POINT COUNTERPOINT UNIVERSAL GRAMMAR IN THE SECOND LANGUAGE -- Editorial page -- Title page -- Copyright page -- Dedication -- Table of Contents -- Introduction: Universal Grammar in the Second Language -- " Plato's Problem" -- Theory of Learning -- The Epistemology of Language-Particular Grammar -- The Ontology of Grammar -- Set Theory and Partimeters -- Neurobiology and Maturation -- Second Language Research -- Early L2 Research -- Universal Grammar and 12 Acquisition: the 1980's -- The Logical Problem of Foreign Language Learning -- Point Counterpoint -- Conclusion -- References -- Seven Trivia of Language Acquisition -- "Language acquisition is a difficult and cumbersome process which extends over many years until fullmastery is achieved." -- "Language acquisition is essentially accumulative." -- "The process of language acquisition presupposes avast amount of input as well as species-specificlearning capacities." -- "The input consists of sound waves and of parallel situational information." -- "The target of the acquisition process is to interrelate expressions and meanings." -- "Language acquisition is the result of many essentially interacting processes." -- "Principianonsunt multiplicandapraeter necessitatem." -- Conclusion -- References -- Seven Not-So-Trivial Triviaof Language Acquisition: Comments on Wolfgang Klein -- The Logical and Developmental Problems of Acquisition -- Input -- Situational Information -- Acquisition as a Result of Interacting Processes -- The Target of Acquisition -- Modularity -- Conclusion -- References -- The Accessibility of Universal Grammar in Second Language Acquisition -- References -- Issuesin the Accessibility Debate: A Reply to Felix -- Accessibility -- Clarifications -- Reanalysis -- References -- Age-Dependent Effects in Language Acquisition: An Evaluation of "Critical Period" Hypotheses.

Speech/Accent -- Argument 1: Fixed Period for Acquisition -- Argument 2: Biological Basis for a Critical Period -- Argument 3: Modularity and Categorical Perception -- Other Possible Contributions to Age Effects on L2 Accent -- Syntax -- Ostensible Arguments in Favor of a Critical Period for UG -- General Arguments Against the "Anti- UG" Position -- Counterarguments: Part 1 -- Counterarguments: Part 2 -- Summary of Arguments -- An L2 Acquisition Example -- Conclusion -- References -- On the Notion of "Critical Period"in UG/L2 Theory: A Response to Flynn and Manuel -- Prefatory Remarks -- The Notions of "Critical Period" and "Age-Dependent Effects" -- The Relevance of Evidence from Speech and Speech Perception -- Evidence from Grammaticality Judgments -- Conclusions -- References -- Second Language Competence versus Second Language Performance: UG or Pro cessing Strategies -- Competence and Performance -- Reception versus Production -- Acquisition and Operating Principles -- L1 Acquisition of German Word Order -- Processing Strategies and the L2 Acquisition of German Word Order -- UG Revisited -- Conclusion -- References -- Processing, Constraints on Acquisition, and the Parsing of Ungrammatical Sentences -- References -- Linguistic Knowledge in Second Language Acquisition -- White -- Felix -- References -- Appendix Grammaticality Judgment Test Sentences -- Transfer or Universal Grammar: Reply to Jordens -- White -- Felix -- References -- Principles of Universal Grammar and Strategies of Language Use:On some Similarities and Differences between First and Second Language Acquisition -- UG in First and Second Language Acquisition -- The UG/L2 Approach -- Problems with the UG/L2 Approach -- Summary and Research Goals -- Principles of UG versus Strategies of Language Processing -- Maturational Constraints on Language Acquisition.

Triggering and/or Learning: The Kind of Evidence Needed -- Surface Word Order: A Case of Non-Parametric Learning -- Agreement Phenomena: Triggering of Knowledge in L1 - Learning in L2 -- The Role of Verb Inflection in Grammar -- Verb Inflection in Adult and Child L2 Acquisition -- Conclusions -- References -- Conceptual and Empirical Evidence: A Response to Meisel -- Validity of Argumentation -- Verb-Placement Developmental Sequence -- Empirical Adequacy (Or What Counts as Evidence?) -- Motivation for OVand V°-to-I° Movement -- MeiseVs Counter-Evidence to the Change to OV -- Native-speaker German is SOVI -- Triggers for the Changes in Headedness -- Conclusion -- References -- Accessto Universal Grammar in Second Language Acquisition -- UG and the LAD -- Null Subjects and the MUP -- L1Acquisition -- L2 Acquisition -- Method -- Subjects, Results, and Discussion: Child L2 Acquisition -- Subjects, Results, and Discussion: Adolescent L2 Acquisition -- Subjects, Results, and Discussion: Adult L2 Acquisition -- Default or L1 Values -- Conclusion -- References -- Language Acquisition and the "Pro-Drop" Phenomenon: A Response to Hilles -- First Language Acquisition and "Pro Drop" -- Second Language Acquisition and "Pro Drop" -- Conclusion -- References -- Binding Parameters in Second Language Acquisition -- Governing Categories -- L2 Acquisition and Binding Theory -- Proper Antecedents -- GCP and PAP -- Conclusions -- References -- Appendix -- Do Second Language Learners Have "Rogue" Grammars of Anaphora? -- References -- Morphological Uniformity and Null Subjects in Child Second Language Acquisition -- Morphological Uniformity, Null Subjects, and L1 Acquisition -- Child L2 Acquisition of "Mixed" Languages -- Method -- Subjects -- Procedures -- Results and Discussion -- Marta -- Muriel -- Uguisu -- Constraints on the Transfer of L1 Settings -- Conclusion.

References -- Evidence,Analogy and Passive Knowledge: Comments on Lakshmanan -- Passive Knowledge -- A Methodological Point -- Morphological Analysis and Expletive Subjects -- Conclusion -- References -- Abbreviations -- Index.