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This volume brings together papers on a wide spectrum of topics
within the broad area of language acquisition, stressing the
interconnections between applied and theoretical linguistics, as
well as language research methodology. These contributions in honor
of Professor Jan Majer have been grouped in two sections: language
learning, and discourse and communication. The former discusses
issues varying from aspects of first, second, and third language
acquisition, individual learner differences (i.e. gender,
attitudes, learning strategies), and second language research
methodology to the analysis of features of learner spoken language,
the role of feedback in foreign language instruction, and the
position of culture in EFL textbooks. The second part of the volume
offers a theoretical counterbalance to the applied nature of the
first one. Here, the contributions touch upon spoken and written
language analysis, language awareness, and aspects of the English
language; also, selected issues of language philosophy are
discussed. The wide range of topics covered in the publication,
authored by specialists in their respective areas, reflects
Professor Majer's academic interests and corresponds to the complex
nature of the general field the volume aims to portray.
The monograph constitutes an attempt to demonstrate that
trilinguals should be considered as learners and speakers in their
own right as opposed to L2 learners with a view to enumerating
consequences this would bring to third or additional language
teaching. Its theoretical part offers an insight into the structure
of the multilingual mental lexicon which is a product of the
interplay of a whole array of cross-linguistic factors in the minds
of multilingual speakers. The empirical part reports the findings
of an empirical study which aimed to investigate connections which
are formed between multiple languages in a multilingual mind. All
the aspects, analyzed in the experiments are part of a broader
question of how multilinguals make their lexical decisions and,
more specifically, how they recognize words from different
languages. The book closes with the discussion of the role of the
obtained results for multilingual didactics as well as some
possible areas for future research.
The monograph constitutes an attempt to demonstrate that
trilinguals should be considered as learners and speakers in their
own right as opposed to L2 learners with a view to enumerating
consequences this would bring to third or additional language
teaching. Its theoretical part offers an insight into the structure
of the multilingual mental lexicon which is a product of the
interplay of a whole array of cross-linguistic factors in the minds
of multilingual speakers. The empirical part reports the findings
of an empirical study which aimed to investigate connections which
are formed between multiple languages in a multilingual mind. All
the aspects, analyzed in the experiments are part of a broader
question of how multilinguals make their lexical decisions and,
more specifically, how they recognize words from different
languages. The book closes with the discussion of the role of the
obtained results for multilingual didactics as well as some
possible areas for future research.
This volume brings together papers on a wide spectrum of topics
within the broad area of language acquisition, stressing the
interconnections between applied and theoretical linguistics, as
well as language research methodology. These contributions in honor
of Professor Jan Majer have been grouped in two sections: language
learning, and discourse and communication. The former discusses
issues varying from aspects of first, second, and third language
acquisition, individual learner differences (i.e. gender,
attitudes, learning strategies), and second language research
methodology to the analysis of features of learner spoken language,
the role of feedback in foreign language instruction, and the
position of culture in EFL textbooks. The second part of the volume
offers a theoretical counterbalance to the applied nature of the
first one. Here, the contributions touch upon spoken and written
language analysis, language awareness, and aspects of the English
language; also, selected issues of language philosophy are
discussed. The wide range of topics covered in the publication,
authored by specialists in their respective areas, reflects
Professor Majer's academic interests and corresponds to the complex
nature of the general field the volume aims to portray.
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