Bibliografías temáticas / Language acquisition

Literatura académica sobre el tema "Language acquisition"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 30 de julio de 2024

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Artículos de revistas sobre el tema "Language acquisition"

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T D, Sreeja. "Gender in Malayalam Language Acquisition". International Journal of Science and Research (IJSR) 12, n.º 7 (5 de julio de 2023): 685–87. http://dx.doi.org/10.21275/sr23710194957.

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DuPlessis, Rachel Blau. "Language Acquisition". Iowa Review 16, n.º 3 (octubre de 1986): 252–83. http://dx.doi.org/10.17077/0021-065x.3440.

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Dwyer, Nick. "Language acquisition". Language Learning Journal 39, n.º 1 (abril de 2011): 121–22. http://dx.doi.org/10.1080/09571736.2011.553472.

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Lewis, Marilyn. "Language Acquisition". rEFLections 19 (30 de junio de 2015): 85–87. http://dx.doi.org/10.61508/refl.v19i0.114008.

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Rosdiana, Rosdiana. "Language Acquisition: Classroom Language Acquisition for Preschool Students". Scope : Journal of English Language Teaching 1, n.º 01 (18 de enero de 2017): 63. http://dx.doi.org/10.30998/scope.v1i01.1092.

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Cornejo Martínez, Karla. "Multilingualism in Language Acquisition". Open Journal for Anthropological Studies 6, n.º 2 (30 de diciembre de 2022): 27–36. http://dx.doi.org/10.32591/coas.ojas.0602.02027c.

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This paper presents research on Multilingualism in Language Acquisition, making emphasis on how it affects the process of learning a new langue in multilingual people. The article goes through many topics, such as “the nativist theory” related to the process of language acquisition, among others that help to the understanding of the conclusions. The method used to gather information was through questionnaires. To carry out the research students and teachers from the Language Department of the University of Guanajuato were asked to answer questionnaires. The results of the questionnaires of the subjects were collected and analyzed to find and show the impact of knowing other languages in the acquisition of a new one. The conclusion of this article support and states that multilingualism affects and helps in a positive way with the acquisition of a new language, also stated that language learners who know more languages have an advantage in acquiring a new one than monolingual people.
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McLaughlin, Barry y Michael Harrington. "Second-Language Acquisition". Annual Review of Applied Linguistics 10 (marzo de 1989): 122–34. http://dx.doi.org/10.1017/s0267190500001240.

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As H. Douglas Brown pointed out in his review (1980), the field of second language acquisition [SLA] has emerged as its own discipline in the 1980s. A somewhat eclectic discipline, research in SLA involves methodologies drawn from linguistics, sociolinguistics, education, and psychology. Theoretical models are equally diverse (McLaughlin 1987), but in general a distinction is possible between representational and processing approaches (Carroll in press). Representational approaches focus on the nature and organization of second-language knowledge and how this information is represented in the mind of the learner. Processing approaches focus on the integration of perceptual and cognitive Processes with the learner's second-languages knowledge. This distinction is used here for purposes of exposition, although it is recognized that some approaches combine both representational and processing features, as any truly adequate model of second-language learning must.
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Cruz-Ferreira, Madalena. "First language acquisition and teaching". AILA Review 24 (21 de diciembre de 2011): 78–87. http://dx.doi.org/10.1075/aila.24.06cru.

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“First language acquisition” commonly means the acquisition of a single language in childhood, regardless of the number of languages in a child’s natural environment. Language acquisition is variously viewed as predetermined, wondrous, a source of concern, and as developing through formal processes. “First language teaching” concerns schooling in the language that is intended to become the child’s first (or “main”) one. Mainstream teaching practices similarly take languages as formal objects, focusing on literacy skills, so-called phonological awareness, and other teaching about the language. This article gives a first overview of folk beliefs associated with language acquisition and teaching, highlighting whether and how they can guide applied linguists’ concerns about child language development and early pedagogical practices.
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Ahibalova, Tetiana. "FOSSILIZATION IN ADULT SECOND LANGUAGE ACQUISITION". Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, n.º 6(74) (27 de junio de 2019): 150–53. http://dx.doi.org/10.25264/2519-2558-2019-6(74)-150-153.

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Smith, Daniel. "Spanish and English contact and morpheme acquisition". Normas 7, n.º 2 (20 de diciembre de 2017): 297. http://dx.doi.org/10.7203/normas.v7i2.11166.

