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English language --- German language --- Grammar, Comparative --- Existential constructions. --- German. --- English. --- Ashkenazic German language --- Hochdeutsch --- Judaeo-German language (German) --- Judendeutsch language --- Judeo-German language (German) --- Jüdisch-Deutsch language --- Jüdischdeutsch language --- Germanic languages --- Existential constructions --- Grammar, Comparative&delete& --- German --- English --- Sentences --- Verb phrase
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The paper discusses the spread of the spelling variation 〈 u: o〉 in Middle English in all localized texts from the Innsbruck Corpus (Markus 2008). The present author's aim is to determine the distribution of the replacement of 〈u〉 by 〈o〉 in the Corpus texts in order to reveal a temporal and regional conditioning of the change. The study covers eight high-frequency items (HUNDRED, HUNGER, HONEY, NUN, SOME, SUMMER, SUN, SON), five of which have restored the original grapheme 〈u〉. The examination of the above corpus has revealed the lack of a consistent universal rule governing the replacement of 〈u〉 by 〈o〉 in the graphically obscure contexts of the postvocalic graphemes 〈m, n〉. The earliest 〈o〉 spellings in the prose corpus belong to the westerly areas of England (Hali Meidenhad, Hali Maidhad, Ancrene Riwle), but the later selection of either traditional 〈u〉 (HUNDRED, HUNGER) or innovative 〈o〉 (HONEY, SON) appears to have been determined by the East Midland and London usage.
English language --- Languages in contact --- Linguistic change --- Change, Linguistic --- Language change --- Historical linguistics --- Language and languages --- Germanic languages --- Areal linguistics --- Variation --- History.
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This book constitutes a holistic study of how and why late starters surpass early starters in comparable instructional settings. Combining advanced quantitative methods with individual-level qualitative data, it examines the role of age of onset in the context of the Swiss multilingual educational system and focuses on performance at the beginning and end of secondary school, thereby offering a long-term view of the teenage experience of foreign language learning. The study scrutinised factors that seem to prevent young starters from profiting from their extended learning period and investigated the mechanisms that enable late beginners to catch up with early beginners relatively quickly. Taking account of contextual factors, individual socio-affective factors and instructional factors within a single longitudinal study, the book makes a convincing case that age of onset is not only of minimal relevance for many aspects of instructed language acquisition, but that in this context, for a number of reasons, a later onset can be beneficial.
Language acquisition --- Classroom environment. --- Second language acquisition. --- Age factors. --- CLIL. --- L2 instructional learning. --- SLA. --- affective factors. --- age factor. --- age research. --- classroom L2 learning. --- crosslinguistic influence. --- early FL learning . --- foreign language learning. --- individual differences. --- language policies. --- language proficiency. --- literacy. --- multilevel modelling. --- psycholinguistics. --- second language acquisition. --- second language education. --- teenage learners. --- the role of age in language learning. --- young learners. --- younger is better in foreign language learning.
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This book constitutes a holistic study of how and why late starters surpass early starters in comparable instructional settings. Combining advanced quantitative methods with individual-level qualitative data, it examines the role of age of onset in the context of the Swiss multilingual educational system and focuses on performance at the beginning and end of secondary school, thereby offering a long-term view of the teenage experience of foreign language learning. The study scrutinised factors that seem to prevent young starters from profiting from their extended learning period and investigated the mechanisms that enable late beginners to catch up with early beginners relatively quickly. Taking account of contextual factors, individual socio-affective factors and instructional factors within a single longitudinal study, the book makes a convincing case that age of onset is not only of minimal relevance for many aspects of instructed language acquisition, but that in this context, for a number of reasons, a later onset can be beneficial.
