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This book presents the latest research in various areas of
cross-linguistic influence (CLI), providing educators with insights
into how previously learned languages influence the learning of an
additional language at different levels, such as
phonetics/phonology, morphosyntax, vocabulary, pragmatics, writing
style and learning context. While the majority of the chapters have
English as the target language, one investigates the acquisition of
French. The L1s of the learners include Arabic, Basque, Catalan,
Chinese, Czech, Danish, Finnish, Galician, Georgian, German,
Norwegian, Polish, Russian, Spanish and Swedish. Each chapter ends
with a reflection on possible pedagogical implications of the
findings and offers recommendations on how to make the most of
cross-linguistic influence in the classroom.
This book presents the latest research in various areas of
cross-linguistic influence (CLI), providing educators with insights
into how previously learned languages influence the learning of an
additional language at different levels, such as
phonetics/phonology, morphosyntax, vocabulary, pragmatics, writing
style and learning context. While the majority of the chapters have
English as the target language, one investigates the acquisition of
French. The L1s of the learners include Arabic, Basque, Catalan,
Chinese, Czech, Danish, Finnish, Galician, Georgian, German,
Norwegian, Polish, Russian, Spanish and Swedish. Each chapter ends
with a reflection on possible pedagogical implications of the
findings and offers recommendations on how to make the most of
cross-linguistic influence in the classroom.
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