This collection of papers investigates two specific linguistic phenomena from the point of view of first- and second-language acquisition. While observations on the acquisition of scrambling or pronominal clitics can be found in the literature, up until the recent past they were sparse and often buried in other issues. This volume fills a long-existing gap in providing a collection of articles which focus on language acquisition but at the same time address the overarching syntactic issues involved (for example, the X-bar status of clitics, base-generation vs. movement accounts of scrambling). This volume contains an overview of L1 (and, in one case, L2) acquisition data from a number of different languages including Bernese, Swiss, German, Dutch, English, French, German, Italian, Spanish and Swedish, as well as from several theoretical points of view with these two clause-internal processes at its center. These language acquisition data are considered to be crucial in the validation of analyses of these specific linguistic phenomena in adult grammars. The contributions in this volume include the earliest thoughts in this vein and, for this reason, should be viewed as a starting point for discussions within theoretical linguistics and language acquisition alike.

Empirically validated techniques to accelerate learners' uptake of 'chunks' demonstrate that pathways for insightful chunk-learning become available if one is willing to question the assumption that lexis is arbitrary. Care is taken to ensure that the pedagogical proposals are in accordance with insights from vocabulary research generally.

The Diagnosis of Writing in a Second or Foreign Language is a comprehensive survey of diagnostic assessment of second/foreign language (SFL) writing. In this innovative book, a compelling case is made for SFL writing as an individual, contextual, and multidimensional ability, combining several theoretically informed approaches upon which to base diagnosis. Using the diagnostic cycle as the overarching framework, the book starts with the planning phase, cover design, development, and delivery of diagnostic assessment, ending with feedback and feed-forward aspects to feed diagnostic information into the teaching and learning process. It covers means to diagnose both the writing processes and products, including the design and development of diagnostic tasks and rating scales, as well as automated approaches to assessment. Also included is a range of existing instruments and approaches to diagnosing SFL writing. Addressing large-scale as well as classroom contexts, this volume is useful for researchers, teachers, and educational policy-makers in language learning.

The Diagnosis of Writing in a Second or Foreign Language is a comprehensive survey of diagnostic assessment of second/foreign language (SFL) writing. In this innovative book, a compelling case is made for SFL writing as an individual, contextual, and multidimensional ability, combining several theoretically informed approaches upon which to base diagnosis. Using the diagnostic cycle as the overarching framework, the book starts with the planning phase, cover design, development, and delivery of diagnostic assessment, ending with feedback and feed-forward aspects to feed diagnostic information into the teaching and learning process. It covers means to diagnose both the writing processes and products, including the design and development of diagnostic tasks and rating scales, as well as automated approaches to assessment. Also included is a range of existing instruments and approaches to diagnosing SFL writing. Addressing large-scale as well as classroom contexts, this volume is useful for researchers, teachers, and educational policy-makers in language learning.

Addressing issues which are critical for language planning, this is an overview of research on the age factor in foreign language learning. It presents research on foreign language learning within bilingual communities in formal instruction settings focusing on syntax, phonology, writing, oral skills and learning strategies. The work discusses learning English as a third language in two bilingual communities.

This book provides an overview of current research on the age factor in foreign language learning, addressing issues, which are critical for language planning. It presents new research on foreign language learning within bilingual communities in formal instruction settings focussing on syntax, phonology, writing, oral skills and learning strategies.

The need for constructing a lexicographical theory with a particular focus on specialised dictionaries for learners is well documented in recent publications. This will imply paying attention to, at least, four basic lexicographic categories: learners; the learner's situation; the learner's needs; dictionary assistance. In one or other way, these categories are analysed in this book, whose eleven chapters are grouped into three parts. Part 1 reflects on some of the main ideas defended by the function theory of lexicography, perhaps the theoretical framework that has paid more attention to specialised lexicography. Part 2 presents some proposals that have already being explored in the field of general learner's dictionary and must be incorporated into specialised metalexicography: cultural aspects; figurative meaning; the inclusion of grammatical information; the use of corpora. Part 3 introduces the state of play regarding specialised dictionaries in China and offers some ideas for coping with the proliferation of terminological glossaries in Internet. The book also describes Enrique Alcaraz's academic achievements, together with some personal anecdotes, and a personal short tribute to his memory.

The Routledge Handbook of Second Language Acquisition brings together thirty-six leading international figures in the field to produce a state-of-the-art overview of second language acquisition. The Handbook covers a wide range of topics related to second language acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development. The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching second language acquisition.

