jensen, Isabel Nadine, Roumyana Slabakova, Marit Westergaard & Björn Lundquist
2020. The Bottleneck Hypothesis in L2 acquisition: L1 Norwegian learners’ knowledge of syntax and morphology in L2 English. Second Language Research 36:1 ► pp. 3 ff.
Judy, Tiffany
2018. Chapter 5. The Bottleneck Hypothesis as applied to the Spanish DP. In Meaning and Structure in Second Language Acquisition [Studies in Bilingualism, 55], ► pp. 123 ff.
Judy, Tiffany, Eloi Puig-Mayenco, Adel Chaouch-Orozco, Fernando Martín-Villena & David Miller
2022. Testing the Competing Systems Hypothesis: Further evidence from aspect in tutored L1-English–L2-Spanish. Second Language Research ► pp. 026765832211239 ff.
Kirkham, Deak
2017. Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision. In Student Culture and Identity in Higher Education [Advances in Higher Education and Professional Development, ], ► pp. 293 ff.
Kirkham, Deak
2019. Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision. In Computer-Assisted Language Learning, ► pp. 411 ff.
Leal, Tania & Jeffrey Renaud
Lecouvet, Mathieu, Liesbeth Degand & Ferran Suner
2021. Unclogging the Bottleneck: The role of case morphology in L2 acquisition at the syntax-discourse interface. Language Acquisition 28:3 ► pp. 241 ff.
Lee, EunHee
2020. The universal topic prominence stage hypothesis and L1 transfer. Linguistic Approaches to Bilingualism 10:2 ► pp. 184 ff.
Madeira, Ana
2018. Inflected infinitives in L2 Portuguese. In Complement Clauses in Portuguese [Issues in Hispanic and Lusophone Linguistics, 17], ► pp. 321 ff.
Marsden, Heather
2018. Chapter 11. Generative second language acquisition and language teaching. In Meaning and Structure in Second Language Acquisition [Studies in Bilingualism, 55], ► pp. 283 ff.
Martínez-Adrián, María & María Nieva-Marroquín
2023. Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners. International Review of Applied Linguistics in Language Teaching 61:3 ► pp. 1197 ff.
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2019. Feature variability in the bilingual-monolingual continuum: clitics in bilingual Quechua-Spanish, bilingual Shipibo-Spanish and in monolingual Limeño Spanish contact varieties. International Journal of Bilingual Education and Bilingualism 22:7 ► pp. 883 ff.
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2016. Ohne dieses und jenes bedürfte der Genitiv keines –s: eine psycholinguistische Perspektive. Zeitschrift für Angewandte Linguistik 2016:64 ► pp. 5 ff.
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. Linguistic Approaches to Bilingualism 5:4 ► pp. 545 ff.
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2018. No fear of George Kingsley Zipf. Instructed Second Language Acquisition 2:2 ► pp. 242 ff.
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Shimanskaya, Elena
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SHKURENKO, Anastasiia & Filiz CELE
2022. L2 acquisition of Russian aspect by L1 Turkish speakers. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi :31 ► pp. 1561 ff.
Son, Vi Thanh & Gisela Håkansson
2022. What is in the learner’s mind when trying to verbalize grammatical rules?. Pedagogical Linguistics
Westergaard, Marit
2015.
Complexity in child and adult language acquisition
. Linguistic Approaches to Bilingualism 5:4 ► pp. 541 ff.
White, Lydia
2018. Chapter 10. What is easy and what is hard. In Meaning and Structure in Second Language Acquisition [Studies in Bilingualism, 55], ► pp. 263 ff.
White, Lydia
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2022. Testing the Bottleneck Hypothesis: Chinese EFL learners’ knowledge of morphology and syntax across proficiency levels. Second Language Research ► pp. 026765832211285 ff.
Yamada, Kazumi & Yoichi Miyamoto
2017. On the interpretation of null arguments in L2 Japanese by European <i>non-pro-drop</i> and <i>pro-drop</i> language speakers. Journal of the European Second Language Association 1:1 ► pp. 73 ff.
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