Bibliografie tematiche / Interlanguage

Letteratura scientifica selezionata sul tema "Interlanguage"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 7 luglio 2024

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Articoli di riviste sul tema "Interlanguage"

1

Fauzi, Iwan. "The Variability in Phonology of Indonesian Learner’s Interlanguage: A case study on English marked-fricatives". International Journal of Language Education 5, n. 4 (31 dicembre 2021): 285. http://dx.doi.org/10.26858/ijole.v5i4.19468.

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Interlanguage is the most fruitful issue in the field of second language acquisition. In the interlanguage phase, Indonesian learners of English tend to alternate between two forms of language features to express the same language function where a variation of language forms will be exhibited to mark the variable of linguistic function. Variability in phonology of interlanguage is the most interesting subject to investigate based on markedness differential hypothesis theory. This study is aimed at finding out (1) marked sounds of English fricatives: [θ], [ð], [ʃ], and [ʒ] which are indicated as interlanguage variants; and (2) how interlanguage sound variants emerge based on surround the varying element. There were 30 college students of English study purposively selected to become respondents in this research representing advance and intermediate proficiency of English speaking. The data were taken from two types of task namely word list reading and sentence reading. There were 600-word tokens containing target marked sounds of fricative [θ], [ð], [ʃ], and [ʒ] obtained from the data collection. The analysis was done quantitatively to find the percentages of non-interlanguge sounds and interlanguge ones produced by respondents. The result showed that fricatives such as [θ], [ʃ], and [ʒ] have phonological variations in interlanguage with certain positions of word being pronounced. These phonological variations emerge due to the generalization of pronunciation by similar-ending sounds, the certain vowel sound preceding marked sounds, and the absence of consonant clusters in learners’ native language which bears the variation of certain marked fricatives of English.
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Shahjahan, Mohammad. "Interlanguage". Journal of Language and Literature 4, n. 2 (30 novembre 2013): 97–100. http://dx.doi.org/10.7813/jll.2013/4-2/13.

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Moses, John G. "LA RÉFÉRENCE AU PASSÉ DANS LE DIALOGUE: ÉTUDE DE L'ACQUISITION DE LA TEMPORALITÉ CHEZ DES APPRENANTS DITS AVANCÉS DE FRANÇAIS.Maria Kihlstedt. Stockholm: Author, 1998. Pp. 227." Studies in Second Language Acquisition 22, n. 1 (marzo 2000): 133–34. http://dx.doi.org/10.1017/s0272263100311068.

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Written in French, this work reports the results of a longitudinal study of past-time reference in the interlanguages of four Swedish learners of French. Unlike most previous studies of L2 acquisition of temporal expression, which have focused on early interlanguage, Kihlstedt shifts the focus of inquiry in this study to the oral production of advanced L2 learners. Kihlstedt discusses evidence supporting a modified interpretation of Andersen's (1991) developmental stages in past temporal expression and proposes an ordering of aspectual value assignment to the passé composé and imparfait constructions in Swedish-French interlanguage.
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Masrour, Mohammad Reza, Esmat Babaii e Mahmood Reza Atai. "Interlanguage Pragmatics: Iranian EFL Teachers’ Cognition". Alberta Journal of Educational Research 65, n. 3 (10 settembre 2019): 238–57. http://dx.doi.org/10.55016/ojs/ajer.v65i3.56662.

