Comparative perspectives on language acquisition : a tribute by Marzena Watorek, Sandra Benazzo, Maya Hickmann

By Marzena Watorek, Sandra Benazzo, Maya Hickmann

This quantity goals to supply a wide view of moment language acquisition inside a comparative viewpoint that addresses effects pertaining to grownup and baby newcomers throughout quite a few resource and goal languages. It brings jointly contributions on the vanguard of language acquisition study that think about a variety of open questions: What are the ideal mechanisms underlying acquisition? How do we symbolize newbies' preliminary nation and are expecting their measure of ultimate success? What function do particular (typological) houses of resource and objective languages play? How does fossilization take place? How does the relative complexity of cognitive structures in grownup and baby inexperienced persons have an effect on acquisition? Does language studying impact cognitive association? Can language studying make clear our common figuring out of human language and language processing?

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Andorno (Chapter 27) then examines how advanced German learners of L2 Italian discover the semantic and pragmatic values of word order, which differs in German and in Italian. These languages share a common SV basic order but the VS order is always possible under certain conditions, which differ in German vs. Italian. The analysis examines whether and how advanced learners manage to reach a native level. The results show that differences between source and target languages play an important role in the constitution of a new system in L2.

1993) Adult Language Acquisition (Vols. 1 & 2). Cambridge: Cambridge University Press. Shirai, Y. and Li, P. (2000) The Acquisition of Lexical and Grammatical Aspect. Berlin: de Gruyter. Starren, M. (2001) The Second Time. The Acquisition of Temporality in Dutch and French as a Second Language. Utrecht: LOT. 2 L2 Input and the L2 Initial State: The Writings of Clive Perdue Rebekah Rast The internal organisation of learner varieties is not that of the L1, nor of the target language, nor a mixture of both.

No English grammar book is necessary, although it certainly does no harm. g. Bardovi-Harlig, 2000; Shirai & Li, 2000); the vast majority of studies adopts the first perspective. This line of research has undoubtedly led to remarkable and valuable insights, yet it suffers from three potential shortcomings. (1) The results may reflect the effect of a particular teaching method, rather than the communicative needs and priorities of the learner in the domain of temporality. (2) The results depend on the reliability of the description of the target system.

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