By William C. Ritchie, Tej K. Bhatia
A complete reference resource, instruction manual of moment Language Acquisition discusses the learn, thought, and functions particular to moment language acquisition.
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Extra resources for Handbook of Second Language Acquisition
However, as noted above, the research discussed here is certain to serve as the empirical basis for developments in the field as such influence grows in the future. The Functional-Typographical Framework Another productive program of SLA research-one based on typological studies of variation among languages in the tradition of Greenberg (1963/1966)-also took shape during the 1960s and 1970s: the F/T framework. Linguistic research within this tradition seeks universal empirical generalizations about the structure of adult native languages.
How are the L2 user’s two (or more) languages represented in the brain? b. What changes in brain structure, if any, underlie changes in the capacity for language acquisition across the life span of the individual? It might be thought that, because the L2 learner is older and already has a language in place, the answers to these questions for SLA will differ so fundamentally from answers to the same questions about Ll acquisition that the questions themselves may be unproductive. In the remainder of this introductory subsection we will suggest that such a conclusion would be premature.
Hammond, Moravcsik, & Wirth, 1988; Hawkins, 1988). Though a full discussion of this problem is beyond the scope of this chapter we adopt the following view: Universal generalizations about languages-like those in (5) and (6)-have a status in linguistic research analogous to that of empirical or experimental laws in the natural sciences (Hempel, 1966; Nagel, 1961). They express regularities that have been observed in the relevant empirical domain, providing an “explanation by laws” of the particular 12 W.