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In curricula where teachers have agency to make decisions on everyday classroom activities, their cognition exerts strong influences on their pedagogical practices. The present paper reports on a qualitative multiple-case study exploring Iranian English as a Foreign Language (EFL) teachers’ cognition of interlanguage pragmatics. Through triangulation of multiple methods and data sources, the study details descriptions of five Iranian EFL teachers’ classroom practices, the cognitions behind these practices, and the way their cognition and the teaching context interact in shaping their everyday teaching practices. The findings suggest that underrepresentation of pragmatic competence in the EFL classes can be attributed to contextual factors such as deficiency in the EFL teachers’ content and pedagogic content knowledge of interlanguage pragmatics and curricular decisions. The main findings are then discussed against the backdrop of the literature on interlanguage pragmatics. Keywords: Interlanguage pragmatics, language teacher cognition, belief, EFL teacher, EFL teacher knowledge base Dans les programmes où les enseignants ont le pouvoir décisionnel quant aux activités quotidiennes en salle de classe, les connaissances des enseignants exercent une grande influence sur leurs pratiques pédagogiques. Cet article fait état d’une étude qualitative multi-cas portant sur les connaissances en pragmatique interlangue qu’ont des enseignants iraniens d’anglais langue étrangère (ALE). Par une triangulation de nombreuses méthodes et sources de données, l’article décrit en détail les pratiques en salle de classe de cinq enseignants iraniens d’ALE, les connaissances qui sous-tendent ces pratiques et la façon dont leurs connaissances et le contexte d’enseignement interagissent pour façonner les pratiques pédagogiques quotidiennes. Les résultats indiquent que la sous-représentation d’une compétence pragmatique dans les cours d’ALE serait attribuable à des facteurs contextuels tels des lacunes dans les connaissances, chez les enseignants d’ALE, relatives au contenu et à la pédagogie en matière de pragmatique interlangue et aux décisions concernant le programme. Nous discutons des résultats principaux dans le contexte de la documentation sur la pragmatique interlangue. Mots clés : pragmatique interlangue; connaissances des enseignants de langue; croyance; enseignant d’ALE; connaissances fondamentales des enseignants d’ALE
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Gynan, Shaw N., A. Davies, C. Criper e A. P. R. Howatt. "Interlanguage". Modern Language Journal 69, n. 4 (1985): 423. http://dx.doi.org/10.2307/328437.

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Heath, Jeffrey, Alan Davies, C. Criper e A. P. R. Howatt. "Interlanguage". Language 62, n. 4 (dicembre 1986): 962. http://dx.doi.org/10.2307/415213.

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Fauziati, Endang Fauziati. "NATIVE AND TARGET LANGUAGE INFLUENCE ON THE STUDENTS’ INTERLANGUAGE PRODUCTION: A CASE OF INDONESIAN EFL COMPOSITIONS". Indonesian Journal of Applied Linguistics 7, n. 1 (31 maggio 2017): 54. http://dx.doi.org/10.17509/ijal.v7i1.6858.

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English compositions written by Indonesian EFL students contain erroneous sentences which portray learner language. The errors are neither of their native language nor the target language, but containing linguistic system from both. This is called an interlanguage. This study focuses on one of interlanguage features, that is, permeability, meaning the susceptibility of interlanguages to infiltration by first language and target language rules or forms. It aims to provide empirical evidence of the permeability of the students’ interlanguage production by describing the types and degree of the native and target language influence and explaining the possible causes of the influences. The data were 264 ill-formed sentences elicited from their English free compositions. Error analysis and interlanguage analysis were used as framework for collecting, identifying, describing, and explaining the data. The results indicate that their interlanguage production was influenced by their native language and the target language at both lexical and syntactical level. The dominant native language influence was on vocabulary (i.e. Indonesian borrowings) and the target language influence was on grammar (i.e. verb tenses). The native language influence had a little lower frequency compared with that of the target language. The main source of the influence was their possession of two language systems in their mind was activated regardless of their intention to use one language only. The native language influence was due to the good mastery of the native language and the limited knowledge of the target language. The target language influence was due to the learning strategy used.
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Hilles, Sharon. "Interlanguage and the pro-drop parameter". Interlanguage studies bulletin (Utrecht) 2, n. 1 (giugno 1986): 33–52. http://dx.doi.org/10.1177/026765838600200103.

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There is a relatively stable period in child L 1 acquisition during which surface subjects can be omitted. This period is also characterized by the absence of modals and expletives. With the emergence of modals and expletives, absent subjects disappear. This sequence has been attributed to the constraints of Universal Grammar (UG), a parameterized system with various settings depending on the language. The same sequence has also been observed in the interlanguage of a Spanish speaker learning English, suggesting that UG might also constrain interlanguages, and that a major part of L2 learning may be resetting the values of UG parameters.
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Harlow, Linda L., Gabriele Kasper e Shoshana Blum-Kulka. "Interlanguage Pragmatics". Modern Language Journal 79, n. 1 (1995): 119. http://dx.doi.org/10.2307/329401.

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Burt, Susan Meredith, Gabriele Kasper e Shoshana Blum-Kulka. "Interlanguage Pragmatics". Language 70, n. 3 (settembre 1994): 607. http://dx.doi.org/10.2307/416514.

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Tesi sul tema "Interlanguage"

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Sajjadi, Samad. "Variability in interlanguage". Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359533.