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Regarding the order of morpheme acquisition in both first language (L1) and second language (L2) acquisiton there appears to be a so-called 'natural order' of acquisition. In addition, there are peculiarities which are part of the morphosyntax of any language influencing the order of morpheme acquisition in L2, whether it be from the L1, or as in the case of simultaneous bilinguals, another L1. We use Myers-Scotton's (2002) 4-M model to help us analyze and discuss the data. The analysis shows a tendency for speakers to acquire language morphology in a natural order, regardless of the L1, but with special reference to Spanish and English we show that the two languages can influence each other and make changes in the order of acquisition.
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Tesis sobre el tema "Language acquisition"

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Claire, Anita. "Language acquisition". Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/34018.

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This project investigates acquisition of a new language by example. Syntax induction has been studied widely and the more complex syntax associated with Natural Language is difficult to induce without restrictions. Chomsky conjectured that natural languages are restricted by a Universal Grammar. English could be used as a Universal Grammar and Punjabi derived from it in a similar way as the acquisition of a first language. However, if English has already been acquired then Punjabi would be induced from English as a second language.
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Choi, Myong Hee. "The acquisition of wh-in-situ constructions in second language acquisition". Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/450899150/viewonline.

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De, Marcken Carl Gustave. "Unsupervised language acquisition". Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10640.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1996.
Includes bibliographical references (p. 125-133).
by Carl G. de Marcken.
Ph.D.
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Reshetniak, Maryna Valeriivna, Марина Валеріївна Решетняк y Марина Валерьевна Решетняк. "A Foreign Language Acquisition". Thesis, Publishing house Education and Science, 2010. http://essuir.sumdu.edu.ua/handle/123456789/50985.

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The article discloses historically based approaches of a foreign language education and throws light on the new study, which may revolutionize language learning. The main methods of teaching foreign languages, which are highlighted in the article, are: the grammar translation method, the direct method, the audio-lingual method, the communicative language teaching method and the series method. And a modern research of a PhD from New Zealand is described below.
Стаття розкриває історично сформовані підходи до вивчення іноземних мов, а також надає додаткову інформацію щодо нового дослідження, яке може внести революційні зміни до вивчення будь-якої мови. Основні методи навчання іноземним мовам, що будуть проаналізовані в даній статті, наступні: метод граматичного перекладу, аудіально-лінгвістичний метод, комунікативний метод, прямий метод та послідовний (серійний) метод. І сучасне дослідження доктора філософії з Нової Зеландії оглянуто нижче.
Статья раскрывает исторически сформировавшиеся подходы к изучению иностранных языков, а также предоставляет дополнительную информацию про новое исследование, которое может революционно перевернуть изучение языков. Основные методы преподавания иностранных языков, которые будут проанализированы в данной статье, следующие: метод грамматического перевода, аудиально-лингвистический метод, коммуникативный метод, прямой метод и последовательный (серийный) метод. И современное исследование доктора философии из Новой Зеландии рассмотрено ниже.
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Estigarribia, Bruno. "Asking questions language variation and language acquisition /". May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Prévost, Philippe. "Truncation in second language acquisition". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ44557.pdf.

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Greene-Havas, Maia. "Acquisition of social language register". Connect to resource, 2008. http://hdl.handle.net/1811/32184.

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Prévost, Philippe 1966. "Truncation in second language acquisition". Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34766.

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In this thesis, I argue that early child second language (L2) grammars allow truncation, on a par with proposals by Rizzi (1993/1994) and Haegeman (1995) for first language (L1) acquisition. This account (the Truncation Hypothesis) holds that Rizzi's (1994) Root Principle, according to which root declaratives are CPs, is initially underspecified in L2 systems (for processing reasons). This means that the root of main declaratives will not systematically be CP. Instead, different types of roots should be projected, such as CP, IP or VP, with VP underlying root infinitives. If one further assumes that functional categories are present in early grammars, the possibility of truncation can thus account for optionality of verb-movement and finiteness in early SLA, and more generally for why such categories seem to be optionally projected initially (Vainikka & Young-Scholten, 1994; 1996; Eubank, 1992; 1993/1994; 1996).
Predictions based on the Truncation Hypothesis were tested against longitudinal spontaneous production data from child and adult L2 learners. There were two child and two adult learners of L2 French (whose L1s were English and Arabic) and two child two adult learners of L2 German (native speakers of Romance pro-drop languages). The findings suggest that the distribution of finite and nonfinite verbs is structurally determined in L2 child grammar, i.e. tenseless verbs only appear when VP is the root, while finite verbs are found when functional categories are projected. This in turn means that children project truncated structures in early L2 acquisition. I argue that no other theory of the nature of early L2 grammars is able to account for the full range of properties of the child L2 data.
The adult data are less conclusive concerning the possibility of truncation in adult L2 grammars. In particular, the learners seem to use infinitival markers as substitutes for finite inflections, which means that nonfinite verbs are found in contexts which are not predicted by the Truncation Hypothesis. The difference between the child and adult learners is attributed to problems that adults may have in mapping the syntactic and morphological systems (Lardiere, 1996), and not to a discrepancy in syntactic knowledge.
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Pate, John Kenton. "Predictability effects in language acquisition". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8235.

