Universal Grammar

Abstract

The traditional approaches to the empirical study of adult L2 acquisition, Contrastive Analysis (CA) and Creative Construction (CC), have not provided explanatory theories of this language learning process. In spite of isolating two general properties of this learning—contrast and construction—empirical investigations have been unable to determine the extent to which components of the essential language faculty involved in L1 acquisition are involved in L2 acquisition. Nor is it known how one can account for the role of experience and still maintain that the essential language faculty also determines L2 acquisition. A principled integration of these components is a major requirement for the development of an explanatory theory of adult L2 acquisition.