Modular minds and input in second language acquisition
The aim of this paper is twofold: i. firstly, to show why second language learners (from perhaps as early as age six, but certainly after age twelve or thereabouts) are claimed to. require instruction in addition to communicative exposure to the language; and ii. secondly, to dispel the idea that, as long as theories of how second languages are acquired keep changing, no insight into the acquisition process can be gained from them. The focus will be on theories of L2 acquisition that have a strong linguistic base to the exclusion of, for example, psychological process-based theories. By narrowing the focus of the paper, I hope to keep the main thrust of the argument clear. The choice of focus should not be taken to imply that other approaches have not provided useful perspectives on aspects of L2 acquisition.
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