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Human language has two fundamental requirements: it must allow competent speakers to exchange messages efficiently, and it must be readily learned by children. Recent work has examined effects of language predictability on language production, with many researchers arguing that so-called “predictability effects” function towards the efficiency requirement. Specifically, recent work has found that talkers tend to reduce linguistic forms that are more probable more heavily. This dissertation proposes the “Predictability Bootstrapping Hypothesis” that predictability effects also make language more learnable. There is a great deal of evidence that the adult grammars have substantial statistical components. Since predictability effects result in heavier reduction for more probable words and hidden structure, they provide infants with direct cues to the statistical components of the grammars they are trying to learn. The corpus studies and computational modeling experiments in this dissertation show that predictability effects could be a substantial source of information to language-learning infants, focusing on the potential utility of phonetic reduction in terms of word duration for syntax acquisition. First, corpora of spontaneous adult-directed and child-directed speech (ADS and CDS, respectively) are compared to verify that predictability effects actually exist in CDS. While revealing some differences, mixed effects regressions on those corpora indicate that predictability effects in CDS are largely similar (in kind and magnitude) to predictability effects in ADS. This result indicates that predictability effects are available to infants, however useful they may be. Second, this dissertation builds probabilistic, unsupervised, and lexicalized models for learning about syntax from words and durational cues. One series of models is based on Hidden Markov Models and learns shallow constituency structure, while the other series is based on the Dependency Model with Valence and learns dependency structure. These models are then used to measure how useful durational cues are for syntax acquisition, and to what extent their utility in this task can be attributed to effects of syntactic predictability on word duration. As part of this investigation, these models are also used to explore the venerable “Prosodic Bootstrapping Hypothesis” that prosodic structure, which is cued in part by word duration, may be useful for syntax acquisition. The empirical evaluations of these models provide evidence that effects of syntactic predictability on word duration are easier to discover and exploit than effects of prosodic structure, and that even gold-standard annotations of prosodic structure provide at most a relatively small improvement in parsing performance over raw word duration. Taken together, this work indicates that predictability effects provide useful information about syntax to infants, showing that the Predictability Bootstrapping Hypothesis for syntax acquisition is computationally plausible and motivating future behavioural investigation. Additionally, as talkers consider the probability of many different aspects of linguistic structure when reducing according to predictability effects, this result also motivates investigation of Predictability Bootstrapping of other aspects of linguistic knowledge.
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Waegner, Nicholas Paul. "Stochastic models for language acquisition". Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309214.

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Libros sobre el tema "Language acquisition"

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Foster-Cohen, Susan, ed. Language Acquisition. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230240780.

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Lightbown, Patsy. Language acquisition. [Québec]: Direction générale des programmes, Direction de la formation du personnel scolaire, 1989.

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Lightbown, Patsy. Language acquisition. [Québec]: Direction générale des programmes, Direction de la formation du personnel scolaire, 1989.

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D, Yang Charles, ed. Language acquisition. New York, NY: Routledge, 2009.

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Wekker, Herman, ed. Creole Languages and Language Acquisition. Berlin, New York: DE GRUYTER MOUTON, 1996. http://dx.doi.org/10.1515/9783110811049.

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Herman, Wekker y Leiden Creole Workshop (1990 : University of Leiden), eds. Creole languages and language acquisition. Berlin: Mouton de Gruyter, 1996.

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Frazier, Lyn y Jill De Villiers, eds. Language Processing and Language Acquisition. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-011-3808-6.

