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When humans learn languages, are they also learning how to create
shared meaning? In The Usage-based Study of Language Learning and
Multilingualism, a cadre of international experts say yes and offer
cutting-edge research in usage-based linguistics to explore how
language acquisition, in particular multilingual language
acquisition, works. Each chapter presents an original study that
supports the view that language learning is initiated through local
and meaningful communication with others. Over an accumulated
history of such usage, people gradually create more abstract,
interactive schematic representations, or a mental grammar. This
process of acquiring language is the same for infants and adults
and across varied contexts, such as the family, the classroom, the
laboratory, a hospital, or a public encounter. Employing diverse
methodologies to study this process, the contributors here work
with target languages, including Cantonese, English, French, French
Sign Language, German, Hebrew, Malay, Mandarin, Spanish, and
Swedish, and offer a much-needed exploration of this growing area
of linguistic research.
When humans learn languages, are they also learning how to create
shared meaning? In The Usage-based Study of Language Learning and
Multilingualism, a cadre of international experts say yes and offer
cutting-edge research in usage-based linguistics to explore how
language acquisition, in particular multilingual language
acquisition, works. Each chapter presents an original study that
supports the view that language learning is initiated through local
and meaningful communication with others. Over an accumulated
history of such usage, people gradually create more abstract,
interactive schematic representations, or a mental grammar. This
process of acquiring language is the same for infants and adults
and across varied contexts, such as the family, the classroom, the
laboratory, a hospital, or a public encounter. Employing diverse
methodologies to study this process, the contributors here work
with target languages, including Cantonese, English, French, French
Sign Language, German, Hebrew, Malay, Mandarin, Spanish, and
Swedish, and offer a much-needed exploration of this growing area
of linguistic research.
Researchers and educators routinely call for longitudinal research
on language learning and teaching. The present volume explores the
connection between longitudinal study and advanced language
capacities, two under-researched areas, and proposes an agenda for
future research. Five chapters probe theoretical and methodological
reflections about the longitudinal study of advanced L2 capacities,
followed by eight chapters that report on empirical longitudinal
investigations spanning descriptive, quasi-experimental,
qualitative, and quantitative longitudinal methodologies. In
addition, the co-editors offer a detailed introduction to the
volume and a coda chapter in which they explore what it would take
to design systematic research programs for the longitudinal
investigation of advanced L2 capacities. The scholars in this
volume collectively make the argument that second language
acquisition research will be the richer, theoretically and
empirically, if a trajectory toward advancedness is part of its
conceptualization right from the beginning and, in reverse, that
advancedness is a particularly interesting acquisitional level at
which to probe contemporary theories associated with the
longitudinal study of language development. Acknowledging that
advancedness is increasingly important in our multicultural
societies and globalized world, the central question explored in
the present collection is: How does learning over time evolve
toward advanced capacities in a second language?
Second-language acquisition was born in the late 1960s as an
interdisciplinary enterprise that borrowed equally from the feeder
fields of linguistics, language teaching, child language
acquisition, and psychology. Since then, it has expanded
considerably in scope and methodology to the point that for many,
by the end of the twentieth century, it had finally reached its
coming of age as an autonomous discipline, a discipline that today
is more than ever undergoing change, renovation, and expansion.
This six-volume collection, a new title in Routledge's Critical
Concepts in Linguistics series, offers a comprehensive survey of
this burgeoning field, its accumulated findings and proposed
theories, its developed research paradigms, and its pending
questions for the future. Including both classical and cutting-edge
research, the collected materials offer a cogent and nuanced
panoramic of the past, present, and future of second-language
acquisition research.
Whether we grow up with one, two, or several languages during our
early years of life, many of us will learn a second, foreign, or
heritage language in later years. The field of Second language
acquisition (SLA, for short) investigates the human capacity to
learn additional languages in late childhood, adolescence, or
adulthood, after the first language --in the case of monolinguals--
or languages --in the case of bilinguals-- have already been
acquired. Understanding Second Language Acquisition offers a
wide-encompassing survey of this burgeoning field, its accumulated
findings and proposed theories, its developed research paradigms,
and its pending questions for the future. The book zooms in and out
of universal, individual, and social forces, in each case
evaluating the research findings that have been generated across
diverse naturalistic and formal contexts for second language
acquisition. It assumes no background in SLA and provides helpful
chapter-by-chapter summaries and suggestions for further reading.
