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When learners of a new language draw on their native language (or
on any other that they may know), this earlier acquired linguistic
knowledge may influence their success. Such cross-linguistic
influence, also known as language transfer, has long raised
questions about what linguists can predict about success in the new
language and about what processes are involved in using prior
knowledge. This book lucidly brings together many insights on
transfer: e.g. on the relation between translation and transfer,
the relation between comprehension and production, and the problem
of how complete any predictions of difficulty may ever be. The
discussions also explore implications for future research and for
classroom practice. The book will thus serve as a reliable guide
for teachers, researchers, translators, interpreters, and students
curious about language contact.
When learners of a new language draw on their native language (or
on any other that they may know), this earlier acquired linguistic
knowledge may influence their success. Such cross-linguistic
influence, also known as language transfer, has long raised
questions about what linguists can predict about success in the new
language and about what processes are involved in using prior
knowledge. This book lucidly brings together many insights on
transfer: e.g. on the relation between translation and transfer,
the relation between comprehension and production, and the problem
of how complete any predictions of difficulty may ever be. The
discussions also explore implications for future research and for
classroom practice. The book will thus serve as a reliable guide
for teachers, researchers, translators, interpreters, and students
curious about language contact.
When people attempt to learn a new language, the language(s) they
already know can help but also hinder their understanding or
production of new forms. This phenomenon, known as language
transfer, is the focus of this book. The collection offers new
theoretical perspectives, some in the empirical studies and some in
other chapters, and consists of four sections considering lexical,
syntactic, phonological and cognitive perspectives. The volume
provides a wealth of studies on the influence of Chinese on the
acquisition of English but also includes studies involving Finnish,
French, Hindi, Korean, Persian, Spanish, Swedish and Tamil. It will
be of great interest to researchers and students working in the
areas of crosslinguistic influence in second language acquisition,
language pedagogy and psycholinguistics.
This volume, as a sequel to Fossilization in Adult Second Language
Acquisition by Han (2004), brings together a collection of most
recent theoretical and empirical studies on fossilization, a
classic problem of second language acquisition. It covers a wide
range of perspectives and issues. The analyses discussed herein
address key concerns of many second language researchers and
teachers with regard to just how far anyone can go in learning a
new language.
In Perspectives on Pedagogical Grammar, Professor Odlin brings together eleven authorities from various parts of the world to update current theory and research in this area of language pedagogy. The first section addresses grammatical analysis, covering Chomskyan Universal Grammar and a number of alternative models. Section two shows how lexicon and discourse rules interact with and influence the grammatical system. A final section deals directly with applications, outlining effective methods of teaching grammar in different areas of the language curriculum.
Terence Odlin reconsiders a question that many language teachers and educational researchers have addressed: how much influence can a learner's native language have in making the acquisition of a new language easy or difficult? Transfer has long been a controversial issue, but many recent studies support the view that cross-linguistic influences can have an important impact on second language acquisition. Odlin analyzes and interprets research showing many ways in which similarities and differences between languages can influence the acquisition of grammar, vocabulary, and pronunciation. In addition he provides a detailed look at work on other areas important for the study of transfer including discourse, individual variation, and sociolinguistic factors. Language teachers, applied linguists, and educational researchers will find this volume highly accessible and extremely valuable to their work.
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