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Individual Differences in Anaphora Resolution
Individual Differences in Anaphora Resolution: Language and cognitive effects explores anaphora resolution from different perspectives, and investigates various aspects of the phenomenon, as contributions include research protocols that combine old and new experimental methodologies as well as theoretical and empirical approaches. A central theme across volume contributions are the multiple linguistic and extralinguistic factors that constrain anaphora resolution, its processing and acquisition by a variety of populations (children and adults, monolinguals, bilinguals and second language learners) as well as the mechanisms underlying anaphora resolution. Anaphora resolution constitutes an ideal environment to test the interaction between domain-general cognitive systems and domain-specific linguistic sub-routines, since variability in referential preferences is not related to binding constraints (an integral part of syntax per se) but is closely tied to processing (functional constraints) modulated by the integration of discourse-filtered information.
Language Acquisition at the Interfaces
This volume is a collection of papers presented at the 12th Generative Approaches to Language Acquisition Conference held at the University of Nantes, France, in 2015. Language acquisition, a field of inquiry that has witnessed continuous growth during the past four decades, is central to building a detailed understanding of the human amazing capacity to develop language. The papers gathered here reflect the current research in the field of first, second and heritage language acquisition, addressing a variety of topics in syntax, semantics, phonology and their interfaces, from a wide range of languages such as Tashlhiyt Berber, English, German, Italian, Japanese, Mandarin, European Portuguese, Heritage Portuguese, Romanian, Serbian, Heritage Sign Language, and Yudja. This volume will thus serve as a valuable reference guide to all scholars interested in (first/second/bilingual) language acquisition, multilingualism, heritage languages, sign language, language pathology and impairment, and experimental research in linguistics.
Language Acquisition, Processing and Bilingualism
Bringing together selected papers from the conference “The Romance Turn VII” held in Venice in October 2015, this volume focuses on a broad range of topics at the heart of the current debate on language acquisition, including clitic pronouns, left-dislocations, passives, relative clauses, and wh-questions. It explores these topics within a range of different acquisition settings, such as L1 and L2 acquisition, bilingualism, typical and atypical development. In addition to syntax, the volume covers other modules of grammar, namely, semantics, pragmatics, and phonology, and adds a perspective on language processing to current discussions on the acquisition of Romance languages. This book also includes contributions on atypical language acquisition in cases of deafness and on language intervention based on formal linguistics. It will appeal not only to scholars and students interested in the nature and processes behind first, second and bilingual language acquisition, and impaired language acquisition, but also to language educators and clinicians.
Studies in Italian as a Heritage Language
This series offers a wide forum for work on contact linguistics, using an integrated approach to both diachronic and synchronic manifestations of contact, ranging from social and individual aspects to structural-typological issues. Topics covered by the series include child and adult bilingualism and multilingualism, contact languages, borrowing and contact-induced typological change, code switching in conversation, societal multilingualism, bilingual language processing, and various other topics related to language contact. The series does not have a fixed theoretical orientation, and includes contributions from a variety of approaches.
Empirical and Theoretical Approaches to Language Acquisition
This volume presents original up-to-date research in the field of language acquisition. The contributions reflect experimental work guided by linguistic theory, covering different populations of learners, a wide range of linguistic phenomena, a variety of empirical methods, and a rich set of typologically different languages. The studies investigate first and second language acquisition, as well as acquisition in children with developmental language disorder or hearing impairment. The different chapters address various phenomena in the areas of morpho-syntax, phonology, and semantics. This edited collection of papers is a valuable reference for researchers who are interested in language acquisition research and its multifaceted nature. The book highlights the fruitful connection between empirical research and linguistic theory, making it interesting to both psycholinguists and theoretical linguists. The experimental studies collected in this book contribute to our understanding of how different types of learners acquire and process language and can offer novel insights to theoretical linguistics as well.
Exploring Second-Language Varieties of English and Learner Englishes
The articles in this volume are intended to bridge what Sridhar and Sridhar (1986) have called the 'paradigm gap' between traditional SLA research on the one hand and research into institutionalised second-language varieties in former colonial territories on the other. Since both learner Englishes and second-language varieties are typically non-native forms of English that emerge in language contact situations, it is high time that they are described and compared on an empirical basis in order to draw conceptual and theoretical conclusions with regard to their form, function and acquisition. The present collection of articles places special emphasis on empirical evidence obtained from large-scale analyses of computerised corpora of learner Englishes (such as the International Corpus of Learner English) and of second-language varieties of English (such as the International Corpus of English). It addresses questions such as ‘Are the phenomena we find in ESL and EFL varieties features or errors?’ or ‘How common and wide-spread are features across contact varieties of English?’
Formal approaches to complexity in heritage language grammars
This collective volume breaks new ground in studies of linguistic complexity by addressing this phenomenon in heritage languages. It dismisses with the conception that heritage languages are less complex than their baseline or homeland counterparts and shows complexity trade-offs at various levels of linguistic representation. The authors consider defining properties of complexity as a phenomenon, diagnostics of complexity, and the ways complexity is modeled, measured, or operationalized in language sciences. The chapters showcase several bilingual dyads and offer new empirical data on heritage language production and use.
Colonial and Decolonial Linguistics
This volume offers a detailed exploration of coloniality in the discipline of linguistics, with case studies drawn from across the world. The chapters provide a nuanced account of the coloniality of linguistics at the level of knowledge and disciplinary practice, and expand their discussion to imagine a decolonial linguistics.
Teaching English as a Foreign Language
Diese Einführung in englischer Sprache präsentiert in 14 Kapiteln die grundlegenden Themen und Gegenstandsbereiche der Englischdidaktik. Gleichermaßen praxisnah wie theoretisch fundiert, behandelt der Band zentrale Prinzipien und Kompetenzbereiche eines modernen Fremdsprachenunterrichts. Ausgehend von den zentralen Akteur/innen (Lehrende und Lernende) und mit Blick auf die Teilbereiche der Sprach-, Literatur- und Kulturdidaktik werden zudem Vorschläge für den Einsatz unterschiedlicher Materialien und Medien diskutiert. Weitere Kapitel widmen sich den institutionellen Organisationsstrukturen und dem Bereich Assessment/Diagnose. Der Band erscheint in zweifarbiger Gestaltung, mit Definitio...
English as a Lingua Franca among Adolescents
This volume is not only the first book-length investigation into adolescents’ use of English as a Lingua Franca (ELF), it also explores ELF in an African-European context, which has received little attention in ELF research so far. The book examines the interplay between language, culture and identity in adolescents’ ELF interactions. It combines quantitative and qualitative approaches to explore strategies secondary school students employ in a German-Tanzanian student exchange in order to reach their communicative goals. Introducing and drawing on the TeenELF corpus, the book investigates the speaker- and situation-specific potential of repetition and repair, complimenting, laughter and humour as well as various practices of translanguaging. The study reveals ELF as a transcultural space, in which different linguacultural influences meet and merge, while meaning, rapport and identity are interactionally negotiated. In the face of an increasing interest in ELF-informed pedagogy, the present approach investigates the communicative needs and competences of school students and derives both theoretical as well as classroom implications from its linguistic findings.
