ABSTRACT

This chapter examines several theories about the nature of second language (L2) knowledge, how it is acquired, and how it is stored in the brain. It addresses issues related to grammar because that has been the traditional domain of much instructed L2 acquisition research, particularly as it relates to the nature of L2 knowledge. The chapter also explores the nature of lexical, phonological, and pragmatics knowledge as well. It considers the goals of L2 instruction. Of course, there are some instances where the goal of L2 instruction is not primarily communication. For example, L2 reading courses, in which the objective is for learners to become proficient only in reading the L2, are sometimes offered in academic contexts. If the goal of L2 instruction is to produce learners who can use the L2 in communication, then it is important to know what types of knowledge enable them to do so.