Generative approaches and the competing systems hypothesis Formal acquisition to pedagogical application

School of Social Sciences

Text available via DOI:

https://doi.org/10.1075/lllt.38.07lon
Final published version

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

Published

Standard

Generative approaches and the competing systems hypothesis Formal acquisition to pedagogical application. / Long, Drew; Rothman, Jason.
Innovative Research and Practices in Second Language Acquisition and Bilingualism. ed. / John W. Schwieter. John Benjamins Publishing Company, 2013. p. 63-83 (Language Learning and Language Teaching; Vol. 38).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

Harvard

Long, D & Rothman, J 2013, Generative approaches and the competing systems hypothesis Formal acquisition to pedagogical application. in JW Schwieter (ed.), Innovative Research and Practices in Second Language Acquisition and Bilingualism. Language Learning and Language Teaching, vol. 38, John Benjamins Publishing Company, pp. 63-83. https://doi.org/10.1075/lllt.38.07lon

APA

Long, D., & Rothman, J. (2013). Generative approaches and the competing systems hypothesis Formal acquisition to pedagogical application. In J. W. Schwieter (Ed.), Innovative Research and Practices in Second Language Acquisition and Bilingualism (pp. 63-83). (Language Learning and Language Teaching; Vol. 38). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.38.07lon

Vancouver

Long D, Rothman J. Generative approaches and the competing systems hypothesis Formal acquisition to pedagogical application. In Schwieter JW, editor, Innovative Research and Practices in Second Language Acquisition and Bilingualism. John Benjamins Publishing Company. 2013. p. 63-83. (Language Learning and Language Teaching). doi: 10.1075/lllt.38.07lon

Author

Long, Drew ; Rothman, Jason. / Generative approaches and the competing systems hypothesis Formal acquisition to pedagogical application. Innovative Research and Practices in Second Language Acquisition and Bilingualism. editor / John W. Schwieter. John Benjamins Publishing Company, 2013. pp. 63-83 (Language Learning and Language Teaching).

Bibtex

@inbook{9340e718a3d94d7eb8071b18933335e3,

title = "Generative approaches and the competing systems hypothesis Formal acquisition to pedagogical application",

abstract = "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{\textquoteright}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.",

author = "Drew Long and Jason Rothman",

year = "2013",

month = aug,

day = "22",

doi = "10.1075/lllt.38.07lon",

language = "English",

series = "Language Learning and Language Teaching",

publisher = "John Benjamins Publishing Company",

pages = "63--83",

editor = "Schwieter, {John W.}",

booktitle = "Innovative Research and Practices in Second Language Acquisition and Bilingualism",

}

RIS

TY - CHAP

T1 - Generative approaches and the competing systems hypothesis Formal acquisition to pedagogical application

AU - Long, Drew

AU - Rothman, Jason

PY - 2013/8/22

Y1 - 2013/8/22

N2 - 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.

AB - 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.

U2 - 10.1075/lllt.38.07lon

DO - 10.1075/lllt.38.07lon

M3 - Chapter

AN - SCOPUS:85038230594

T3 - Language Learning and Language Teaching

SP - 63

EP - 83

BT - Innovative Research and Practices in Second Language Acquisition and Bilingualism

A2 - Schwieter, John W.

PB - John Benjamins Publishing Company

ER -

Research

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