Ideal as a textbook for students of applied linguistics, foreign
language education, TESOL, and education, it is also recommended
for students of linguistics, developmental psycholinguistics,
psychology, and cognitive science. Supporting resources for tutors
are available free at www.routledge.com/ortega.
Researchers and educators routinely call for longitudinal research
on language learning and teaching. The present volume explores the
connection between longitudinal study and advanced language
capacities, two under-researched areas, and proposes an agenda for
future research. Five chapters probe theoretical and methodological
reflections about the longitudinal study of advanced L2 capacities,
followed by eight chapters that report on empirical longitudinal
investigations spanning descriptive, quasi-experimental,
qualitative, and quantitative longitudinal methodologies. In
addition, the co-editors offer a detailed introduction to the
volume and a coda chapter in which they explore what it would take
to design systematic research programs for the longitudinal
investigation of advanced L2 capacities. The scholars in this
volume collectively make the argument that second language
acquisition research will be the richer, theoretically and
empirically, if a trajectory toward advancedness is part of its
conceptualization right from the beginning and, in reverse, that
advancedness is a particularly interesting acquisitional level at
which to probe contemporary theories associated with the
longitudinal study of language development. Acknowledging that
advancedness is increasingly important in our multicultural
societies and globalized world, the central question explored in
the present collection is: How does learning over time evolve
toward advanced capacities in a second language?
Informed by the latest research in the fields of second language
acquisition and applied linguistics, El espanol y la linguistica
aplicada responds to the central questions that lie at the heart of
learning Spanish as a second or foreign language. What does it mean
to know a language? Can technology help second language learners?
How does studying abroad promote language acquisition? Framing
chapters in terms of these and other critical areas of inquiry,
Robert J. Blake and Eve C. Zyzik examine the linguistic challenges
and pitfalls involved in Spanish-language learning and delve into
practical implications for students and teachers. Written entirely
in Spanish, some chapters focus on specific areas of Spanish
grammar that tend to pose difficulty for learners, while others
explore broad pedagogical themes related to the concept of
proficiency, the nature of input, and the impact of learning
context. Each chapter ends with a series of guided questions for
reflection and further research. Designed to address the
pre-service training needs of Spanish language professionals, El
espanol y la linguistica aplicada will also be of interest to
anyone wishing to develop linguistic expertise in this important
world language.
Informed by the latest research in the fields of second language
acquisition and applied linguistics, El espanol y la linguistica
aplicada responds to the central questions that lie at the heart of
learning Spanish as a second or foreign language. What does it mean
to know a language? Can technology help second language learners?
How does studying abroad promote language acquisition? Framing
chapters in terms of these and other critical areas of inquiry,
Robert J. Blake and Eve C. Zyzik examine the linguistic challenges
and pitfalls involved in Spanish-language learning and delve into
practical implications for students and teachers. Written entirely
in Spanish, some chapters focus on specific areas of Spanish
grammar that tend to pose difficulty for learners, while others
explore broad pedagogical themes related to the concept of
proficiency, the nature of input, and the impact of learning
context. Each chapter ends with a series of guided questions for
reflection and further research. Designed to address the
pre-service training needs of Spanish language professionals, El
espanol y la linguistica aplicada will also be of interest to
anyone wishing to develop linguistic expertise in this important
world language.
Whether we grow up with one, two, or several languages during our
early years of life, many of us will learn a second, foreign, or
heritage language in later years. The field of Second language
acquisition (SLA, for short) investigates the human capacity to
learn additional languages in late childhood, adolescence, or
adulthood, after the first language --in the case of monolinguals--
or languages --in the case of bilinguals-- have already been
acquired. Understanding Second Language Acquisition offers a
wide-encompassing survey of this burgeoning field, its accumulated
findings and proposed theories, its developed research paradigms,
and its pending questions for the future. The book zooms in and out
of universal, individual, and social forces, in each case
evaluating the research findings that have been generated across
diverse naturalistic and formal contexts for second language
acquisition. It assumes no background in SLA and provides helpful
chapter-by-chapter summaries and suggestions for further reading.
Ideal as a textbook for students of applied linguistics, foreign
language education, TESOL, and education, it is also recommended
for students of linguistics, developmental psycholinguistics,
psychology, and cognitive science.Supporting resources for tutors
are available free at www.hodderplus.co.uk/linguistics
(registration required).
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