By the same authors

From the same journal

From the same journal

What's in the textbook and what's in the mind: polarity item "any" in learner English

Research output: Contribution to journalArticle

Full text download(s)

Published copy (DOI)

Author(s)

Department/unit(s)

Publication details

JournalStudies in Second Language Acquisition
DateAccepted/In press - 3 Jan 2017
DateE-pub ahead of print - 9 May 2017
DatePublished (current) - 1 Mar 2018
Issue number1
Volume40
Number of pages28
Pages (from-to)91-118
Early online date9/05/17
Original languageEnglish

Abstract

This paper presents an experimental study of the rarely explored question of how input through instruction interacts with L2 acquisition at the level ofmodular linguistic knowledge. The investigation focuses on L2 knowledge of the English polarity itemany, whose properties are only partially covered by typical language-teaching materials. We investigate Najdi-Saudi Arabic-speaking learners' knowledge of the distribution of any in contexts that are taught, contexts that are not taught but may be observable in the input, and contexts that are neither taught nor observable. We further test whether conscious awareness of instructed rules about any correlates with performance. Our findings suggest a role for instruction and for internal, UG-constrained acquisition, and that these two paths interact.We explore our findings in terms of SharwoodSmithandTruscott's (2014a, 2014b) framework ofmodular online growth and use of language, in which cognitive development is driven by processing.

Bibliographical note

© Cambridge University Press 2017. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

Discover related content

Find related publications, people, projects, datasets and more using interactive charts.

View graph of relations