Third Language Acquisition and Universal Grammar

Third Language Acquisition and Universal Grammar
A Book

by Yan-kit Ingrid Leung

  • Publisher : Multilingual Matters
  • Release : 2009-01-01
  • Pages : 219
  • ISBN : 1847691315
  • Language : En, Es, Fr & De
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This volume presents studies which approach the relatively new field of third language (L3) acquisition from the generative linguistic perspective. It aims to bring together researchers who are interested in L3 acquisition and who are at the same time working within the generative framework i.e. Chomsky's Universal Grammar (UG) approach to language acquisition. A total of nine contributions are included, reporting research on L3 involving different combinations of source/target languages and investigating various UG-related properties.

Third Language Acquisition in Adulthood

Third Language Acquisition in Adulthood
A Book

by Jennifer Cabrelli Amaro,Suzanne Flynn,Jason Rothman

  • Publisher : John Benjamins Publishing
  • Release : 2012
  • Pages : 312
  • ISBN : 9027241872
  • Language : En, Es, Fr & De
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Provides an overview of present trends in the study of adult additive multilingualism from formal, psycholinguistic and sociolinguistic perspectives, adding new insights into adult multilingual epistemology. This book includes critical reviews of L3/Ln morphosyntax, phonology, and the lexicon.

Universal Grammar in Second-Language Acquisition

Universal Grammar in Second-Language Acquisition
A History

by Margaret Thomas

  • Publisher : Routledge
  • Release : 2004-07-31
  • Pages : 272
  • ISBN : 1134388543
  • Language : En, Es, Fr & De
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From the ancient Mediterranean world to the present day, our conceptions of what is universal in language have interacted with our experiences of language learning. This book tells two stories: the story of how scholars in the west have conceived of the fact that human languages share important properties despite their obvious differences, and the story of how westerners have understood the nature of second or foreign language learning. In narrating these two stories, the author argues that modern second language acquisition theory needs to reassess what counts as its own past. The book addresses Greek contributions to the prehistory of universal grammar, Roman bilingualism, the emergence of the first foreign language grammars in the early Middle Ages, and the Medieval speculative grammarians efforts to define the essentials of human language. The author shows how after the renaissance expanded people's awareness of language differences, scholars returned to the questions of universals in the context of second language learning, including in the 1660 Port-Royal grammar which Chomsky notoriously celebrated in Cartesian Linguistics. The book then looks at how Post-Saussurean European linguistics and American structuralism up to modern generative grammar have each differently conceived of universals and language learning. Universal Grammar in Second Language Acquisition is a remarkable contribution to the history of linguistics and will be essential reading for students and scholars of linguistics, specialists in second language acquisition and language teacher-educators.

Third Language Acquisition and Linguistic Transfer

Third Language Acquisition and Linguistic Transfer
A Book

by Jason Rothman,Jorge González Alonso,Eloi Puig-Mayenco

  • Publisher : Cambridge University Press
  • Release : 2019-10-31
  • Pages : 354
  • ISBN : 1107082889
  • Language : En, Es, Fr & De
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Provides a comprehensive overview of third language acquisition (additive multilingualism) in adulthood, an increasingly important subfield of language acquisition.

Third language acquisition

Third language acquisition
Age, proficiency and multilingualism

by Camilla Bardel,Laura Sánchez

  • Publisher : Language Science Press
  • Release : 2021
  • Pages : 276
  • ISBN : 3961102805
  • Language : En, Es, Fr & De
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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 levels of proficiency in the target language, as well as in other non-native languages belonging to the learner’s repertoire. Diverse linguistic phenomena and language combinations are viewed from a perspective where all previously acquired languages have a potential role to play in the process of learning a new language. In the six empirical studies, contexts of language learning in school or at university level constitute the main outlet for data collection. These studies involve several language backgrounds and language combinations and focus on various linguistic features. The specific target languages in the empirical studies are English, French and Italian. The volume also includes two theoretical chapters. The first one conceptualizes and describes the different types of multilingual language learning investigated in the volume: i) third or additional language learning by learners who are bilinguals from an early age, and ii) third or additional language learning by people who have previous experience of one or more non-native languages learned after the critical period. In particular, issues related to the roles played by age and proficiency in multilingual acquisition are discussed. The other theoretical chapter conceptualizes the grammatical category of aspect, reviewing previous studies on second and third language acquisition of aspect. Different models for L3 learning and their relevance and implications for representations of aspect and for potential differences in the processing of second and third language acquisition are also examined in this chapter. As a whole, the book presents current research into third or additional language learning by young learners or adults, considering some of the most important factors for the complex process of multilingual language learning: the age of onset of the additional language and that of previously acquired languages, social and affective factors, instruction, language proficiency and literacy, the typology of the background languages and the role they play in shaping syntax, lexicon, and other components of a L3. The idea for this book emanates from the symposium Multilingualism, language proficiency and age, organized by Camilla Bardel and Laura Sánchez at Stockholm University, Department of Language Education, in December 2016.

