In this chapter, we ponder why highly advanced tutored learners perform differently than their naturalistic L2 counterparts at the same level of proficiency in certain, predictable contexts. The Competing Systems Hypothesis (CSH) (Rothman 2008) attempts to explain some of these differences, appealing to the deterministic role played by pedagogically-designed metalinguistic knowledge that only tutored learners have. We will review one study done to test the CSH, Rothman (2008), which compares and contrasts near-native tutored and naturalistic L2 learners of Spanish in the domains of grammatical (viewpoint) aspect. Using Rothman’s (2008) findings as an example, we will outline how one can reduce the gap between linguistic descriptive grammars and pedagogical grammars in an accessible and usable way for language teaching.
2024. “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers. International Review of Applied Linguistics in Language Teaching 0:0
2020. Formal Linguistics and Language Education: A View from Bilingualism Research. In Formal Linguistics and Language Education [Educational Linguistics, 43], ► pp. 11 ff.
2018. The positive effect of explicit positive evidence. Instructed Second Language Acquisition 2:2 ► pp. 215 ff.
Rastelli, Stefano & Kook-Hee Gil
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.
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