This volume comprises studies and keynote addresses presented at the 16th Generative Approaches to Second Language Acquisition Conference hosted by The Norwegian University of Science and Technology, NTNU, in Trondheim in 2022. The selection of cutting-edge studies presented covers a wide array of topics within generative linguistics, including the acquisition of grammatical features, challenges of functional morphology, the impact of the native language on subsequently acquired languages, and interfaces between linguistic domains. Other chapters address how non-native language processing differs from native processing, while the volume also highlights internal and external factors affecting bi- and multilingual development and points to important avenues for further generative research on second language acquisition.

This volume brings together empirical studies and keynote addresses presented at the 15th Generative Approaches to Second Language Acquisition conference hosted by the University of Nevada, Reno in 2019. The studies selected for the volume reflect how the latest developments in generative syntactic theory and psycholinguistic methodologies have impacted second language acquisition research in the last decade, from the linguistic properties under investigation and L1-L2/Ln language pairings down to the specific research questions in each study. The minimalist view of language architecture is at the center of studies investigating L2 acquisition of raising, scope, definiteness, phonological representations, and interlanguage transfer. The volume also showcases the latest research on interface phenomena, language processing, and working memory. Studies analyze data collected with a variety of L2 populations from adult foreign language learners to adolescent L3 learners and heritage speakers.

This volume presents recent generative research on the nature of grammars of child second language (L2) acquirers -- a learner population whose exposure to an L2 occurs between the ages of 4 to 8. The main goal is to define child L2 acquisition in relation to other types of acquisition such as child monolingual and bilingual acquisition, adult L2 acquisition, and specific language impairment. This comparative perspective opens up new angles for the discussion of currently debated issues such as the role of Universal Grammar in constraining development, developmental sequences in L2, maturational influences on the 'growth' of grammar, critical period effects for different linguistic domains, initial state and ultimate attainment in relation to length of exposure, and L1-transfer in relation to age of onset. These issues are explored using longitudinal, cross-sectional, and experimental data from L2 children acquiring a range of languages, including Dutch, English, French, and Greek.

The Routledge Handbook of Second Language Acquisition and Neurolinguistics provides a comprehensive discussion of a wide range of neurocognitive and neurobiological scientific research about learning second or additional languages. It is a one-of-a-kind centralized resource that brings together research that is typically found in disperse publication venues. Eminent global scholars from various disciplines synthesize and cross-fertilize current and past neural research about second language through systematic, in-depth, and timely chapters that discuss cores issues for understanding the neurocognition of second language learning, representation, and processing. Handbook sections provide overviews of extant and emerging neuroscience methods, syntheses of neurocognitive research on second language syntax, morphosyntax, lexicon, phonology, and pragmatics, and up-to-date descriptions of theoretical approaches of the neural basis of second language learning. The volume provides additional sections that synthesize research on a variety of topics including factors that affect the neurocognition of second language, the neural mechanisms underlying second language learning, individual differences in the neurocognition of second language, as well as research on understudied languages and populations, such as sign language, child second language learners, and individuals with aphasia. This handbook will be an indispensable resource to scholars and students across a wide range of disciplines, including those interested in second language acquisition, applied linguistics, cognitive science, psychology, neuroscience, and research methodology. It should facilitate transformative connections between ideas and disciplines and lead to informative and productive paths for future research.

This Element explores the role of pragmatics, and its relationship with meaning and grammar, in second language acquisition. Specifically, this Element examines the generative paradigm, with its focus on purely linguistic aspects, in contrast with, and complemented by, the view of language adopted in the wider perspective on communication that Relevance Theory offers. It reviews several theoretical standpoints on how linguistic phenomena that require combining semantic, pragmatic and syntactic information are acquired and developed in second languages, illustrating how these perspectives are brought together in analysing data in different linguistic scenarios. It shows that the notion of procedural meaning casts light on the range of interpretative effects of grammatical features and how they vary across languages, suggesting ways to complete the picture of the interface factors that affect second language development.

Language lies at the heart of the way we think, communicate and view the world. Most people on this planet are in some sense multilingual. The Multilingual Mind explores, within a processing perspective, how languages share space and interact in our minds. The mental architecture proposed in this volume permits research across many domains in cognitive science to be integrated and explored within one explanatory framework, recasting compatible insights and findings in terms of a common set of terms and concepts. The MOGUL framework has already proven effective for shedding light on the relationship between processing and learning, metalinguistic knowledge, consciousness, optionality, crosslinguistic influence, the initial state, 'UG access', ultimate attainment, input enhancement, and even language instruction. This groundbreaking work will be essential reading for linguists working in language acquisition, multilingualism, and language processing, as well as for those working in related areas of psychology, neurology and cognitive science.

The origins of learner corpus research go back to the late 1980s when large electronic collections of written or spoken data started to be collected from foreign/second language learners, with a view to advancing our understanding of the mechanisms of second language acquisition and developing tailor-made pedagogical tools. Engaging with the interdisciplinary nature of this fast-growing field, The Cambridge Handbook of Learner Corpus Research explores the diverse and extensive applications of learner corpora, with 27 chapters written by internationally renowned experts. This comprehensive work is a vital resource for students, teachers and researchers, offering fresh perspectives and a unique overview of the field. With representative studies in each chapter which provide an essential guide on how to conduct learner corpus research in a wide range of areas, this work is a cutting-edge account of learner corpus collection, annotation, methodology, theory, analysis and applications.