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Speech --- Neurobiology --- Neurobiology. --- Speech. --- Talking --- Language and languages --- Oral communication --- Phonetics --- Voice --- Neurosciences --- Language. --- Brain --- physiology. --- Neurobiology, Cellular --- Neurobiology, Molecular --- Cellular Neurobiology --- Molecular Neurobiology --- Dialect --- Dialects --- Languages --- language processing --- neurolinguistics --- psycholinguistics --- cognition --- language development --- neurobiology

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This book focuses on Portuguese as an additional language and its young learners in three case studies within the Portuguese-speaking world: Portuguese as a second language in Cape Verde, Portuguese as a heritage language in Switzerland and Portuguese as a foreign language in Macao SAR. The term “additional language” is used as an umbrella term for all three contexts. An analysis of these three case studies is presented, with a focus on the organization of explicit and implicit language policies with regards to population mobility and also motivational issues, language attitudes and language use by the sample population.

Portuguese language --- Romance languages --- Study and teaching. --- Language and languages—Study and teaching. --- Language and education. --- Language acquisition. --- Language Education. --- Language Acquisition and Development. --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Educational linguistics --- Education --- Acquisition

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"This book honours the contribution of Marjolijn Verspoor to the development and implementation of dynamic usage-based approaches in second language research and pedagogy. With chapters written by renowned experts in the field, the book addresses the dynamics of language, language learning and language teaching from a usage-based perspective"--

Second language acquisition --- Language and languages --- Speech acts (Linguistics) --- Study and teaching --- Foreign speakers --- Study and teaching&delete& --- Illocutionary acts (Linguistics) --- Speech act theory (Linguistics) --- Speech events (Linguistics) --- Linguistics --- Speech --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Second language learning --- Language acquisition --- Philosophy --- #KVHA:Taalonderwijs --- #KVHA:Tweedetaalverwerving --- #KVHA:Tweedetaalonderwijs --- #KVHA:Cognitieve grammatica --- Second language acquisition Study and teaching --- Foreign language study --- Language and education --- Language schools --- Second language acquisition - Study and teaching --- Language and languages - Study and teaching - Foreign speakers --- Speech acts (Linguistics) - Study and teaching --- Second language acquisition, Study and teaching. --- CDST. --- DUB. --- Marjolijn Verspoos. --- SLA. --- cognitive approaches to second language learning. --- cognitive grammar. --- complex dynamic systems theory. --- dynamic usage-based. --- language development. --- language learning. --- second language pedagogy. --- second language research. --- thinking-for-speaking. --- usage-based approaches to language development. --- usage-based language pedagogy.

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Under the Universal Grammar (UG) framework, this book discusses the latest research on the role of L1 bidialectism in L2 acquisition, with a particular focus on early Chinese(L1)-English(L2) learners. Responding to the long-standing concern of whether L2 learners have access to UG in the target language, it provides evidence of the positive role of L1 multidialectism in L2 learning and confirms the role of UG in L2 acquisition. This book is essential reading for postgraduates and researchers in language education, linguistics, applied linguistics, speech-language pathology and psychology. The clarification of Chinese as L1 is also of interest to language educators in multilingual contexts.

Second language acquisition. --- Second language learning --- Language acquisition --- Language and languages—Study and teaching. --- Language acquisition. --- Linguistics. --- Language Education. --- Language Acquisition and Development. --- Theoretical Linguistics. --- Linguistic science --- Science of language --- Language and languages --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Acquisition --- Theoretical Linguistics / Grammar. --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools --- Study and teaching.

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"This is an exciting book that takes a fresh and novel look at language, showing that there is more than just content to it, but a deep internal structure which cannot be simply reduced to the brain and its cognitive faculties. Highly recommended!" -- Georg Northoff, Professor and author of The Spontaneous Brain: from Mind-Body Problem to World-Brain Problem (MIT Press, 2018). This book examines the relationship between human language and biology in order to determine whether the biological foundations of language can offer deep insights into the nature and form of language and linguistic cognition. Challenging the assumption in biolinguistics and neurolinguistics that natural language and linguistic cognition can be reconciled with neurobiology, the author argues that reducing representation to cognitive systems and cognitive systems to neural populations is reductive, leading to inferences about the cognitive basis of linguistic performance based on assuming (false) dependencies. Instead, he finds that biological implementations of cognitive rather than the biological structures themselves, are the driver behind linguistic structures. In particular, this book argues that the biological roots of language are useful only for an understanding of the emergence of linguistic capacity as a whole, but ultimately irrelevant to understanding the character of language. Offering an antidote to the current thinking embracing ‘biologism’ in linguistic sciences, it will be of interest to readers in linguistics, the cognitive and brain sciences, and the points at which these disciplines converge with the computer sciences. Prakash Mondal is Assistant Professor of Linguistics and Cognitive Science at the Indian Institute of Technology, Hyderabad, India.

Cognitive grammar. --- Consciousness. --- Biology-Philosophy. --- Applied psychology. --- Language acquisition. --- Cognitive Linguistics. --- Cognitive Psychology. --- Philosophy of Biology. --- Biological Psychology. --- Language Acquisition and Development. --- Cognitive linguistics --- Grammar, Comparative and general --- Psycholinguistics --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Applied psychology --- Psychagogy --- Psychology, Practical --- Social psychotechnics --- Psychology --- Apperception --- Mind and body --- Perception --- Philosophy --- Spirit --- Self --- Acquisition --- Cognitive psychology. --- Biology—Philosophy. --- Biological psychology. --- Biological psychology --- Biopsychology --- Biology --- Human behavior --- Biological psychiatry --- Psychology, Cognitive --- Cognitive science