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Part of
The Current State of Interlanguage: Studies in honor of William E. Rutherford
Edited by Lynn Eubank, Larry Selinker and Michael Sharwood Smith
[Not in series 73] 1995
► pp. v–vi

Table of contents

The current state of interlanguage: Introduction1
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Prominence in applied linguistics: Bill Rutherford11
I-interlanguage and typology: The case of topic-prominence17
Universals, SLA, and language pedagogy: 1984 revisited31
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Learnability, pre-emption, domain-specificity, and the instructional value of “Master Mind”43
Why we need grammar: Confessions of a cognitive generalist55
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Chasing after linguistic theory: How minimal should we be?63
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The irrelevance of verbal feedback to language learning73
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Indirect negative evidence, inductive inferencing, and second language acquisition89
The negative effects of ‘positive’ evidence on L2 phonology107
German plurals in adult second language development: Evidence for a dual-mechanism model of inflection123
Universal Grammar in L2 acquisition: Some thoughts on Schachter’s Incompleteness Hypothesis139
Acquiring linking rules and argument structures in a second language: The unaccusative/unergative distinction153
Data, evidence and rules177
Markedness aspects of case-marking in L1 French/L2 English197
Language transfer: What do we really mean?205
Age before beauty: Johnson and Newport revisited219
Style-shifting in oral interlanguage: Quantification and definition233
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Observations of language use in Spanish immersion classroom interactions241
Some neurolinguistic evidence regarding variation in interlanguage use: The status of the ‘switch mechanism’255
Beyond 2000: A measure of productive lexicon in a second language265
A first crosslinguistic look at paths: The difference between end-legs and medial ones273
Index287


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