Universal Grammar and the Second Language Classroom

Universal Grammar and the Second Language Classroom
A Book

by Melinda Whong,Kook-Hee Gil,Heather Marsden

  • Publisher : Springer
  • Release : 2015-07-16
  • Pages : 252
  • ISBN : 9789401784191
  • Language : En, Es, Fr & De
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This book proposes that research into generative second language acquisition (GenSLA) can be applied to the language classroom. Assuming that Universal Grammar plays a role in second language development, it explores generalisations from GenSLA research. The book aims to build bridges between the fields of generative second language acquisition, applied linguistics, and language teaching; and it shows how GenSLA is poised to engage with researchers of second language learning outside the generative paradigm. Each chapter of Universal Grammar and the Second Language Classroom showcases ways in which GenSLA research can inform language pedagogy. Some chapters include classroom research that tests the effectiveness of teaching particular linguistic phenomena. Others review existing research findings, discussing how these findings are useful for language pedagogy. All chapters show how generative linguistics can enhance teachers’ expertise in language and second language development. “This groundbreaking volume ably takes on the gap that currently exists between generative linguistic theory in second language acquisition (GenSLA) and second language pedagogy, by gathering chapters from GenSLA researchers who are interested in the relevance and potential application of their research to second/foreign language teaching. It offers a welcome and thought-provoking contribution to any discussion of the relation between linguistic theory and practice. I recommend it not only for language teachers interested in deepening their understanding of the formal properties of the languages they teach, but also for linguists interested in following up on more practical consequences of the fruits of their theoretical and empirical research.” Donna Lardiere, Georgetown University, Washington DC, USA

Third Language Acquisition

Third Language Acquisition
A Book

by Wilhelm Griehaber, Jochen Rehbein, S Çiğdem Sağin Şimşek, S Cigdem

  • Publisher : Waxmann Verlag
  • Release : 2021
  • Pages : 129
  • ISBN : 9783830966043
  • Language : En, Es, Fr & De
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The New Handbook of Second Language Acquisition

The New Handbook of Second Language Acquisition
A Book

by William C. Ritchie,Tej K. Bhatia

  • Publisher : BRILL
  • Release : 2009-01-01
  • Pages : 716
  • ISBN : 1848552408
  • Language : En, Es, Fr & De
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Divided into six parts that are devoted to a different aspect of the study of SLA, this title contains chapters on universal grammar, emergentism, variationism, information-processing, sociocultural, and cognitive-linguistic.

Foreign Language Education in Multilingual Classrooms

Foreign Language Education in Multilingual Classrooms
A Book

by Andreas Bonnet,Peter Siemund

  • Publisher : John Benjamins Publishing Company
  • Release : 2018-10-15
  • Pages : 423
  • ISBN : 902726385X
  • Language : En, Es, Fr & De
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This volume challenges traditional approaches to foreign language education and proposes to redefine them in our age of international migration and globalization. Foreign language classrooms are no longer populated by monolingual students, but increasingly by multilingual students with highly diverse language backgrounds. This necessitates a new understanding of foreign language learning and teaching. The volume brings together an international group of researchers of high caliber who specialize in third language acquisition, teaching English as an additional language, and multilingual education. In addition to topical overview articles on the multilingual policies pursued in Europe, Africa, North America, and Asia, as well as several contributions dealing with theoretical issues regarding multilingualism and plurilingualism, the volume also offers cutting edge case studies from multilingual acquisition research and foreign language classroom practice. Throughout the volume, multilingualism is interpreted as a valuable resource that can facilitate language education provided it is harnessed in appropriate conditions.

Second Language Acquisition and Universal Grammar

Second Language Acquisition and Universal Grammar
A Book

by Lydia White

  • Publisher : Cambridge University Press
  • Release : 2003-03-06
  • Pages : 316
  • ISBN : 9780521796477
  • Language : En, Es, Fr & De
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Table of contents

Morphosyntactic Issues in Second Language Acquisition

Morphosyntactic Issues in Second Language Acquisition
A Book

by Danuta Gabryś-Barker

  • Publisher : Multilingual Matters
  • Release : 2008-05-14
  • Pages : 129
  • ISBN : 1788920589
  • Language : En, Es, Fr & De
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The volume consists of articles on issues relating to the morphosyntactic development of foreign language learners from different L1 backgrounds, in many cases involving languages which are typologically distant from English, such has Polish, Greek and Turkish. It highlights areas which may be expected to be especially transfer-prone at both the interlingual and intralingual levels. The articles in the first part report empirical studies on word morphology and sentence patterns and also look at the interface of lexis and grammar in the discourse and syntactic processing of foreign language learners. The second part elaborates on pedagogical issues concerning the acquisition of difficult grammatical features such as the English article system or the ‘s’ ending in the third person singular. It also comments more generally on the way pedagogic grammar functions in the learning of the L2.

