How we can learn from acquisition: the acquisition-learning debate revisited

Melinda Whong, Heather Marsden, Kook-Hee Gil

Research output: Chapter in Book/Report/Conference proceedingConference contribution


A default assumption in generative second language acquisition (SLA) research is that learned L2 knowledge cannot become acquired knowledge. However, given recent generative SLA research concerned with how classroom input affects L2 performance, this paper argues that it is time to revisit this assumption. The discussion draws on both generative and non-generative research and concludes that the context of the language classroom can serve as a motivation for a cross-paradigm research agenda that will be better placed than within-framework research to develop a transition theory for L2 acquisition, and to identify how classroom input affects different types of linguistic properties.

Original languageEnglish
Title of host publicationProceedings of the 12th Generative Approaches to Second Language Acquisition Conference (GASLA 2013)
EditorsJennifer Cabrelli Amaro, Tiffany Judy, Diego Pascual y Cabo
PublisherCascadilla Proceedings Project
ISBN (Print)978-1-57473-461-4
Publication statusPublished - 2013
EventGenerative Approaches to Second Language Acquisition (GASLA) - Gainesville, United States
Duration: 26 Apr 201328 Apr 2013


ConferenceGenerative Approaches to Second Language Acquisition (GASLA)
Country/TerritoryUnited States

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