Commentary published In:
Epistemological issue with keynote article “A Formalist Perspective on Language Acquisition” by Charles Yang[Linguistic Approaches to Bilingualism 8:6] 2018
► pp. 749–752
[Linguistic Approaches to Bilingualism 8:6] 2018
► pp. 749–752
Commentary
Learning a second language takes more than math
References (16)
Avram, L. (2015). The L1 acquisition of differential object marking. Revue Roumaine de Linguistique (RRL), LX (4), 331–338. Bucureşti.
Bush, R. & Mosteller, F. (1951). A mathematical model for simple learning. Psychological Review, 68(3), 313–323. 
Carroll, S. (1999). Input and evidence. The raw material of second language acquisition. Amsterdam: John Benjamins.
Finn, A. & Hudson Kam, C. (2008). The curse of knowledge: First language knowledge impairs adult learners’ use of novel statistics for word segmentation. Cognition, 1081, 477–499.
Guijarro Fuentes, P. (2012). The acquisition of interpretable features in L2 Spanish: Personal a
. Bilingualism, Language and Cognition, 15(4), 701–720.
Grüter, T., Lew-Williams, C., & Fernald, A. (2012). Grammatical gender in L2A: A production or a real-time processing problem? Second Language Research, 28(2), 191–216.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
Montrul, S. & Sánchez-Walker, N. (2013). Differential object marking in child and adult Spanish heritage speakers. Language Acquisition, 20(2), 109–132.
Newport, E. (1990). Maturational constraints on language learning. Cognitive Science, 14(1), 11–28.
Schwartz, B. & Sprouse, R. (1996). L2 cognitive states and the Full Transfer/Full Access model. Second Language Research, 12(1), 40–72.
Ticio, E. (2015). Differential object marking in Spanish-English early bilinguals. Linguistic Approaches to Bilingualism, 5(1), 62–90.
VanPatten, B. (1996). Input processing and grammar instruction. Chestnut Hill, NJ: Ablex.
Yang, C. (2002). Knowledge and learning in natural language. Oxford: Oxford University Press.
(2016). The price of linguistic productivity: How children learn to break rules of language. Cambridge, MA: MIT Press.
(2018). A formalist perspective on language acquisition. Linguistic Approaches to Bilingualism, 8(6), 665–706.
Yang, C. & Montrul, S. (2017). Learning datives: The tolerance principle in monolingual and bilingual acquisition. Second Language Research, 33(1), 119–144.
Cited by (1)
Cited by one other publication
Yang, Charles
2018. Some consequences of the Tolerance Principle. Linguistic Approaches to Bilingualism 8:6 ► pp. 797 ff. 
This list is based on CrossRef data as of 10 august 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.