This volume provides a state-of-the-art overview of current research and developments on the use of learner corpora perceived from developmental and crosslinguistic perspectives.
This volume brings together theoretical perspectives and empirical studies in second language (L2) acquisition and bilingualism and discusses their implications for L2 pedagogy.
Any theory of phonology must be able to account for the acquisition and development of a phonological system, and studying acquisition often leads to reciprocal advances in the theory.
Communication in Autism adopts a multidisciplinary approach to explore one of the most common developmental disorders associated with communication impairment.
The media often point an accusatory finger at new technologies; they suggest that there is always a loss of information or quality, or even that computer-mediated communication is destroying language.
For many years, studies of the development of pragmatic and discourse skills in young children have predominantly focused on English and other European languages, as with the field of child language development in general.
This book brings together new theoretical perspectives and bilingual education models from different sociopolitical and cultural contexts across the globe in order to address the importance of sociocultural, educational and linguistic environments that create, enhance or limit the ways in which diasporic children and young people acquire the 'Chinese' language.
This publication constitutes essential reading for academics, teachers and language policy makers wanting to understand, plan, and implement an educational language program involving learner mobility.
This volume contributes to the development and advancement of TBLT as a research domain by investigating the intersection between tasks and technology from a variety of theoretical perspectives (e.
Within the field of second language acquisition, interest in the acquisition of French as a second language has a long-standing tradition, especially in the European context.
By examining the acquisition of Spanish in combination with languages other than English (Arabic, Basque, Catalan, Chinese, Dutch, Farsi, French, German, Nahuatl, Quechua, Portuguese, Swedish, Turkish), this volume advances novel data pertinent to the field's understanding of acquisition of Spanish in the XXI century.
This book, written for both seasoned and novice researchers, presents a theory of what is called Basic and Higher Language Cognition (BLC and HLC), a theory aimed at making some fundamental issues concerning first and second language learning and bilingualism (more) empirical.
In recent years, corpora have found their way into language instruction, albeit often indirectly, through their role in syllabus and course design and in the production of teaching materials and other resources.
The aim of this volume is to highlight the benefits and potential of using learner corpora for the testing and assessment of L2 proficiency in both speaking and writing, reflecting the growing importance of learner corpora in applied linguistics and second language acquisition research.
This volume, dedicated to language transfer, starts out with state-of-the-art psycholinguistic approaches to language transfer involving studies on psycho-typological transfer, lexical interference and foreign accent.
A major contribution to the study of language acquisition and language development inspired by theoretical linguistics has been made by research on the acquisition of Italian syntax.
This is the first edited volume that tackles the acquisition of the present (tense, aspect, temporality), an under-researched area, particularly compared to the acquisition of past temporality.
Referring to entities is one of the key functions of language; learning to understand and use the relevant referential expressions is one of children's major linguistic achievements.
This book examines the language development of two children from the ages of two till four, who are growing up exposed to English, Swiss German and French.
This edited volume is devoted to expanding the theoretical basis of Processability Theory, a theory of second language development that combines insights in the way speakers generate language and store their language knowledge to predict, describe and explain developmental sequences (Pienemann 1998, 2005).
This book brings together the findings of current studies on the second language (L2) acquisition of Turkish, an Altaic language with more than 140 million native speakers around the world.
The volume addresses developing knowledge and use of Hebrew from the dual perspective of typologically specific factors and of shared cross-linguistic trends, aimed at providing an overview of acquisition in a single language from infancy to adolescence while also shedding light on key issues in the field as a whole.
Second-language Discourse in the Digital World illustrates a new, practice-driven approach to technology in second-language (L2) learning that begins with what L2 users do when they connect with others online.
Bridging the gap between the fields of World Englishes and Second Language Acquisition, this volume offers an in-depth comparative analysis of two postcolonial varieties of English (Singapore and Malaysian English) and neighbouring Indonesian learner English in order to examine the Outer/Expanding Circle distinction and shed light on the genesis of postcolonial varieties of English.
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.
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.
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.
The Acquisition of Turkish in Childhood presents recent research on the nature of language acquisition by typically and atypically developing monolingual and bilingual Turkish-speaking children.
This book aims to help researchers and teachers interested in language processing and Processability Theory (PT) to understand this theory and its applications.
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.
