Lexical inferencing is a central process in both reading comprehension and word learning through reading. This volume presents a comprehensive research review on second language lexical inferencing (with Kirsten Haastrup) and a major new study of first and second language lexical inferencing by speakers of Persian, French and English, focusing on first language transfer effects.
Albrechtsen, D., Haastrup, K. and Henriksen, B. (2008) Vocabulary and Writing in
a First and Second Language Á Processes and Development. Houndsmill:
Palgrave MacMillan. Ard, H. and Holmburg, T. (1983) Verification of language ...
"In this study the child's interaction with different interlocutors was audio- and video-recorded. These recorded data are supplemented by diary entries that supply information on how the child perceived her second language learning and how she became able to join in interactions as an accepted user of Australian English." "This book will appeal widely to professionals and students in the fields of pragmatics, second language acquisition, bilingualism, child language, applied linguistics, psycholinguistics and socio-linguistics, as well as to language teachers."--Jacket.
This period began with the onset of her second language learning experience
during her residence in Australia. The principal purpose of the study was to
determine what strategies and linguistic devices a second language learning
child uses ...
"The aim of this volume is to cater to a wide range of audiences associated with the field of Computer Assisted Language Learning (CALL). In a true cross-disciplinary fashion it brings together instances of research in second language acquisition, language awareness, computer assisted language learning, artificial intelligence and natural language processing. It is intended for language teachers, students of applied linguistics and language engineering as well as for applied linguists in general."--BOOK JACKET.
Background Occasionally one hears that so-and-so speaks five or seven languages fluently, which seems like a truly remarkable achievement, except for
the fact that the speaker as a rule fails to deliver any accurate measure of so- and
-so's ...
This study examines changes in the first language of people who know a second language. It presents theories and research that investigate the first language of second language users from a variety of perspectives including vocabulary, pragmatics, cognition and syntax.
The present study will investigate whether language and culture affect
productivity and lexical diversity in the speech of monolinguals, and whether the
degree of language proficiency and acculturation determines this variable in the
speech of ...
This book examines how Russian-speaking adoptees in three US families actively shape opportunities for language learning and identity construction in everyday interactions. This work focuses on how learners achieve agency in second language socialization processes and informs the fields of second language acquisition and language maintenance and shift.
Building on prior language socialization research in first language and bilingual
contexts, in this book I have discussed how language socialization processes (
e.g. telling stories about the day, talking about language and code-switching)
play ...
MICHAEL G. CLYNE Monash University, Clayton, Australia Introductory remarks
This paper will attempt to discuss the importance of the sociolinguis- tic context in
the classroom development of a second language, partly in relation to some
questions raised by Pienemann (this volume, Chapter 2) and Long (this volume,
Chapter 3). While the situation I am describing is a specific one — in Melbourne,
Australia — it could easily be transferred to many other countries. One point that ...
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 ...
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 ...
This text examines the under-researched and often troubling phenomenon of silence in second language learning through a triangulation of SLA research, memoirs and language learner diaries, and psychoanalytic concepts of anxiety, ambivalence, conflict and loss. It moves beyond the view of silence as the mere absence of speech, inviting the reader to consider it as both a psychical event and a linguistic moment in the continuous process of identity formation.
Chapter 3 Looking and Looking Again: Memoirs of Second Language Learning
When I hear my voice, I just hate it ... It is not simply that my ears hate my mouth,
or my mouth hates my eyes. The inner conflict inhabits my entire being.
In this book the authors address five central problems in the study of second language acquisition: transfer, staged development, cross-learner systematicity, incompleteness and variability. The book begins with a definition of each of these areas and an indication of why they are important for understanding SLA. In Chapters 2-4 attempts to explain these phenomena via early linguistic, sociolinguistic, and cognitive approaches are examined. It is argued that they all fail because they attach insufficient importance to the nature of language. In Chapters 5-9 the central problems are approached from the perspective of Universal Grammar and parametric variation: it is considered that this approach provides greater insights into transfer, staged development, cross-learner systematicity and into some aspects of completeness, but that it has difficulty accounting for variability. Variability, it is then argued in Chapters 10-13, is more attributable to factors related to language use and language processing. The most important of these are: the learner's need to develop hypotheses from data where Universal Grammar may not be accessible or applicable; the learner's need to transform linguistic knowledge into the productions required for language processing in real-time; and the learner's need to communicate effectively with an incomplete linguistic system. The variability observed in second language learners who began learning after the age of seven is attributed to the use of multiple knowledge sources and the different kinds of productions which may underlie second language use. The strands making up this argument are then brought together in Chapter 14 in a single model and indications of further directions for research are provided.
Language. Processing. In Chapter 10 we argued that there are three main
causes of the variability which is characteristic of L2 learning but not of Ll
learning. In Chapter 11, we have given detailed consideration to the first of these,
the multiple ...
