Universal Grammar and the Second Language Classroom

1. Front Matter

   Pages i-x

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2. Introduction: Generative Second Language Acquisition and Language Pedagogy

   • Melinda Whong, Kook-Hee Gil, Heather Marsden

   Pages 1-13

3. GenSLA Applied to the Classroom

   1. Front Matter

      Pages 15-15

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   2. What Research Can Tell Us About Teaching: The Case of Pronouns and Clitics

      • Joyce Bruhn de Garavito

      Pages 17-34

   3. L2 Acquisition of Null Subjects in Japanese: A New Generative Perspective and Its Pedagogical Implications

      • Mika Kizu

      Pages 35-55

   4. Verb Movement in Generative SLA and the Teaching of Word Order Patterns

      • Tom Rankin

      Pages 57-76

   5. Modifying the Teaching of Modifiers: A Lesson from Universal Grammar

      • David Stringer

      Pages 77-100

   6. The Syntax-Discourse Interface and the Interface Between Generative Theory and Pedagogical Approaches to SLA

      • Elena Valenzuela, Bede McCormack

      Pages 101-114

4. GenSLA and Classroom Research

   1. Front Matter

      Pages 115-115

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   2. Alternations and Argument Structure in Second Language English: Knowledge of Two Types of Intransitive Verbs

      • Makiko Hirakawa

      Pages 117-137

   3. Quantifiers: Form and Meaning in Second Language Development

      • Kook-Hee Gil, Heather Marsden, Melinda Whong

      Pages 139-159

   4. Explicit Article Instruction in Definiteness, Specificity, Genericity and Perception

      • Neal Snape, Noriaki Yusa

      Pages 161-183

5. GenSLA, the Language Classroom, and Beyond

   1. Front Matter

      Pages 185-185

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   2. Whether to Teach and How to Teach Complex Linguistic Structures in a Second Language

      • Roumyana Slabakova, María del Pilar García Mayo

      Pages 187-205

   3. Great Expectations in Phonology? Second Language Acquisition Research and Its Relation to the Teaching of Older and Younger Learners

      • Martha Young-Scholten

      Pages 207-229

   4. Applied Generative SLA: The Need for an Agenda and a Methodology

      • Melinda Whong

      Pages 231-247

6. Back Matter

   Pages 249-252

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This book proposes that research into generative second language acquisition (GenSLA) can be applied to the language classroom. Assuming that Universal Grammar plays a role in second language development, it explores generalisations from GenSLA research. The book aims to build bridges between the fields of generative second language acquisition, applied linguistics, and language teaching; and it shows how GenSLA is poised to engage with researchers of second language learning outside the generative paradigm. Each chapter of Universal Grammar and the Second Language Classroom showcases ways in which GenSLA research can inform language pedagogy. Some chapters include classroom research that tests the effectiveness of teaching particular linguistic phenomena. Others review existing research findings, discussing how these findings are useful for language pedagogy. All chapters show how generative linguistics can enhance teachers’ expertise in language and second language development. “This groundbreaking volume ably takes on the gap that currently exists between generative linguistic theory in second language acquisition (GenSLA) and second language pedagogy, by gathering chapters from GenSLA researchers who are interested in the relevance and potential application of their research to second/foreign language teaching. It offers a welcome and thought-provoking contribution to any discussion of the relation between linguistic theory and practice. I recommend it not only for language teachers interested in deepening their understanding of the formal properties of the languages they teach, but also for linguists interested in following up on more practical consequences of the fruits of their theoretical and empirical research.” Donna Lardiere, Georgetown University, Washington DC, USA

• Applied generative SLA
• GenSLA research
• L2 acquisition of null subjects in Japanese
• Quantifiers: form and meaning in second lang. dev
• Second language development
• The syntax-discourse interface
• Verb movement in generative SLA
• learning and instruction

From the reviews:

“This book will be of great interest to researchers in GenSLA, language pedagogy and advanced students in linguistics. Second language teachers will also benefit, although the theoretical discussion may be somewhat advanced for those lacking a solid linguistic background. … It shows the need for research combining GenSLA and classroom teaching. It surely opens the field for interdisciplinary research in all areas of linguistics and all areas of language pedagogy.” (Alexandra Galani, The Linguist List, May, 2014)

• , Dept. of Linguistics & Phonetics, University of Leeds, Leeds, United Kingdom

  Melinda Whong

• , School of English Lit, Lang & Ling, University of Sheffield, Sheffield, United Kingdom

  Kook-Hee Gil

• , Dept. of Lang & Ling Science, University of York, Heslington, York, United Kingdom

  Heather Marsden

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