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This book assembles 11 analytical and empirical studies on the process of second language acquisition, probing a wide array of issues, from transfer appropriate processing to L2 default processing strategies, among hearing or deaf learners of a variety of target languages including English, Japanese, Chinese, Korean, French, Spanish, and American Sign Language. Although instruction per se is not the focus of this volume, the chapters are written with instructed learners in mind, and hence offer valuable insights for both second and foreign language researchers and practitioners.

Second language acquisition. --- Second language learning --- Language acquisition --- Second language acquisition --- L2 acquisition. --- L2. --- SLA. --- Second Language Acquisition. --- foreign language learning. --- instruction. --- language teaching. --- second language learning.

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This volume includes some of the contributions from renowned experts to the 3rd and 4th International Colloquium MarDisT held at the Faculty of Arts and Humanities, University of Coimbra in 2017 and 2018. The contributions address different languages, theoretical perspectives, genres of text, translation problems, and difficulties in SLA. Discourse markers are however the common denominator. The wide range of issues covered will certainly inspire further research projects.

Denial --- Code-switching --- Literary translation --- L2 acquisition --- Discourse markers --- Coordination --- Juxtaposition --- Metadiscursive functions --- Conjunction --- Hermeneutics --- Interpretation --- Onomasiological approach --- Translation --- Rectificat --- Creativity --- Subordination

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The chapters in this volume, all written by experts in the field, present an array of new research on second language acquisition (SLA) that touches on several current theoretical debates in the field and present a rich range of new empirical data and a number of innovative findings. The studies address questions relating to ultimate attainment, first language transfer, universal properties of SLA, processing and second language (L2) grammar, and explore a number of grammatical features of the L2: tense, aspect, modality, specificity, definiteness, gender, number, anaphora. These themes are complemented by the study of pragmatic competence in sociocultural aspects of register use. The students investigated in the studies range from heritage speakers to naturalistic learners, to instructed learners and immigrants. Another distinctive feature of this book is the inclusion of pedagogical recommendations based on L2 research, making the book relevant for both SLA researchers and language teachers.

Second language acquisition. --- French language --- Langue d'oïl --- Romance languages --- Second language learning --- Language acquisition --- Grammar --- Study and teaching --- Foreign speakers. --- L1 transfer. --- L2 Acquisition. --- L2 research. --- SLA. --- acquisition of grammar. --- crosslinguistic influence. --- language transfer. --- second language learning. --- second language teaching.

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Focusing on French, this collection of articles spans different facets of second language acquisition research, including different areas of a learner’s language system in French such as the development of verbal, nominal, and adjectival morphology. Other articles explore input matters relating to the learner’s language exposure as well as the role of individual factors in the learner’s developmental trajectory. The studies presented offer insight into contemporary developments in relation to the investigation of both well-established and newer emerging themes and issues in second language acquisition research and showcase the contributions of French in such work. They draw on different approaches and methods to offer an exploration of contemporary areas of focus in French second language acquisition among learners of different source languages, at different levels of development, and in different learning contexts.

tense --- aspect --- mood --- modality --- L2 French --- Interface hypothesis --- longitudinal study --- study abroad --- proficiency --- self-perceived proficiency --- linguistic gains --- French --- L2 acquisition --- verb morphology --- subject–verb agreement --- number --- transfer --- cross-linguistic influence --- collocation --- frequency --- MI score --- Log Dice --- stay abroad --- instructional practices --- proficiency outcomes --- French as a second language --- CEFR --- DELF --- action-oriented instruction --- task-based language teaching --- aller + V --- SLA --- spatial reference --- discursive function --- French L2 acquisition --- addition --- scope particles --- German L1 --- syntactic embedding --- prosody --- discourse cohesion --- vocabulary depth --- L3 French --- vocabulary knowledge --- spelling --- form-meaning --- word parts --- migration --- adult SLA --- high performance --- individual factors --- input --- morphosyntax --- usage-based approaches --- motivation --- LOTEs --- French as a foreign language --- ideal self --- intervention --- noun phrase --- determiner system --- French L2 --- beginning stages in L2 --- ESF corpus --- Spanish L1 --- Moroccan Arabic L1 --- L2 learner productions --- Basic Variety --- learner varieties --- n/a --- subject-verb agreement

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This book makes Relevance Theory (RT) relevant for L2 teachers and L2 teacher educators, in particular those working in foreign language teaching contexts. L2 classroom discourse data collected in seven research projects in the years 1984 – 2004 are reinterpreted in this book in the light of Relevance Theory - a theory of interpretation of the incoming messages. In this perspective the teachers’ input for instructed L2 learners facilitates shifts in the learners’ attention from meaning to form and vice versa. Such shifts of attention, according to Relevance Theory, change the level of expected optimal relevance of classroom communication, either focusing the students on form-oriented communication (accuracy), on meaning-oriented communication (fluency) or on meaning and form-oriented communication (fluency combined with accuracy). The latter is considered optimal for L2 learning/acquisition. Apart from the main focus on the relevance-theoretic interpretation of the teachers’ input, the book presents an overview of other theoretical approaches to the question of input for instructed L2 learners: the SLA approach, the communicative L2 teaching perspective, and the L2 classroom discourse approach.

Discourse analysis. --- Language and languages --- Second language acquisition --- Discourse analysis --- Language and education --- Languages & Literatures --- Philology & Linguistics --- Study and teaching --- Language and education. --- Second language acquisition. --- Study and teaching. --- Discourse grammar --- Text grammar --- Educational linguistics --- Second language learning --- Foreign language study --- Semantics --- Semiotics --- Education --- Language acquisition --- Language schools --- Language and languages Study and teaching --- L2 acquisition. --- L2 classroom discourse. --- L2 learners. --- L2 learning. --- L2 teachers. --- Relevance Theory. --- SLA. --- Second Language Acquisition. --- classroom communication. --- classroom discourse. --- input in SLA.