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While there is much in the literature on ESL development, this book
is the first of its kind to track the development of specific
language abilities in an Intensive English Program (IEP)
longitudinally and highlights the implications of this particular
study's findings for future IEP implementation and practice and ESL
and SLA research. The volume draws on many years' worth of data
from learners at an IEP at the University of Pittsburgh to explore
selected aspects of language development, including lexical,
grammatical, speaking, and writing abilities, in addition to
placement assessment practices and student learning outcomes. A
concluding chapter points to the ways in which these findings can
be applied to decision making around IEP curriculum development and
the future role of IEPs in higher education more broadly. With its
focus on students in IEP settings and the concentration on data
from students evaluated over multiple semesters, this volume offers
a unique opportunity in which to examine longitudinal developmental
patterns of different L1 groups on a variety of measures from the
same learners and will be key reading for students and researchers
in second language acquisition, English for Academic Purposes,
language education, and applied linguistics.
This addition to the Cognitive Science and Second Language
Acquisition series presents a comprehensive review of the latest
research findings on sentence processing in second language
acquisition. The book begins with a broad overview of the core
issues of second language sentence processing research and then
narrows its focus by dedicating individual chapters to each of
these key areas. While a number of publications have discussed
research findings on knowledge of formal syntactic principles as
part of theories of second language acquisition, there are fewer
resources dedicated to the role of second language sentence
processing in this context. This volume will act as the first
full-length literature review of the field on the market.
This addition to the Cognitive Science and Second Language
Acquisition series presents a comprehensive review of the latest
research findings on sentence processing in second language
acquisition. The book begins with a broad overview of the core
issues of second language sentence processing research and then
narrows its focus by dedicating individual chapters to each of
these key areas. While a number of publications have discussed
research findings on knowledge of formal syntactic principles as
part of theories of second language acquisition, there are fewer
resources dedicated to the role of second language sentence
processing in this context. This volume will act as the first
full-length literature review of the field on the market.
While there is much in the literature on ESL development, this book
is the first of its kind to track the development of specific
language abilities in an Intensive English Program (IEP)
longitudinally and highlights the implications of this particular
study's findings for future IEP implementation and practice and ESL
and SLA research. The volume draws on many years' worth of data
from learners at an IEP at the University of Pittsburgh to explore
selected aspects of language development, including lexical,
grammatical, speaking, and writing abilities, in addition to
placement assessment practices and student learning outcomes. A
concluding chapter points to the ways in which these findings can
be applied to decision making around IEP curriculum development and
the future role of IEPs in higher education more broadly. With its
focus on students in IEP settings and the concentration on data
from students evaluated over multiple semesters, this volume offers
a unique opportunity in which to examine longitudinal developmental
patterns of different L1 groups on a variety of measures from the
same learners and will be key reading for students and researchers
in second language acquisition, English for Academic Purposes,
language education, and applied linguistics.
The International Student’s Guide to Writing a Research Paper is
a reference text for undergraduate students and those in ESL or
bridge courses who are writing a research paper for the first time.
This book is partly an update of Writing a Research Paper (by
Lionel Menasche, 1998) and partly a companion to The ESL Writer’s
Handbook. Â Each section of the book includes a discrete task
called a Building Block, which requires students to apply the
skills learned toward the development of their own paper. This
step-by-step approach allows students to construct knowledge as
they become more familiar with the process, making writing a
research paper a less intimidating task. Â Special features:
This guide uses simple direct language for those for whom writing a
research paper is new. Most example writing is from international
students in an ESL program or first-year writing class, including
two sample papers—one in APA and one in MLA. A section on
responding to instructor feedback to provide students with the
tools to read and understand comments and use them to improve the
first draft. A subsection dedicated to constructing clear and
cohesive paragraphs and sentences. The guide includes citation and
style examples in MLA 8th edition.Â
This book provides a critical review of recent theories of
semantics-syntax correspondences and makes new proposals for
constraints on semantic structure relevant to syntax. Data from
several languages are presented which suggest that semantic
structure in root morphemes is subject to parametric variation
which has effect across a variety of verb classes, including
locatives, unaccusatives, and psych verbs.The implications for
first and second language acquisition are discussed. In particular,
it is suggested that different parametric settings may lead to a
learnability problem if adult learners do not retain access to
sensitivity to underlying semantic organization and morphological
differences between languages provided by Universal Grammar.An
experiment with Chinese-speaking learners of English is presented
which shows that learners initially transfer L1 semantic
organization to the L2, but are able to retreat from
overgeneralisations and achieve native-like grammars in this
area.Suggestions for further research in this rapidly developing
area of theory and acquisition research are also made.
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