This book contains selected state-of-the-art contributions to the 9th conference on natural language processing, KONVENS 2008 (Konferenz zur Verarbeitung naturlicher Sprache), with the central theme: text resources and lexical knowledge. The collection is unique in its placement of focus on the interaction between both of the above-mentioned fields, illustrating in particular the importance of methods in corpus linguistics for building lexical resources on the one hand, and the relevance of lexical resources for the analysis of and intelligent search methods for text corpora on the other. The selected articles all present novel approaches to one of three different research areas which in turn define the three parts of the book: Techniques and models for the linguistic analysis of text resources: contributions from computational linguistics Methods and tools for the acquisition of lexical knowledge from digitized and linguistically annotated text resources Approaches to the representation of lexical knowledge in digital media for various purposes.

This book looks at changes in the first language of people who know a second language, thus seeing L2 users as people in their own right differing from the monolingual in both first and second languages. It presents theories and research that investigate the first language of second language users from a variety of perspectives including vocabulary, pragmatics, cognition, and syntax and using a variety of linguistic and psychological models.

Developing Notetaking Skills in a Second Language combines theoretical perspectives with an analysis of empirical classroom studies and offers a detailed discussion that increases pedagogical awareness of factors impacting second language (L2) notetaking performance and instruction. Based on original research and including descriptions of classroom practices and samples of student work, the book provides insights on a range of topics relevant to L2 notetaking. The book emphasizes the challenges that many students from different international backgrounds face when taking notes in an L2 and outlines a five-stage pedagogic cycle for notetaking that can be applied to any listening text. It also explores the dialogic potential of notes for stimulating class discussion about notetaking strategies. This book will be of great interest for teachers, academics, scholars, and postgraduate students in the fields of applied linguistics, L2 and foreign language education. It will also be a useful resource for those in charge of teacher education and postgraduate TESOL, L1, and L2 listening researchers and psycholinguists.

Bilingual Selection of Syntactic Knowledge motivates a more formal approach in theoretical linguistics by investigating the parameters of syntactic variation and simultaneous acquisition of multiple languages. Taking the behavior of the Null Subject Parameter (NSP) across languages as an illustration, the book raises important questions concerning the adequacy of standard parameter-setting models in the face of compelling evidence from both mono- and bilingual child speech data. Teresa Satterfield argues convincingly that so-called universal' premises guiding well-known parametric approaches greatly complicate attempts to construct an economical bilingual analysis. Further, she demonstrates the compatibility of more recent formulations in linguistic theory (i.e. the Minimalist Program) and studies on language learnability (Clark, 1992, 1993; Kapur, 1994) which present the view that while initially convincing, standard parameter models are potentially costly and less than effective in terms of monolinguals as well. Using Clark's application of the Genetic Algorithm as a point of departure, Bilingual Selection of Syntactic Knowledge describes a number of computational simulations. These simulations not only demonstrate the robustness of the GA-as-language-learner, they offer a more detailed account of the parameter-setting task confronting the bilingual child while also making more precise predictions regarding the process of syntactic knowledge.

Accompanied by: "To Arne Zettersten on the occasion of his 60th anniversary." (12 p.; 21 cm).

Portraits of the L2 User treats second language users in their own right rather than as failed native speakers. It describes a range of psychological and linguistic approaches to diverse topics about L2 users. It thus provides an innovative overview of current second language acquisition theories, results and methods, seen from a common perspective.

The model presented in this volume draws together various strands of research - second language acquisition theory, bilingualism research, dynamic systems theory - to develop a novel approach to this challenging subject. Its main focus lies on the psycholinguistic dynamics of multilingualism, the processes of change in time affecting two or more language systems.

This volume presents a comprehensive introduction to the study of second language learning, multilingualism and gender. An impressive array of papers situated within a feminist poststructuralist framework demonstrates how this framework allows for a deeper understanding of second language learning, a number of language contact phenomena, intercultural communication, and critical language pedagogy. The volume has wide appeal to students and scholars in the fields of language and gender, sociolinguistics, SLA, anthropology, and language education.

Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.

Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.

