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Starting from the premise that language instruction should be informed by how humans learn language, this module on second language acquisition (SLA) aims to provide teachers at any level with a comprehensive and up-to-date introduction to the key findings about how second languages are learned in adulthood. This module explores a variety of topics including the mechanisms in the mind responsible for language acquisition, the roles that input and output play in acquisition, and how language develops in the learner's mind over time. Furthermore, the module explores the many factors believed to impact the outcome of SLA, such as the role of the native language, individual differences in aptitude and motivation, and age of acquisition. Please visit the series companion website for more information: http://routledgetextbooks.com/textbooks/9781315679594/.
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This textbook approaches second language acquisition from the perspective of generative linguistics. Roumyana Slabakova reviews and discusses paradigms and findings from the last thirty years of research in the field, focussing in particular on how the second or additional language is represented in the mind and how it is used in communication. The adoption and analysis of a specific model of acquisition, the Bottleneck Hypothesis, provides a unifying perspective. The book assumes some non-technical knowledge of linguistics, but important concepts are clearly introduced and defined throughout, making it a valuable resource not only for undergraduate and graduate students of linguistics, but also for researchers in cognitive science and language teachers.
Psycholinguistics --- Sociolinguistics --- Second language acquisition --- Second language acquisition. --- Fremdsprachenlernen. --- Linguistik.
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Second language acquisition --- Second language learning --- Language acquisition --- Evaluation.
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The past 50 years have witnessed achievement of a set of widely attested empirical findings on major research issues in SLA. They pertain to such matters as cross-linguistic influence; processes and sequences in interlanguage development; age effects; incidental and intentional, learning and implicit and explicit knowledge; the role of the linguistic environment and of the broader social context as sources of positive and negative evidence and of opportunities for input, interaction and output; and effects of individual differences in language aptitudes and other cognitive and affect variables. Robust findings in any scientific field constitute empirical ‘problems’ that require explanation and motivate theoretical work. In this inaugural volume of Brill Research Perspectives in Multilingualism and Second Language Acquisition , Michael Long, Gisela Granena and Yucel Yilmaz review work on a selection of these issues, and note implications of some of the work for language teaching, educational language planning, human migration, and other important matters of social concern.
Second language acquisition. --- Second language learning --- Language acquisition
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This book looks at the development of language skills in Swedish as a second language in young adults, beginning from the first months of their second language instruction and ending after three years of intensive language courses. The focus is on three proficiency dimensions: Complexity, Accuracy and Fluency and their interplay not only at group level, but also, and most importantly, in individual students. At the beginning of the second language learning process accuracy, complexity and fluency are not integrated in the learner's mind and they tend to act in an arbitrary fashion. During second language development integration of all dimensions proceeds steadily and after three years of learning the discrepancy between different aspects of proficiency is very low. In view of the necessary interplay of dynamic systems, the mutual impact of every dimension on particular aspects was also traced, as a consequence of which four learner profiles could be identified.
The goal of this book is to provide a platform for further discussion of the dynamics of second language development and the interconnectedness of systems involved in this development. With this aim in mind we call for an individual approach to be taken with every learner and for development to be treated as a constant interplay between many factors.
Second language acquisition. --- Second language learning --- Language acquisition
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In this paper we present some statistics data regarding the preferential choices of native speakers of Russian and Italian and of Italian speakers of Russian with respect to the discourse structure and syntactic hierarchy. The research was conducted on the material of an original acquisition corpus, and has demonstrated that the discourse level is more resistant to the acquisition of the second language norms than the macrosyntactic level.
Language acquisition. --- Linguistics. --- Russian literature.
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In this paper we present some statistics data regarding the preferential choices of native speakers of Russian and Italian and of Italian speakers of Russian with respect to the discourse structure and syntactic hierarchy. The research was conducted on the material of an original acquisition corpus, and has demonstrated that the discourse level is more resistant to the acquisition of the second language norms than the macrosyntactic level.
Language acquisition. --- Linguistics. --- Russian literature.
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Language acquisition --- Bilingualism in children --- Language acquisition --- Second language acquisition --- Language and languages --- Psycholinguistics
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