Martha Young-Scholten Generative second language acquisition

Her research, teaching and supervision spans L2 morpho-syntax, L2 phonology and adult immigrant literacy mostly relating to English and German. 

Martha regularly supervise students working on a wide range of languages including Arabic, Chinese, Japanese, Korean and Thai. Herself and her students' exploration of extra-linguistic factors, from input to working memory to appropriacy of reading materials, is prompting new cross-disciplinary collaborations.


"Exploring the pedagogical applications of new lines of SLA research"

Generative second language acquisition research on the properties of interlanguage grammars has yielded a range of pedagogical implications but applications are problematic if we take modularity seriously and dismiss the potential of explicit instruction to restructure the L2er's IL grammar (Schwartz 1993; Vainikka & Young-Scholten 2011). Educated L2 learners certainly benefit in other ways from instruction (Sharwood Smith & Truscott 2010), but this is much less likely for those non-/low-literate adults who increasingly resettle in post-industrialised countries and struggle to acquire a second language. This learner population is both under-researched (Young-Scholten 2013) and under-served with respect to methods and materials. I argue that there are new lines of L2 research, on first exposure (e.g. Carroll 2013) and on fast mapping (e.g. Rohde and Tiefenthal 2002), whose implications could translate into innovative applications - not only for adults with little metalinguistic skills but also for educated L2 adults.

Generative second language acquisition is hosted by the , University of Greenwich.