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This volume contains a selection of papers analyzing language
transfer, a phenomenon which results from language contact in
bilingual and multilingual language acquisition and learning
contexts. The main focus of this volume is on the lexical aspects
of language transfer.
Beginning from the conflict between individual learner differences
and the institutionalized, often inflexible character of formal
language instruction, Individual Learner Differences in SLA
addresses the fact that despite this apparent conflict, ultimate
success in learning a language is widespread. Starting with
theoretically-based chapters, the book follows the thread of
learner differences through sections devoted to learner autonomy;
differentiated application of learning strategies; diagnostic
studies of experienced learners' management of the learning
process; and reports on phonological attainment and development of
language skills. Rather than providing an overview of all
individual variables, the book reveals how some of them shape and
affect the processes of language acquisition and use in particular
settings.
The Acquisition of L2 Phonology is a wide-ranging new collection
which focuses on various aspects of the acquisition of an L2
phonological system. The authors are researchers and practitioners
from five different countries. The volume has been divided into
three major sections. Phonetic Analysis presents five studies of
language learners in both naturalistic and formal-educational
settings, which illustrate aspects of L2 production and perception.
In Phonological Analysis a more abstract and comparative
perspective is taken, in order to use recent theories modeling the
route of L1/L2 pronunciation and reading ability development to
account for observable tendencies in learner behavior. Pedagogical
Perspectives consists of four contributions of high practical
value, which look at the mastery of native-like or highly
intelligible pronunciation as an important component of L2
education.
Neurolinguistic and Psycholinguistic Perspectives on SLA is a
collection of twelve chapters, reporting on research results and
presenting theoretical insights into the processes of language
acquisition. It is divided into two major sections: the first part
demonstrates the ways in which the latest developments in
non-invasive techniques of brain monitoring allow researchers to
test hypothesis related to biological foundations of language
acquisition, including also accounts of emotional factors, limbic
communication and evidence from language disorders. The second part
offers psycholinguistic modelling of a number of components of
second language competence, such as the acquisition of reading and
writing, handling of foreign language vocabulary and the nature of
bi- and multilingualism. It is a valuable collection for active
researchers in the field, as well as for postgraduate students in
language acquisition, psycholinguistics and neurolinguistics.
In recent years language learning has been increasingly viewed by
some SLA researchers as an essentially social-psychological process
in which the role of a wider sociocultural context should not be
marginalized. This volume offers a valuable contribution to this
growing body of research by providing theoretical considerations
and empirical research data on themes such as the development of
intercultural communicative competence, the role of English as a
lingua franca in intercultural communication, and the place of
cultural factors in SLA theorizing, research, second/foreign
language teaching and teacher training. The volume also contains
contributions which share the linguistic interest in the
culture-related concepts and constructs such as time, modesty,
politeness, and respect, discussing the culture-dependent
differences in conceptualization and their reflection in particular
language forms and linguistic devices.
In recent years language learning has been increasingly viewed by
some SLA researchers as an essentially social-psychological process
in which the role of a wider sociocultural context should not be
marginalized. This volume offers a valuable contribution to this
growing body of research by providing theoretical considerations
and empirical research data on themes such as the development of
intercultural communicative competence, the role of English as a
lingua franca in intercultural communication, and the place of
cultural factors in SLA theorizing, research, second/foreign
language teaching and teacher training. The volume also contains
contributions which share the linguistic interest in the
culture-related concepts and constructs such as time, modesty,
politeness, and respect, discussing the culture-dependent
differences in conceptualization and their reflection in particular
language forms and linguistic devices.
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