This special issue revisits a classic topic in linguistic theory, A-bar movement, applied to developing and bilingual grammars. We claim that A-bar movement, or filler-gap dependencies, is still the quintessential linguistic phenomenon to illustrate the interaction between the biological endowment, the experience with language (past and present),…

"Variability" and "fractality," two key concepts in Complex Dynamic Systems Theory (CDST)--the former concerning changes and variations, and the latter concerning recursiveness and self-similarities--may seem contradictory at first glance. This forum piece attempts to elucidate how the two seemingly contradictory properties can…

Event-related potentials (ERPs) have become widespread in second language acquisition (SLA) research and a growing body of literature has been produced in recent years. We surveyed 61 SLA papers that use ERPs to study L2 sentence processing in healthy late learners. Our main aim was to provide a critical summary of findings from the decade…

This article proposes basic (shared) and extended (nonshared) language cognition in native speakers as a function of two types of extralinguistic attributes: (a) degree of being multilingual and (b) variables related to amount and type of literacy experiences (e.g., level of education). This approach may throw new light on the question of whether…

In this article I make the point that there has been a continuous focus on second language development in second language acquisition research for over 40 years and that there is clear empirical evidence for generalizable developmental patterns. I will both summarize some of the core assumptions of Processability Theory (PT) as an approach to…

This volume is both a state-of-the-art display of current thinking on second language development as a complex system. It is also a tribute to Diane Larsen-Freeman for her decades of intellectual leadership in the academic disciplines of applied linguistics and second language acquisition. The chapters therein range from theoretical expositions to…

Providing a comprehensive survey of cutting-edge work on second language learning, this "Handbook," written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are…

The existing literature views the phenomenon of language shift mostly on the societal, or macro, level, which takes the focus away from individual cases. This investigation provides an alternative perspective to the currently prevalent view. The purpose of this phenomenological study is to develop an understanding of the role of personal choice in…

This article critically reviews strategy research on learning Chinese both as a second and foreign language. Through a careful examination of major data bases in both the Chinese and English languages, the article summarizes research in the field and the principal research methods used in the studies reviewed. Moreover, key limitations in research…

This study examined the second language (L2) development of adult learners of Spanish at three levels of proficiency during and after a semester of instruction. A fundamental goal was to identify cognitive and psychosocial individual differences (IDs) that can explain between-learner variation over time in order to expand our understanding of the…

This paper examines the relationship of age factor to second language acquisition. Age as an affective factor brings about different performance stages in second as well as first language learning. Traditionally, research in Critical Period Hypothesis and other variables has derived two major aspects of language learning--the younger = the better…

Sample accepted findings on learners, environments, and interlanguages are proposed along with some implications for second-language acquisition theories. (79 references) (JL)

Suggests that Goad & Ingram's (1987) argument in favor of a cognitive model of phonological development failed to recognize the uniqueness of each individual's neural and vocal structures, ignored documented variability in the phonetic patterns of prelexical infants, and inexplicably assumed that inter-child variability implied the operation of…

This article responds to MacIntyre's (1995) critique of the Linguistic Coding Differences Hypothesis (LCDH), which posits that language aptitude is the primary source of individual differences in foreign language (FL) achievement. It defends the LCDH and suggests that difficulties exist with theories that attribute affective and social context…

This article responds to Sparks and Ganschow's (1995) defense of their Linguistic Coding Differences Hypothesis (LCDH), arguing that the LCDH ignores the context in which language learning occurs. It asserts that LCDH is so focused on the learning of the sound system of language that it ignores affective variables. (22 references) (MDM)