Language in Contemporary African Cultures and Societies

Language in Contemporary African Cultures and Societies
A Book

by Leonard Muaka,Esther Mukewa Lisanza

  • Publisher : Lexington Books
  • Release : 2018-12-03
  • Pages : 254
  • ISBN : 1498572286
  • Language : En, Es, Fr & De
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Language in Contemporary African Cultures and Societies examines the central role that African languages play in Africa’s contemporary societies. This book focuses on Africa and the diaspora where African languages and literatures continue to spread.

Crosslinguistic Influence and Crosslinguistic Interaction in Multilingual Language Learning

Crosslinguistic Influence and Crosslinguistic Interaction in Multilingual Language Learning
A Book

by Gessica De Angelis,Ulrike Jessner,Marijana Kresic

  • Publisher : Bloomsbury Publishing
  • Release : 2015-11-05
  • Pages : 288
  • ISBN : 1474235875
  • Language : En, Es, Fr & De
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Which strategies do multilingual learners use when confronted with languages they don't yet know? Which factors are involved in activating prior linguistic knowledge in multilingual learning? This volume offers valuable insights into recent research in multilingualism, crosslinguistic influence and crosslinguistic interaction. Experts in the field examine the role of background languages in multilingual learning. All the chapters point to the heart of the question of what the «multilingual mind» is. Does learning one language actually help you learn another, and if so, why? This volume looks at languages and scenarios beyond English as a second language – Italian, Gaelic, Dutch and German, amongst others, are covered, as well as instances of third and additional language learning. Research into crosslinguistic influence and crosslinguistic interaction essentially contributes to our understanding of how language learning works when there are three or more languages in contact.

Considering Trilingual Education

Considering Trilingual Education
A Book

by Kathryn Henn-Reinke

  • Publisher : Taylor & Francis
  • Release : 2012-04-27
  • Pages : 266
  • ISBN : 1136447709
  • Language : En, Es, Fr & De
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Based in case studies conducted in the US, Europe, and Latin America, this book explores the feasibility and benefits of trilingual/ multilingual education in the United States. Currently, there are few programs in the country of this nature, as educators tend to conclude that English-language learners would be overwhelmed by study in additional languages. Henn-Reinke builds an argument supporting trilingual education in the US, discussing issues of identity, curriculum, pedagogy, and the impact of other psycho-socio-linguistic factors.

L3 Syntactic Transfer

L3 Syntactic Transfer
Models, new developments and implications

by Tanja Angelovska,Angela Hahn

  • Publisher : John Benjamins Publishing Company
  • Release : 2017-08-15
  • Pages : 329
  • ISBN : 9027265607
  • Language : En, Es, Fr & De
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This book fills an existing gap in the field of third language acquisition (L3A) by bringing together theoretical, empirical, and practical accounts that contribute to informed teaching practices in multilingual classrooms. The volume is organised into three sections that focus on prominent syntactic transfer models in the field of L3A and together provide insights into the interplay of the influences of prior languages in L3 syntax and how we can enrich the practical field of instructed L3 acquisition. Part I includes original papers dealing with new developments of existing theoretical models on syntactic transfer in L3A and Part II consists of empirical studies testing existing models from different perspectives (formal, lexico-functional, and neurocognitive). Following these two sections, Part III discusses how theory can inform practices for L3 learning and teaching. This concise compilation brings to light innovations, not only in terms of theoretical refinements and practical implementations, but also in offering an impressive range of language combinations. This book is intended to act as a unique resource for scholars, applied linguists, language educators, both novices and experts alike, in and beyond the field of L3A.

Multilingual Lexical Recognition in the Mental Lexicon of Third Language Users

Multilingual Lexical Recognition in the Mental Lexicon of Third Language Users
A Book

by Weronika Szubko-Sitarek

  • Publisher : Springer
  • Release : 2014-10-07
  • Pages : 211
  • ISBN : 3642321941
  • Language : En, Es, Fr & De
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The monograph constitutes an attempt to demonstrate that trilinguals should be considered as learners and speakers in their own right as opposed to L2 learners with a view to enumerating consequences this would bring to third or additional language teaching. Its theoretical part offers an insight into the structure of the multilingual mental lexicon which is a product of the interplay of a whole array of cross-linguistic factors in the minds of multilingual speakers. The empirical part reports the findings of an empirical study which aimed to investigate connections which are formed between multiple languages in a multilingual mind. All the aspects, analyzed in the experiments are part of a broader question of how multilinguals make their lexical decisions and, more specifically, how they recognize words from different languages. The book closes with the discussion of the role of the obtained results for multilingual didactics as well as some possible areas for future research.

