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Utterance structure in initial L2 acquisition
This work is devoted to morphosyntactic processing in the earliest stages of L2 Polish. The target structure taken into consideration is the morphosyntactic opposition between the nominative and accusative case, respectively corresponding to the subject and object function. This is the first book-length work devoted to the VILLA project, a large multi-national initiative within which 90 adult learners took part in a first-exposure, 14-hour Polish course under controlled input conditions. As participants had never been exposed to Polish or other Slavic languages, the experiment portrays the very first contact with a completely new target language; moreover, since the learners were evenly distributed among five L1 groups, L1 interference can also be investigated in depth. In addition to an in-depth analysis of the effect of input properties on morpho-syntactic processing, the book discusses sensitive methodological points such as the role of semantics in semi-spontaneous production as well as the impact of elicitation techniques.
Interpreting language-learning data
This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation.
How special are early birds? Foreign language teaching and learning
This volume honours the academic achievements and scholarship of Professor Florence Myles as a world-leading scholar in the fields of Second Language Acquisition (SLA) and French Linguistics, in particular for her work in corpus-based SLA and language policy in primary school education. In addition to reviews of the field (e.g., primary languages policy in the UK), the volume presents new research studies reflective of key theoretical and methodological issues in current SLA research, including theory-building, corpus-based investigations, studies of language development, as well as informing teacher professional development through research. Taken together, this edited book provides a wide-ranging and balanced account of Myles’s work and speaks to her influence on SLA research and primary languages policy. We invite readers to learn more about the fascinating research presented here as inspired by Florence’s dedication to field.
Individual differences in early instructed language learning
Variability in predispositions for language learning has attracted scholarly curiosity for over 100 years. Despite major changes in theoretical explanations and foreign/second language teaching paradigms, some patterns of associations between predispositions and learning outcomes seem timelessly robust. This book discusses evidence from a research project investigating individual differences in a wide variety of domains, ranging from language aptitude over general cognitive abilities to motivational and other affective and social constructs. The focus lies on young learners aged 10 to 12, a less frequently investigated age in aptitude research. The data stem from two samples of multilingual ...
Classroom Practice and Teacher Cognition
This collection occupies the middle ground between teachers showcasing their work and academics presenting research that is often situated in irreplicable, uncommon, or impractical classroom settings. The work presented here is provided by full-time university language educators who maintain a robust and active research agenda that focuses on their own classroom practice. Whether one wishes to label it under action research, exploratory practice, reflective practice or other, the findings of the research into their own practices and educational contexts are accessible and will resonate strongly with both practicing teachers and academics investigating classroom practice and teacher cognition. All articles are written with the aim of developing practice in a way that is recognisable to teachers and beneficial to their educational efforts. Indeed, recent literature calls for guidance to come from those actively engaged in classroom teaching and who apply sound research methods to the daily contexts lived by teachers and students.
A Multilingual Development Framework for Young Learners
This book presents a new extended framework for the study of early multicompetence. It proposes a concept of multilingual competences as a valuable educational target, and a view of the multilingual learner as a competent language user. The thematic focus is on multilingual skill development in primary schoolers in the trilingual province of South Tyrol, northern Italy. A wide range of topics pertaining to multicompetence building and the special affordances of multilingual pedagogy are explored. Key concepts like language proficiency, native-speakerism, or monolingual classroom bias are subjected to critical analysis.
Third language acquisition
This book deals with the phenomenon of third language (L3) acquisition. As a research field, L3 acquisition is established as a branch of multilingualism that is concerned with how multilinguals learn additional languages and the role that their multilingual background plays in the process of language learning. The volume points out some current directions in this particular research area with a number of studies that reveal the complexity of multilingual language learning and its typical variation and dynamics. The eight studies gathered in the book represent a wide range of theoretical positions and offer empirical evidence from learners belonging to different age groups, and with varying ...
Language, creoles, varieties
This book offers a selection of papers dealing with second language acquisition, foreign language teaching and creole linguistics inspired by the scientific legacy of Mauritian-born scholar Georges Daniel Véronique (Port-Louis, 1948). An important part of the book is devoted to the description of learner varieties with a focus on sociolinguistic factors, such as the learner situation – from asylum seekers to Erasmus students –, the degree of familiarity with the target language – having or not previous knowledge about a genetically related language –, the degree of literacy, and the type of instruction. Linguistic complexity, case marking, the use of self-positioning pronouns, verba...
Learning Context Effects
This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners' language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language-more often than not English, used as the Lingua Franca (ELF). This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
