ABSTRACT
In the last two decades or so, a number of authors have advocated a usage-based approach to L1 language acquisition, an approach that runs counter in many ways to theoretical positions based on Universal Grammar in linguistics (e.g., Langacker, 1987; Tomasello, 2000, 2003; authors in the edited volume by Barlow & Kemmer, 2000). A strong commitment to the usage-based approach underlies the quote above from Lieven and Tomasello (2008). Their statement provides a good starting point for this chapter, which addresses the second anchor question guiding this book-Can studies of general cognitive processing fluency and of skill acquisition outside bilingualism contribute to an understanding of L2 fluency?
