Testing Between UG-Based and Problem-Solving Models of L2A: Developmental Sequence Data

The goal of this article is primarily conceptual in nature in that it attempts to offer a novel way to employ developmental sequence data in order to decide between UG-based (e.g., Felix, 1985; White, 1985) and problem-solving (e.g., Bley-Vroman, 1989; Clahsen & Muysken, 1986) models of (adult) nonnative grammatical development. It is argued that the two traditional uses of developmental sequences found in the L2A literature are incapable of testing between the two opposing models. It is further argued that a more valid test consists in comparing the developmental sequence (in the acquisition of language X) of child L2ers to that of adult L2ers, holding their L1 constant. Only here are opposite predictions made: An L2-UG model predicts a single sequence for both adult and child L2ers; a problem-solving approach predicts distinct sequences. L2 developmental sequences from two areas of syntax are then presented to test between the two models. Results support the UG-based model of L2A.