Intersections between key questions in second language acquisition and neurolinguistic research findings

Abstract

Research and theory in second language acquisition has provided new insights in the way humans acquire languages. In this paper, the main focus is the review of three key questions raised in the field of second language acquisition research. These three questions concern the role and nature of input, the role and nature of explicit vs. implicit knowledge and the role and nature of formal language instruction in second language development. Possible intersections between these research findings and existing evidence from neurolinguistic research will be highlighted. Overall implications for research from both fields of enquiries for language acquisition theory, methodology and language pedagogy will be outlined.