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Reexamining the Fundamental Difference Hypothesis: What Can Early Bilinguals Tell Us?
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Montrul, Silvina – Studies in Second Language Acquisition, 2009
The fundamental difference hypothesis (FDH), as formulated by Bley-Vroman (1990), claims that SLA tends to be nonconvergent because domain-specific linguistic mechanisms available in early childhood cannot be used for language learning in adulthood: Instead, second language (L2) learners deploy domain-general problem solving skills. I claim that…
Descriptors: Second Language Learning, Children, Bilingualism, Linguistic Theory
The Multidimensional Model, Linguistic Profiling, and Related Issues: A Reply to Hudson.
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Pienemann, Manfred; And Others – Studies in Second Language Acquisition, 1993
Hudson addressed two issues on second-language acquisition: the validity of the multidimensional model and the application of developmental sequence findings to assessment and pedagogy. This response suggests that his lines of argument are based on serious conceptual flaws. (Contains 37 references.) (LB)
Descriptors: Developmental Stages, Language Processing, Language Research, Linguistic Theory
Updating the Interlanguage Hypothesis.
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Selinker, Larry; Lamendella, John T. – Studies in Second Language Acquisition, 1981
Presents data on the past and present state of research on the interlanguage hypothesis, with specific attention to its extension to children. Outlines a dual approach to developing a theory of second language acquisition--a macrobehavioral approach and a neurofunctional approach. Finally, problems for the interlanguage hypothesis are discussed.…
Descriptors: Children, Developmental Stages, Interlanguage, Language Processing
On the (In)applicability of Piagetian Thought in Language Learning.
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Felix, Sascha W. – Studies in Second Language Acquisition, 1981
Discusses the use of cognitive explanations in attempting to account for linguistic regularities in language acquisition. Theories are discussed concerning first and second language acquisition. The developmental theory of Piaget is outlined along with its application to the cognitive theories of language acquisition. (PJM)
Descriptors: Developmental Stages, Language Acquisition, Language Processing, Learning Processes
Nothing Does Not Equal Zero: Problems with Applying Developmental Sequence Findings to Assessment and Pedagogy.
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Hudson, Thom – Studies in Second Language Acquisition, 1993
Much research has posited a developmental sequence approach in second-language acquisition. This study reexamines the original social-psychological research upon which the multidimensional model is based and shows that it is incorrect because of faulty analysis. It also examines the limited applicability/generalizability of the developmental…
Descriptors: Data Analysis, Developmental Stages, Language Processing, Language Research
On Determining Developmental Stages in Natural Second Language Acquisition.
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Meisel, Jurgen M.; And Others – Studies in Second Language Acquisition, 1981
Argues for the studying of the language learning process itself, rather than doing contrastive or error analyses for determining the source of error in second language acquisiton. Longitudinal and cross-sectional studies can help determine the language learning stages. A multidimensional model of language learning is proposed. (PJM)
Descriptors: Developmental Stages, Error Analysis (Language), Interference (Language), Interlanguage
Language Aptitude and Second Language Proficiency in Classroom Learners of Different Starting Ages.
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Harley, Birgit; Hart, Doug – Studies in Second Language Acquisition, 1997
Investigates the relationship between language aptitude components and second language (L2) outcomes among learners whose intensive L2 exposure began at different ages. Findings reveal that in adolescence immersion, a positive relationship occurs between L2 outcomes and an analytical dimension of language aptitude, whereas in early immersion, a…
Descriptors: Age, Cloze Procedure, Developmental Stages, Elementary School Students