Studies of language acqUiSItion have largely ignored processing prin ciples and mechanisms. Not surprisingly, questions concerning the analysis of an informative linguistic input - the potential evidence for grammatical parameter setting - have also been ignored. Especially in linguistic approaches to language acquisition, the role of language processing has not been prominent. With few exceptions (e. g. Goodluck and Tavakolian, 1982; Pinker, 1984) discussions of language perform ance tend to arise only when experimental debris, the artifact of some experiment, needs to be cleared away. Consequently, language pro cessing has been viewed as a collection of rather uninteresting perform ance factors obscuring the true object of interest, namely, grammar acquisition. On those occasions when parsing "strategies" have been incorporated into accounts of language development, they have often been discussed as vague preferences, not open to rigorous analysis. In principle, however, theories of language comprehension can and should be subjected to the same criteria of explicitness and explanatoriness as other theories, e. g., theories of grammar. Thus their peripheral role in accounts of language development may reflect accidental factors, rather than any inherent fuzziness or irrelevance to the language acquisition problem. It seems probable that an explicit model of the way(s) processing routines are applied in acquisition would help solve some central problems of grammar acquisition, since these routines regulate the application of grammatical knowledge to novel inputs."

Third language acquisition is a common phenomenon, which presents some specific characteristics as compared to second language acquisition. This volume adopts a psycholinguistic approach in the study of cross-linguistic influence in third language acquisition and focuses on the role of previously acquired languages and the conditions that determine their influence.

This volume tracks the impact Processing Instruction has made since its conception. The authors explain Processing Instruction, both its main theoretical underpinnings as well as the guidelines for developing structured input practices. They review the empirical research conducted to date, so that readers have an overview of new research carried out on the effects of Processing Instruction. The work concludes with reflections on the generalizability and limits of the research on Processing Instruction and offers future directions for Processing Instruction research.

This text brings together in one volume two previous books that laid the groundwork for the construction of the entries in Diccionario Griego-Espanol del Nuevo Testamento (Greek-Spanish Dictionary of the New Testament), namely Metodo de Analisis semantico aplicado al griego del Nuevo Testamento (Method of Semantic Analysis applied to the Greek of the New Testament) and Metodologia del Diccionario Griego Espanol del Nuevo Testamento (Methodology of the Greek Spanish Dictionary of the New Testament), by Juan Mateos and Jesus Pelaez. In the introduction and first part of the text, the concepts of dictionary and meaning are defined and a critical analysis of the dictionaries of F. Zorell, W. Bauer (Bauer-Aland) and Louw-Nida is conducted. Their methodologies are examined with the purpose of then presenting a method of semantic analysis and the steps for establishing the semantic formula of the various classes of lexemes, which functions as the basis for determining lexical and contextual meaning. In the second part the necessary steps for composing the dictionary's entries are proposed. The text concludes with an analysis of related lexemes in order to demonstrate the accuracy of the suggested method. For the first time, a carefully developed method of semantic analysis and the corresponding methodology are presented before the construction of the dictionary's entries.

Published research and conference presentations on the Chinese language in the last decade have tended to focus on adult language processing. This book provides a comprehensive resource for the critical discussion of major issues in learning to read Chinese from a child acquisition perspective. The combined contributions from researchers in Asian studies, linguistics, psycholinguistics, psychology, cognitive psychology, reading, and education inform international comparative studies of literacy by making apparent the features of the Chinese culture, language, writing system, and pedagogy that may facilitate or impede the acquisition of literacy.

Negation is a sine qua non of every human language but is absent from otherwise complex systems of animal communication. In many ways, it is negation that makes us human, imbuing us with the capacity to deny, to contradict, to misrepresent, to lie, and to convey irony. The apparent simplicity of logical negation as a one-place operator that toggles truth and falsity belies the intricate complexity of the expression of negation in natural language. Not only do we find negative adverbs, verbs, copulas, quantifiers, and affixes, but the interaction of negation with other operators (including multiple iterations of negation itself) can be exceedingly complex to describe, extending (as first detailed by Otto Jespersen) to negative concord, negative incorporation, and the widespread occurrence of negative polarity items whose distribution is subject to principles of syntax, semantics, and pragmatics. The chapters in this book survey the patterning of negative utterances in natural languages, spanning such foundational issues as how negative sentences are realized cross-linguistically and how that realization tends to change over time, how negation is acquired by children, how it is processed by adults, and how its expression changes over time. Specific chapters offer focused empirical studies of negative polarity, pleonastic negation, and negative/quantifier scope interaction, as well as detailed examinations of the form and function of sentential negation in modern Romance languages and Classical Japanese.