Second Language Writing Systems looks at how people learn and use a
second language writing system, arguing that they are affected by
characteristics of the first and second writing systems, to a
certain extent independently of the languages involved. This book
presents for the first time the effects of writing systems on
language reading and writing and on language awareness, and
provides a new platform for discussing bilingualism, biliteracy and
writing systems. The approach is interdisciplinary, with
contributions not only from applied linguists and psychologists but
also corpus linguists, educators and phoneticians. A variety of
topics are covered, from handwriting to spelling, word recognition
to the mental lexicon, and language textbooks to metalinguistic
awareness. Though most of the studies concern adult L2 learners and
users, other populations covered include minority children,
immersion students and bilingual children. While the emphasis is on
English as the L2 writing system, many other writing systems are
analysed as L1 or L2: Arabic, Chinese, Dutch, Gujarati, Indonesian,
Irish, Italian and Japanese. Approaches that are represented
include contrastive analysis, transfer, poststructuralism,
connectionism and corpus analysis. The readership is SLA and
bilingualism researchers, students and teachers around the world;
language teachers will also find much food for thought.
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