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In:Meaning and Structure in Second Language Acquisition: In honor of Roumyana Slabakova
Edited by Jacee Cho, Michael Iverson, Tiffany Judy, Tania Leal and Elena Shimanskaya
[Studies in Bilingualism 55] 2018
► pp. 283–308

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Chapter 11
Generative second language acquisition and language teaching

Advancing the dialogue

 | University of York
Published online: 16 November 2018
DOI logo with link
https://doi.org/10.1075/sibil.55.11mar
Abstract
Though language teaching concerns lie outside the core aim of generative second language acquisition (GenSLA) research, consideration of how GenSLA findings might be useful for the language classroom has nonetheless been a consistent sub-theme within Roumyana Slabakova’s work. This paper reports on a recent body of “applied GenSLA” research and teacher-researcher networking activities that address this theme by explicitly aiming to investigate applications of GenSLA research in a language teaching context. The applied GenSLA work is then discussed in the broader context of engagement between language teachers and SLA research generally (E. Marsden & Kasprowicz 2017; Nassaji, 2012), and concludes with proposals for how applied GenSLA can contribute towards advancing the teacher-researcher dialogue.
Article outline
  • Applied GenSLA research
    • Applied GenSLA intervention studies
    • Applied GenSLA investigations of teaching applications for generative linguistic research
  • Teacher–researcher engagement activities
    • Network events
    • Focus groups
  • Concluding discussion
  • Acknowledgement
  • Notes
  • References
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