Language acquisition --- Classroom environment. --- Second language acquisition. --- Age factors. --- Second language learning --- Classroom climate --- Climate, Classroom --- Environment, Classroom --- Age factors in language acquisition --- Classroom environment --- Second language acquisition --- #KVHA:Taalkunde --- #KVHA:Taalonderwijs --- #KVHA:Tweede taalonderwijs --- Age factors --- Classroom management --- Educational sociology --- School environment --- Teacher-student relationships --- Ability, Influence of age on --- Interpersonal communication in children --- Psycholinguistics --- CLIL. --- L2 instructional learning. --- SLA. --- affective factors. --- age factor. --- age research. --- classroom L2 learning. --- crosslinguistic influence. --- early FL learning . --- foreign language learning. --- individual differences. --- language policies. --- language proficiency. --- literacy. --- multilevel modelling. --- psycholinguistics. --- second language acquisition. --- second language education. --- teenage learners. --- the role of age in language learning. --- young learners. --- younger is better in foreign language learning.
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Bringing together experts from both historical linguistics and psychology, this volume addresses core factors in language change from the perspectives of both fields. It explores the potential (and limitations) of such an interdisciplinary approach, covering the following factors: frequency, salience, chunking, priming, analogy, ambiguity and acquisition. Easily accessible, the book features chapters by psycholinguists presenting cutting edge research on core factors and processes and develops a model of how this may be involved in language change. Each chapter is complemented with one or several case study in the history of the English language in which the psycholinguistic factor in question may be argued to have played a decisive role. Thus, for the first time, a single volume provides a platform for an integrated exchange between psycholinguistics and historical linguistics on the question of how language changes over time.
Psycholinguistics --- Historical linguistics --- English language --- Psychological aspects. --- Psychological aspects
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"Language fundamentally defines and distinguishes us as humans, members of society and as individuals. As we go through life, our relationship with language and with learning shifts and changes, but it remains significant. This book is an up-to-date resource for graduate students and researchers in second language (L2) acquisition who are interested in language learning across the lifespan. The main goal is to survey and evaluate what is known about the linguistic-cognition-affect associations that occur in L2 learning from birth through senescence (passing through the stages of childhood, adolescence, adulthood and third age), the extent to which L2 acquisition may be seen as contributing to healthy and active aging, the impact of the development of personalized, technology-enhanced communicative L2 environments, and how these phenomena are to be approached scientifically and methodologically. The effects of certain specific variables, such as gender, socio-economic background, and bilingualism are also analyzed, as we argue that chronological age does not determine the positioning of L2 learners across the lifespan: age is part of a complex web of social distinctions such as psychological and individual factors that intersect in the construction of a learner's relative status and opportunities"--
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Language fundamentally defines and distinguishes us as humans, as members of society, and as individuals. As we go through life, our relationship with language and with learning shifts and changes, but it remains significant. This book is an up-to-date resource for graduate students and researchers in second language (L2) acquisition who are interested in language learning across the lifespan. The main goal is to survey and evaluate what is known about the linguistic-cognition-affect associations that occur in L2 learning from birth through senescence (passing through the stages of childhood, adolescence, adulthood, and third age), the extent to which L2 acquisition may be seen as contributing to healthy and active aging, the impact of the development of personalized, technology-enhanced communicative L2 environments, and how these phenomena are to be approached scientifically and methodologically. The effects of certain specific variables, such as gender, socio-economic background, and bilingualism are also analyzed, as we argue that chronological age does not determine the positioning of L2 learners across the lifespan: age is part of a complex web of social distinctions such as psychological and individual factors that intersect in the construction of a learner's relative status and opportunities.
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This volume offers several empirical, methodological, and theoretical approaches to the study of observable variation within individuals on various linguistic levels. With a focus on German varieties, the chapters provide answers on the following questions (inter alia):Which linguistic and extra-linguistic factors explain intra-individual variation? Is there observable intra-individual variation that cannot be explained by linguistic and extra-linguistic factors? Can group-level results be generalised to individual language usage and vice versa? Is intra-individual variation indicative of actual patterns of language change? How can intra-individual variation be examined in historical data?Consequently, the various theoretical, methodological and empirical approaches in this volume offer a better understanding of the meaning of intra-individual variation for patterns of language development, language variation and change.The inter- and transdisciplinary nature of the volume is an exciting new frontier, and the results of the studies in this book provide a wealth of new findings as well as challenges to some of the existing findings and assumptions regarding the nature of intra-individual variation.
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