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Second Language Grammar

Learning and Teaching

The thrust of the book is not so much upon the formation of grammatical constructs but rather upon the shape of the grammatical system and its relation to semantics, discourse and pragmatics.

Niels Bohr In this book we have already touched on more than one way of
looking at the phenomenon that we call 'language'. And we have seen that
whatever conception of language we are disposed to carry around with us has a
direct ...

Translation in Second Language Learning and Teaching

Proceedings of a conference, "Translation in second language teaching and learning", that took place at the National University of Ireland, Maynooth, March 27-29, 2008

BOGUSLAWA WHYATT Translating as a Way of Improving Language Control in
the Mind of an Lz Learner: Assets, Requirements and Challenges of Translation
Tasks Introduction Learning a second or foreign language is arguably one of the
 ...

Vygotskian Approaches to Second Language Research

In many ways, this edited volume can be read as a showcase for the state of affairs in SLA research. It exemplifies what makes current SLA work so energetic and vibrant, topically and methodologically innovative, insightful in its results, and intellectually and episteologically expansive in its implications and significance beyond second language acquisition. - Applied Linguistics This text brings together the work of scholars attempting to extend Vygotsky's theory to second language research. The papers included, are organized according to three of the major topics of interest in Vygotskian research: zone of proximal development, inner and private speech, and activity theory. All of the papers report on the results of empirical research carried on in these three areas. Readers will recognize the potential sociocultural theory and research has for developing a fuller understanding of L2 learning and use.

Although ineffective learners were less specific with respect to reporting
particular language learning strategies than effective ones, a clear pattern is
nevertheless revealed in the preceding analysis. While ineffective language
learners appear ...

Fossilization in Adult Second Language Acquisition

This book is a systematic attempt to address the issue of fossilization in relation to a fundamental question in second language acquisition research, which is: why are learners, adults in particular, unable to develop the level of competence they have aspired to in spite of continuous and sustained exposure to the target language, adequate motivation to learn, and sufficient opportunity to practice?

DeKeyser, R. (1994) How implicit can adult second language learning be? AILA
Review 11, 83-96. DeKeyser, R. (1995) Learning second language grammar
rules: An experiment with a miniature linguistic system. Studies in Second ...

Studying Speaking to Inform Second Language Learning

In a series of studies specially written for this volume, Studying Speaking to Inform Second Language Learning offers the applied linguist research on spoken interaction in second and foreign languages and provides insights as to how findings from each of these studies may inform language pedagogy. The volume offers an interweaving of discourse perspectives: speech acts, speech events, interactional analysis, pragmatics, and conversational analysis.

Chapter 5 Repair of Teenagers' Spoken German in a Summer lmmersion
Program1 HEIDI HAMILTON This study examines the language repair practices (
following Schegloff et al., 1977) of four different groups of American teenaged
learners ...

Phonology and Second Language Acquisition

This volume is a collection of 13 chapters, each devoted to a particular issue that is crucial to our understanding of the way learners acquire, learn, and use an L2 sound system. In addition, it spans both theory and application in L2 phonology. The book is divided into three parts, with each section unified by broad thematic content: Part I, “Theoretical Issues and Frameworks in L2 Phonology,” lays the groundwork for examining L2 phonological acquisition. Part II, “Second Language Speech Perception and Production,” examines these two aspects of L2 speech in more detail. Finally, Part III, “Technology, Training, and Curriculum,” bridges the gap between theory and practice. Each chapter examines theoretical frameworks, major research findings (both classic and recent), methodological issues and choices for conducting research in a particular area of L2 phonology, and major implications of the research findings for more general models of language acquisition and/or pedagogy.

Winifred Strange and Valerie L. Shafer City University of New York — Graduate
School and University Center Introduction One common characteristic of learners
of a second/foreign language who acquired the language in late adolescence or
 ...

Second-language Speech

Structure and Process

This work provides a cross-section of current research on second-language speech. Issues covered include: the influence of the first language; the contexts of speech-sounding learning; the perception-production relation; the nature of speech language capacity.

One of the fundamental goals of theoretical linguistics is to make explicit the
language learner's internalized grammar. To this end, the study of an inter-
language phonology - particularly a foreign accent - is a way to investigate and
uncover a ...

Crosscurrents in Second Language Acquisition and Linguistic Theories

The term “crosscurrent” is defined as “a current flowing counter to another.” This volume represents crosscurrents in second language acquisition and linguistic theory in several respects. First, although the main currents running between linguistics and second language acquisition have traditionally flowed from theory to application, equally important contributions can be made in the other direction as well. Second, although there is a strong tendency in the field of linguistics to see “theorists” working within formal models of syntax, SLA research can contribute to linguistic theory more broadly defined to include various functional as well as formal models of syntax, theories of phonology, variationist theories of sociolinguists, etc. These assumptions formed the basis for a conference held at Stanford University during the Linguistic Institute there in the summer of 1987. The conference was organized to update the relation between second language acquisition and linguistic theory. This book contains a selection of (mostly revised and updated) papers of this conference and two newly written papers.

What is the relationship between the field of typology/universals and that of
second language acquisition? The relationship has been an unequal one, with
typology/universals, based on the cross linguistic study of fully functioning adult ...

Typology and Second Language Acquisition

In recent years research on comparative typology has led to reveal regularities and to formulate new constraints upon variation for a broad range of phenomena. As the amount of typological research increased, a growing interest arose for the implications that findings in the typological field might have on second language acquisition. Written by experts in the field of typology and/or second language acquisition, this volume addresses theoretical and empirical issues on structural domains such as relative clauses and possessive constructions as well as pragmatic considerations on information organization in learners productions.

It is generally acknowledged that iconicity - isomorphism and motivational
iconicity (Croft 1990: 164-192) - shapes in some measure grammar in language
use and in the course of language acquisition and of language change. Although
this ...

Second Language Competence

The Acquisition of Complex Syntax in Spanish

This volume looks at the development of linguistic competence and convergence in second language acquisition by analysing the acquisition of complex syntax by non-native learners of Spanish. It looks at the knowledge that is transferred from the native language and the changes that occur as learners become more proficient. It focuses on a particular class of grammatical constructions that are central to understanding the transition from simple to complex syntax in language development: Control, Raising and Exceptional Case Marking structures. The formal properties of these constructions have been described extensively in theoretical syntax. This volume presents an empirical study, as well as a comprehensive review of seminal and current theories, that ultimately seeks to bridge the gap between linguistic theory and its applications.

LANGUAGE. ACQUISITION. This chapter presents previous literature on the
acquisition of Control, Raising and Exceptional Case Marking structures within
the Generative framework, with the aim of providing the backdrop for the
learnability ...