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Spanish is a pluricentric language, meaning that it has several
centers of prestige (e.g., San Juan, Buenos Aires, Mexico City,
Lima). Moreover, Spanish, like all languages, evinces
sociolinguistic variation, in that levels of formality are
expressed through the use of different structures. Given this
variety, students of Spanish will inevitably come into contact with
variation Spanish. This variation in Spanish adds layers of
complexity to the learning and instruction of the Spanish language;
therefore, a linguistic understanding of variation is crucial for
our students to achieve communicative competence. This unique work,
which provides an overview of the most important linguistic aspects
of Spanish within a context that recognizes variation, assumes no
prior linguistic knowledge and is appropriate as a valuable
resource manual for teachers and learners of Spanish alike.
The chapters in this volume, all written by experts in the field,
present an array of new research on second language acquisition
(SLA) that touches on several current theoretical debates in the
field and present a rich range of new empirical data and a number
of innovative findings. The studies address questions relating to
ultimate attainment, first language transfer, universal properties
of SLA, processing and second language (L2) grammar, and explore a
number of grammatical features of the L2: tense, aspect, modality,
specificity, definiteness, gender, number, anaphora. These themes
are complemented by the study of pragmatic competence in
sociocultural aspects of register use. The students investigated in
the studies range from heritage speakers to naturalistic learners,
to instructed learners and immigrants. Another distinctive feature
of this book is the inclusion of pedagogical recommendations based
on L2 research, making the book relevant for both SLA researchers
and language teachers.
The chapters in this volume, all written by experts in the field,
present an array of new research on second language acquisition
(SLA) that touches on several current theoretical debates in the
field and present a rich range of new empirical data and a number
of innovative findings. The studies address questions relating to
ultimate attainment, first language transfer, universal properties
of SLA, processing and second language (L2) grammar, and explore a
number of grammatical features of the L2: tense, aspect, modality,
specificity, definiteness, gender, number, anaphora. These themes
are complemented by the study of pragmatic competence in
sociocultural aspects of register use. The students investigated in
the studies range from heritage speakers to naturalistic learners,
to instructed learners and immigrants. Another distinctive feature
of this book is the inclusion of pedagogical recommendations based
on L2 research, making the book relevant for both SLA researchers
and language teachers.
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