Inquiries in Linguistic Development

Inquiries in Linguistic Development
In honor of Lydia White

by Roumyana Slabakova,Silvina A. Montrul,Philippe Prévost

  • Publisher : John Benjamins Publishing
  • Release : 2006-04-05
  • Pages : 363
  • ISBN : 9027293538
  • Language : En, Es, Fr & De
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The focus of this collection is on important themes in L2 acquisition, the nature of grammatical systems developed by language learners in L1 acquisition, third language acquisition, and bilingualism and language attrition. The chapters present an interesting mix of theoretical contributions, overview studies, and experimental designs exploring various research questions, such as learnability and access to UG, L1 influence, the nature of initial and endstate grammars, and variability. The linguistic domains investigated are also extremely diverse: morphosyntax, phonology, the lexicon, argument realization, language processing, and interface phenomena. This book, edited and written by McGill University alumni, is intended as a tribute to Lydia White's contribution to the field of generative second language acquisition. The authors present current work on language acquisition which further investigates several themes developed by White's research. Through these state-of-the-art contributions the reader will be able to identify important new directions in which generative language acquisition is developing and expanding.

New Trends in Crosslinguistic Influence and Multilingualism Research

New Trends in Crosslinguistic Influence and Multilingualism Research
A Book

by Gessica De Angelis,Jean-Marc Dewaele

  • Publisher : Multilingual Matters
  • Release : 2011
  • Pages : 128
  • ISBN : 1847694411
  • Language : En, Es, Fr & De
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This book presents the latest developments in crosslinguistic influence (CLI) and multilingualism research. The contributors situate their research in current debates and present it in an accessible way. They consider CLI in lexis, syntax, tense-aspect, morphology, phonology of multilingual production and link it to concepts such as redundancy, affordances, metalinguistic awareness and L2 status.

Dominant Language Constellations

Dominant Language Constellations
A New Perspective on Multilingualism

by Joseph Lo Bianco,Larissa Aronin

  • Publisher : Springer Nature
  • Release : 2020-09-07
  • Pages : 282
  • ISBN : 3030523365
  • Language : En, Es, Fr & De
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This volume is dedicated to the concept and several applications of Dominant Language Constellations (DLC), by which it advances understanding of current multilingualism through addition of a novel perspective from which to view contemporary language use and acquisition. The term Dominant Language Constellation denotes the set of a person’s or group's most expedient languages, functioning as an entire unit and enabling an individual or group to meet their needs in a multilingual environment. The volume presents pioneering contributions that employ DLC as the lens for analysing a wide array of issues. These include multilingual syntactic development, cross-linguistic interaction and multilingual production in formal and informal educational contexts, as well as linguistic profiles of multilingual groups used in elementary school and higher education. Other DLC issues include discussions of how identity, emotions and attitudes operate in various minority and majority contexts. Because the DLC concept does not assume any inherent hierarchy of languages it can serve as a framework public policy in multilingual countries/communities faced with challenging policy determinations regarding choice of languages for use in education settings and more widely in social institutions and the economy. Some chapters develop and extend the DLC concept, others adapt and apply it to a variety of contexts, both global and local. Many chapters feature educational and social settings across large parts of the world– Africa, Australia, Europe, North America (Canada and the USA) and Southeast Asia. The volume can serve as supplementary reading for courses on multilingualism, sociolinguistics, language policy and planning, educational linguistics, Second and Third Language Acquisition.

Foreign Language Research in Cross-cultural Perspective

Foreign Language Research in Cross-cultural Perspective
A Book

by Kees De Bot,Ralph B. Ginsberg,Claire Kramsch

  • Publisher : John Benjamins Publishing
  • Release : 1991
  • Pages : 275
  • ISBN : 9027241139
  • Language : En, Es, Fr & De
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This volume focuses on priorities for research in language pedagogy. The aim is to give an up-to-date overview of current thinking about important research issues such as the viability of large scale comparisons, the quantitative/qualitative research controversy, new trends in language testing and evaluation, and the role of different learning environments. In their discussions of these issues researchers from the US and from different countries in Europe show to what extent the priorities differ on both sides of the Atlantic Ocean.