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A cogent, freshly written synthesis of new and classic work
concerning crosslinguistic influence, or "transfer," this book will
become the authoritative account of transfer in second-language
learning and its consequences for language and thought. Transfer in
both production and comprehension is treated extensively, and new
ideas such as the distinction between semantic and conceptual
transfer, lateral transfer, and reverse transfer are given the
attention they deserve. The book will be of considerable interest
to students and scholars in the fields of second language
acquisition, bilingualism, and applied linguistics.
A cogent, freshly written synthesis of new and classic work on
crosslinguistic influence, or language transfer, this book is an
authoritative account of transfer in second-language learning and
its consequences for language and thought. It covers transfer in
both production and comprehension, and discusses the distinction
between semantic and conceptual transfer, lateral transfer, and
reverse transfer. The book is ideal as a text for upper-level
undergraduate and graduate courses in bilingualism, second language
acquisition, psycholinguistics, and cognitive psychology, and will
also be of interest to researchers in these areas.
Recent work has pointed to the need for a detection-based approach
to transfer capable of discovering elusive crosslinguistic effects
through the use of human judges and computer classifiers that can
learn to predict learners' language backgrounds based on their
patterns of language use. This book addresses that need. It details
the nature of the detection-based approach, discusses how this
approach fits into the overall scope of transfer research, and
discusses the few previous studies that have laid the groundwork
for this approach. The core of the book consists of five empirical
studies that use computer classifiers to detect the native-language
affiliations of texts written by foreign language learners of
English. The results highlight combinations of language features
that are the most reliable predictors of learners' language
backgrounds.
This book details patterns of language use that can be found in the
writing of adult immigrant learners of Norwegian as a second
language (L2). Each study draws its data from a single corpus of
texts written for a proficiency test of L2 Norwegian by learners
representing 10 different first language (L1) backgrounds. The
participants of the study are immigrants to Norway and the book
deals with the varying levels and types of language difficulties
faced by such learners from differing backgrounds. The studies
examine the learners' use of Norwegian in relation to the
morphological, syntactic, lexical, semantic and pragmatic patterns
they produce in their essays. Nearly all the studies in the book
rely on analytical methods specifically designed to isolate the
effects of the learners' L1s on their use of L2 Norwegian, and
every chapter highlights patterns that distinguish different L1
groups from one another.
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