As a testament to the scope of Peter MacNeilage's scholarly work across his 40 year career, contributions to this tribute volume represent a broad spectrum of the seminal issues addressed by phonetic and evolutionary science over a number of years.
This volume contains contributions from leaders in the field of child language in honor of one of the preeminent scholars in the field of child language acquisition, Melissa Bowerman.
Incidental language acquisition is the language that is learned informally, outside the constraints of the typical classroom, and vocabulary is one of the key elements in language learning and knowledge.
This book focuses on Portuguese as an additional language and its young learners in threecase studies within the Portuguese-speaking world: Portuguese as a second language inCape Verde, Portuguese as a heritage language in Switzerland and Portuguese as a foreignlanguage in Macao SAR.
This edited volume explores studying second languages abroad by critically and constructively reviewing established programming, providing theoretical and research-informed support for pedagogical and curriculum interventions, and analysing participant experiences.
This book offers a novel framework for describing and understanding student identity via the central concept of "e;genre practices"e;, developed through an empirical focus on multimodality within the genre of English as a medium of instruction (EMI) undergraduate presentations.
This book tackles three choices that face developers of L2 writing assessments: defining L2 writing abilities; collecting evidence of those abilities (usually by getting L2 writers to write something); and judging their performance (usually by assigning a score or grade to it).
This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations.
This book analyzes the construct of advanced proficiency in second language learning by bringing together empirical research from numerous linguistic domains and methodological traditions.
Language Acquisition in CLIL and Non-CLIL Settings builds a bridge between Second Language Acquisition and Learner Corpus Research (LCR) methodologies to take the evaluation of Content and Language Integrated Learning (CLIL) to a new level.
The main thesis of this book is that abstraction, far from being confined to higher forms of cognition, language and logical reasoning, has actually been a major driving force throughout the evolution of creatures with brains.
In recent years the field has seen an increasing realisation that the full complexity of language acquisition demands theories that (a) explain how children integrate information from multiple sources in the environment, (b) build linguistic representations at a number of different levels, and (c) learn how to combine these representations in order to communicate effectively.
Differential Object marking (DOM), a linguistic phenomenon in which a direct object is morphologically marked for semantic and pragmatic reasons, has attracted the attention of several subfields of linguistics in the past few years.
This monograph examines the first syntactic unit in child language by presenting a longitudinal multiple-case study that focuses on the inner structure of nominal expressions in bilingual or monolingual child Spanish.
The current volume aspires to add to previous research on the connection between writing and language learning from a dual perspective: It seeks to reflect current progress in the domain as well as to foster future developments in theory and research.
Cognitive Individual Differences in Second Language Processing and Acquisition contains 14 chapters that focus on the role of cognitive IDs in L2 learning and processing.
Situated within the long-established domain of temporality research in Second Language Acquisition, this book aims to provide an update on recent research directions in the field through a range of papers which explore relatively new territory.
The chapters in this volume take different approaches to the exploration of language acquisition processes in various populations (monolingual and bilingual first language acquisition, L2 acquisition) and address issues in syntax, morphology, pragmatics, language processing and interface phenomena.
This book aims to help researchers and teachers interested in language processing and Processability Theory (PT) to understand this theory and its applications.
This book describes the repertoire and uses of referring expressions by French-speaking children and their interlocutors in naturally occurring dialogues at home and at school, in a wide range of communicative situations and activities.
This volume brings together empirical studies and keynote addresses presented at the 15th Generative Approaches to Second Language Acquisition conference hosted by the University of Nevada, Reno in 2019.
Syntactic priming is a naturally-occurring psycholinguistic phenomenon that has been used as an experimental manipulation to great effect: over the last 20 years, syntactic priming research with children of different backgrounds has added to our understanding of the mechanisms and stages of syntactic development and priming.
How does knowledge of a first or second language develop, and how is that knowledge used in real time comprehension and production of one or two languages?
Estimating native-speaker vocabulary size is important for guiding interventions to support native-speaker vocabulary growth and for setting goals for learners of English as a foreign language.
The production and processing of collocations and formulaic language is a field of growing interest in corpus linguistics and experimental psycholinguistics.
This volume includes fourteen papers on the acquisition of Romance languages, eleven of which were presented at the Romance Turn 9, held in Bucharest in September 2018.
English Pronunciation Instruction: Research-based insights presents recent research on L2 English pronunciation including pedagogical implications and applications, and seeks to bridge the gulf between pronunciation research and teaching practice.
This book offers the first systematic study of the early phases in the acquisition of derivational morphology from a cross-linguistic and typological perspective.
Written for novice and established scholars alike, Instructed Second Language Acquisition Research Methods is a stand-alone research methods guide from an Instructed Second Language Acquisition (ISLA) lens.
Teachability and Learnability across Languages addresses key issues in second, foreign and heritage language acquisition, as well as in language teaching.