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Ellis, Rod. Second language acquisition & language pedagogy. Clevedon: Multilingual Matters, 1992.

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1952-, Frazier Lyn, De Villiers, Jill G., 1948- y University of Massachusetts Conference on 'Language Processing and Language Acquisition' (1989 : Amherst, Mass.), eds. Language processing and language acquisition. Dordrecht: Kluwer Academic Publishers, 1990.

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Snape, Neal y Tanja Kupisch. Second Language Acquisition. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-36707-5.

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Capítulos de libros sobre el tema "Language acquisition"

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Blake, N. F. y Jean Moorhead. "Language Acquisition". En Introduction to English Language, 29–54. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22869-0_2.

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Joaquin, Anna Dina L. "Language Acquisition". En Encyclopedia of Evolutionary Psychological Science, 1–13. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-16999-6_2416-1.

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McCoy, James F. y Joseph A. Buckhalt. "Language Acquisition". En Handbook of Behavior Modification with the Mentally Retarded, 445–66. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-2501-5_17.

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Hillert, Dieter. "Language Acquisition". En The Nature of Language, 179–91. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0609-3_12.

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Burger, Amy y Ivy Chong. "Language Acquisition". En Encyclopedia of Child Behavior and Development, 863–65. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1607.

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Hardie, Andrew. "Language Acquisition". En English Language, 609–24. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_37.

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Lewis, Moira, Courtenay Norbury, Rhiannon Luyster, Lauren Schmitt, Andrea McDuffie, Eileen Haebig, Donna S. Murray et al. "Language Acquisition". En Encyclopedia of Autism Spectrum Disorders, 1687–88. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_524.

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Brandt, Silke y Patrick Rebuschat. "Language acquisition". En Introducing Linguistics, 186–204. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003045571-11.

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Ballard, Kim. "Language acquisition". En The Stories of Linguistics, 179–202. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1057/978-1-137-09563-3_9.

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Gillis, Steven y Dorit Ravid. "Language acquisition". En Handbook of Pragmatics, 1–58. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/hop.8.lan7.

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Actas de conferencias sobre el tema "Language acquisition"

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Zernik, Uri. "Language acquisition". En the 12th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1988. http://dx.doi.org/10.3115/991719.991798.

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Nishikimi, Mikiko, Hideyuki Nakashima y Hitoshi Matsubara. "Language acquisition as learning". En the 14th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1992. http://dx.doi.org/10.3115/992133.992179.

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Settles, Burr, Chris Brust, Erin Gustafson, Masato Hagiwara y Nitin Madnani. "Second Language Acquisition Modeling". En Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-0506.

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Oba, Miyu, Tatsuki Kuribayashi, Hiroki Ouchi y Taro Watanabe. "Second Language Acquisition of Neural Language Models". En Findings of the Association for Computational Linguistics: ACL 2023. Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.findings-acl.856.

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Savchenko, Tatiana. "INTEGRATING POETRY INTO THE FOREIGN LANGUAGE CLASSROOM FROM THE POINT OF VIEW OF SECOND LANGUAGE ACQUISITION". En Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-8.

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The article deals with the theoretical foundations of foreign language acquisition which are related to the integration of poetic texts into foreign language teaching. The article defines poetic text and its role in foreign language teaching and focuses on the selected foreign language acquisition theories and their interconnectedness with using poetic texts in the teaching of foreign languages.
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Chandrasekaran, Rajesh. "Using language structure for adaptive multimodal language acquisition". En the 6th international conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1027933.1028003.

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Necula, Gina Aurora. "NEW PERSPECTIVES ON THE ACQUISITION OF LANGUAGE SKILLS". En International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end001.

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"Reading, writing, speaking and listening – the four foundational skills of language learning have been constantly reassessed over time. When we learn a new language, we firstly learn to listen, and read then speak, and finally write. Therefore, traditionally, we consider that the student first acquires skills of receiving the newly acquired language (listening and reading) and, later, skills of producing that language (speaking and writing), thus gradually turning from consuming a foreign language, to delivering it. Thus, language teachers insist on practicing all four language skills to ensure that both the spoken (listening and specking) and written (reading and writing) aspects of the language are developed at the same level. However, experiencing the pandemic with all the imposed major switches that needed to be done in education proved changes in the way communication skills are acquired under these specific circumstances. Our research, conducted with foreign students learning Romanian Language during the last academic year, made us understand that teachers need to adapt their teaching tools and cope with new challenges imposed by the reversal of the ratio between the volume of online or asynchronous activity and the onsite ones, according to the traditional model. At the same time, we need to consider the fact that both teachers and students have been forced to redefine and understand how public and private spheres interact during online courses. Nevertheless, through this article, our intentions are to analyze the way in which the students' perception on the way of learning foreign languages has changed due to new social imperatives that have tipped the scales in terms of acquiring oral communication skills to the detriment of written communication skills, but have also changed perspectives on other satellite skills needed for an effective communication such as cultural and social skills."
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Applin, Anne Gates. "Second language acquisition and CS1". En the thirty-second SIGCSE technical symposium. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/364447.364579.

