In this book the authors address five central problems in the study of second language acquisition: transfer, staged development, cross-learner systematicity, incompleteness and variability. The book begins with a definition of each of these areas and an indication of why they are important for understanding SLA. In Chapters 2-4 attempts to explain these phenomena via early linguistic, sociolinguistic, and cognitive approaches are examined. It is argued that they all fail because they attach insufficient importance to the nature of language. In Chapters 5-9 the central problems are approached from the perspective of Universal Grammar and parametric variation: it is considered that this approach provides greater insights into transfer, staged development, cross-learner systematicity and into some aspects of completeness, but that it has difficulty accounting for variability. Variability, it is then argued in Chapters 10-13, is more attributable to factors related to language use and language processing. The most important of these are: the learner's need to develop hypotheses from data where Universal Grammar may not be accessible or applicable; the learner's need to transform linguistic knowledge into the productions required for language processing in real-time; and the learner's need to communicate effectively with an incomplete linguistic system. The variability observed in second language learners who began learning after the age of seven is attributed to the use of multiple knowledge sources and the different kinds of productions which may underlie second language use. The strands making up this argument are then brought together in Chapter 14 in a single model and indications of further directions for research are provided.

A comprehensive introduction to how people learn second languages (L2s), this textbook approaches the topic through five problems the L2 learner has to solve: 'breaking into' the L2; associating forms with meanings; learning sentence structure; learning phrasal and sentential meaning; and learning the use of the L2 in context. These problems are linked throughout to the L2 acquisition of lexis, morphology, syntax, semantics, phonetics/phonology and language-use in a reader-friendly way, using key studies to build a comprehensive picture of how L2s are learned. 'In a nutshell' summaries of chapter sections provide helpful signposts to the developing argument, whilst end-of-chapter activities encourage the reader to reflect on the ideas presented, analyse data and think creatively about the problems encountered. The roles of innate knowledge, input, and the age at which learning starts are also considered. This essential textbook will enable students to think objectively about language, and will be an asset to any introductory course on second language acquisition.

Pottery and Porcelain Restoration is a practical guide for amateurs to the craft of the professional restorer. With over 360 photographs, it explains the simplest, safest and ethical techniques that are recommended today and - essentially - do not further damage your pieces. Written with clear practical detail, it explains the full process and gives unique insight into the delicate job of the ceramic restorer. This new book introduces the history of pottery and porcelain, and gives an account of the methods and ethics of ceramic restoration; it gives a complete list and details of materials and equipment, and particularly advises on the best choice of glues; it describes the full restoration process, from preparation and cleaning to gluing and modelling, and finally to painting and gilding and provides step-by-step instructions for gluing multiple breaks, filling chips and large missing areas, as well as making lids, teapot spouts, hands, leaves, fingers and handles. Restoration examples are illustrated such as making Beswick horse legs, replacing missing handles on a Chinese jug and painting a Clarice Cliff jug and, finally, vital tricks of the trade are shared throughout and useful tips to setting up a workshop are given.

A comprehensive introduction to how people learn second languages (L2s), this textbook approaches the topic through five problems the L2 learner has to solve: 'breaking into' the L2; associating forms with meanings; learning sentence structure; learning phrasal and sentential meaning; and learning the use of the L2 in context. These problems are linked throughout to the L2 acquisition of lexis, morphology, syntax, semantics, phonetics/phonology and language-use in a reader-friendly way, using key studies to build a comprehensive picture of how L2s are learned. 'In a nutshell' summaries of chapter sections provide helpful signposts to the developing argument, whilst end-of-chapter activities encourage the reader to reflect on the ideas presented, analyse data and think creatively about the problems encountered. The roles of innate knowledge, input, and the age at which learning starts are also considered. This essential textbook will enable students to think objectively about language, and will be an asset to any introductory course on second language acquisition.