L2 Grammatical Representation and Processing: Theory and Practice. Second Language Aquisition

Sonst. Personen	Arteaga, Deborah (Hrsg.)
Titel	L2 Grammatical Representation and Processing: Theory and Practice. Second Language Aquisition
Quelle	(2019), (184 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-7889-2534-1
Schlagwörter	Second Language Learning; Second Language Instruction; Native Language; Transfer of Training; Language Universals; Grammar; Morphemes; Form Classes (Languages); Language Usage; Language Variation; Sociocultural Patterns; Pragmatics; Heritage Education; Immigrants; Language Research; Teaching Methods; Language Teachers; Case Studies; French; Syntax; Morphology (Languages); Language Processing; Eye Movements; Adult Learning; Blended Learning; Online Courses + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Training; Transfer; Ausbildung; Grammatik; Morphem; Analytischer Sprachbau; Sprachgebrauch; Sprachenvielfalt; Soziokulturelle Theorie; Pragmalinguistik; Immigrant; Immigrantin; Immigranten; Sprachforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Case study; Fallstudie; Case Study; Französisch; Morphology; Morphologie; Sprachverarbeitung; Augenbewegung; Adulte education; Adult training; Erwachsenenbildung; Online course; Online-Kurs
Abstract	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, and 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. Following an introduction by Julia Herschensohn, this book contains the following chapters: (1) Specificity Affects Determiner Choice even when Definiteness Transfers (Asya Achimova and Viviane Déprez); (2) What Can Acquisition Studies Contribute to the Instruction of Register? A Case Study of French (Deborah Arteaga and Julia Herschensohn); (3) The L2 Acquisition of French Morphosyntax by Anglophone Learners: Refocusing on the Input (Dalila Ayoun); (4) When Nonnative Speakers Show Distinction: Syntax and Task Interactions in Long-Distance Anaphoric Dependencies in French (Laurent Dekydtspotter and Charlene Gilbert); (5) Age Effects and Morphological Markedness in L2 Processing of Gender Agreement: Insights from Eye Tracking (Nuria Sagarra); (6) Finding their Heads: How Immigrant Adults Posit L2 Functional Projections (Anne Vainikka and Martha Young-Scholten); and (7) The Acquisition Environment for Instructed L2 Learners: Implementing Hybrid and Online Language Courses (Bridget Yaden). The conclusion is written by Deborah Arteaga. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01