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MITTAL, SHASHI y HARISH KARNICK. "LEARNING MODELS FOR LANGUAGE ACQUISITION". En Proceedings of the 6th International Conference (EVOLANG6). WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812774262_0029.

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Aimetti, Guillaume. "Modelling early language acquisition skills". En the 12th Conference of the European Chapter of the Association for Computational Linguistics: Student Research Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1609179.1609180.

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Informes sobre el tema "Language acquisition"

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Berman, Eli, Kevin Lang y Erez Siniver. Language-Skill Complementarity: Returns to Immigrant Language Acquisition. Cambridge, MA: National Bureau of Economic Research, junio de 2000. http://dx.doi.org/10.3386/w7737.

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Saunders, Shelly. A study in the language acquisition styles of language delayed toddlers. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.5990.

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Alderks, Cathie E. An Annotated Bibliography on Second Language Acquisition. Fort Belvoir, VA: Defense Technical Information Center, junio de 1994. http://dx.doi.org/10.21236/ada282713.

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Kircher, Ruth y Mirjam Vellinga. ECMI Minorities Blog. From Acquisition to Activation: How Language Planning Can Promote New Speakers’ Minority Language Us. European Centre for Minority Issues, octubre de 2023. http://dx.doi.org/10.53779/cmlh2988.

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New speakers (individuals acquiring minority languages outside the home, typically later on in life) can make important contributions to minority language revitalisation. However, this can only happen if they become active and frequent users of the minority languages they have learnt. In many contexts, this is not the case. Taking Frisian in Fryslân as a case study, this blog post examines new speakers’ activation (the process by which they become active and habitual minority language users) – focusing specifically on how this is affected by traditional minority language speakers’ behaviours. The findings highlight how the complex dynamics between traditional and new speakers can hinder the latter’s activation. The blog post discusses the implications of these findings, concluding that there is a need for prestige planning to ameliorate intergroup relations – and thereby foster new speakers’ activation and promote minority language revitalisation.
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Brock, William, Bo Chen, Steven Durlauf y Shlomo Weber. Everybody’s Talkin’ at Me: Levels of Majority Language Acquisition by Minority Language Speakers. Cambridge, MA: National Bureau of Economic Research, agosto de 2022. http://dx.doi.org/10.3386/w30410.

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Sahat, Nazatul S., Xiao Lin Xia, Yang Yang Liu y Yu Lin Kang. Visualizing the Effects of Emotions on Foreign Language Learning and Second Language Acquisition: A Bibliometric and Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, noviembre de 2023. http://dx.doi.org/10.37766/inplasy2023.11.0062.

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BAGIYAN, A. y A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Engen, Sharon. Survey of language acquisition techniques provided by parents of talented and gifted children. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.5276.

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Bess, Dee. The Constraints of a Typological Implicational Universal for Interrogatives on Second Language Acquisition. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6962.

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Ledermann, Anna Christine. Collective nouns in the Green Line and Access series : Comparing textbook language with natural usage data. Otto-Friedrich-Universität, 2023. http://dx.doi.org/10.20378/irb-95288.

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German textbooks of English influence their users’ acquisition of agreement patterns with collective nouns in two ways. On the one hand, the use of collective nouns throughout the textbooks serves as a language model for students, and on the other hand, their grammar sections provide explicit rules on agreement patterns with collective nouns. The present study analyzes both these aspects in the LehrplanPLUS versions of the textbook series Green Line and Access for Bavarian secondary schools (Gymnasien) and compares them to native speaker data from Levin (2001). Although this comparison shows that the agreement patterns with collective nouns throughout the textbooks support their nativelike acquisition, the grammar sections show some deficits that might inhibit the nativelike acquisition of agreement patterns with collective nouns.
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