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.
2019. L1 Transfer Effects in the Production of Generic Plurals in L2 Arabic. The Modern Language Journal 103:1 ► pp. 275 ff.
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
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.
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.
2019. Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision. In Computer-Assisted Language Learning, ► pp. 411 ff.
Leal, Tania & Jeffrey Renaud
2019. Better together. Linguistic Approaches to Bilingualism 9:6 ► pp. 854 ff.
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.
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.
Mayer, Elisabeth & Liliana Sánchez
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.
2016. Ohne dieses und jenes bedürfte der Genitiv keines –s: eine psycholinguistische Perspektive. Zeitschrift für Angewandte Linguistik 2016:64 ► pp. 5 ff.
2018. No fear of George Kingsley Zipf. Instructed Second Language Acquisition 2:2 ► pp. 242 ff.
Roberts, Leah, Jorge González Alonso, Christos Pliatsikas & Jason Rothman
2018. Evidence from neurolinguistic methodologies: Can it actually inform linguistic/language acquisition theories and translate to evidence-based applications?. Second Language Research 34:1 ► pp. 125 ff.
2015. Investigating second language learners’ usage of Mandarin numeral classifiers: A case-based study. Researching and Teaching Chinese as a Foreign Language 1:1 ► pp. 29 ff.
This list is based on CrossRef data as of 6 september 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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