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Sahin, Sevgi. "American English, Turkish And Interlanguage Refusals:a Cross-cultural Communication And Interlanguage Pragmatics Study". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613510/index.pdf.

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This study investigates the refusal realizations of native speakers of American English (AE), Turkish (TUR) and Turkish learners of English with advanced level of proficiency (TRE). It aims to uncover the refusal strategies of young AE, TUR and TRE in conversations between equals and also to uncover if the learners display pragmatic transfer in their refusal strategies. In addition to this, the extent to which the social variables of level of closeness and refusal eliciting acts affect the refusal productions of each group is pursued. The thesis also aimed to provide an explanation for the rapport management orientations of the three examined groups when refusing equal-status interlocutors. To this end, the data are collected from three different groups using a Discourse Completion Test (DCT), which is developed out of the situations in a TV Serial. The analysis of data is done manually and each refusal is coded. CLAN CHILDES is utilized in order to see the typical combinations of refusal semantic formulae used by three groups. Later, PASW is used to run descriptive statistics and calculate the frequency and percentages of refusal strategies/semantic formulae. The results of the study show that refusals and rapport management orientations while refusing status equal interlocutors are culture and situation specific and they differ both cross-culturally and intra-culturally. Research findings also reveal that TRE often produce pragmatically appropriate refusals because refusal strategies they use correspond to those of AE. However, there are some cases in which the evidence of pragmatic transfer are observed with respect to the frequency of certain semantic formula usages.
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El-Shikhani, May Emile. "Language and testing and interlanguage". Thesis, Birkbeck (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499134.

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This dissertation studies the interface between second language testing (SLT) and second language acquisition (SLA) as it applies to a general problem in language use: noted discrepancies between standardized test scores and local placement of University of Balamand (UOB) entrants. A series of empirically based studies were designed to highlight those factors which account for interlanguage as manifested in important aspects of verb grammar: choice of tense, use of tense sequences, subject-verb agreement, and irregular verb morphology, and to compare students' interlanguage(s) in that particular area of grammar with high versus low scores in target language English as measure of their proficiency. A Case Study was carried out on a low-intermediate proficiency level student as determined by UOB entrance test. Analysis was made of the student's choice of relevant grammatical forms in Lebanese-English interlanguage compared with native language Lebanese-Arabic, both in the domains of narration and description. A similar analysis was made of the student's use of the same grammatical forms on the placement exam task. Analysis of metacognitive strategies was also undertaken. Results showed that use of each grammatical form varied with the task rhetorical mode in the sense of converging with! diverging from what is taught. More importantly, the student's low proficiency was only reflected in the narration task, not in the description or placement exam taskThe Main Study was then undertaken on a sample of 28 students from the four DOB English proficiency levels. Primary data consisted of the students' writing on three tasks of different rhetorical modes: narration, exposition, and comparison-contrast. Secondary data consisted of verbal reports by the students, and comments by linguists and expert reviewers. The same method of the Case Study analysis was used. Quantitative results showed that the narration task had the most discriminating power; the comparison-contrast task had the least. A statistically significant difference was found between second language English and native language Arabic accuracy rate of students' use of grammatical structures. Qualitative results showed that both high and low proficiency groups lacked control over tense and tense sequences, but the high proficiency group had more control over 3rd person singular' -s' . In terms of SLA, the empirical study of verb grammar here presents a clearer understanding of multi competence. Consideration is given to the interface between SLT and SLA for the practical problem of finding the right type of test that would be a valid predictor of entrants' proficiency in English as a second language, thus leading to their placement at the right English language level.
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KORTE, MATTHEW. "Corpus Methods in Interlanguage Analysis". University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218835515.

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Cheah, D. S. L. "Interlanguage variability in verb tense/aspect". Thesis, Aston University, 1993. http://publications.aston.ac.uk/10300/.

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This thesis presents a study of interlanguage variability in the use of three tense/aspect forms: the simple present, simple past, and the present perfect. The need for research in this area comes from the problems encountered in the classroom. Language performance in one task sometimes does not reflect that in another. How and why this ocurrs is what this thesis aims to discover. A preliminary study explores the viability of using the Labovian variable model to elicit and explain variability. Difficulties highlight problems which help refine the methodology used in the main study. A review of past research point the direction in which this study should go. Armed with a sample of 17 Chinese Singaporean university students, whose first language is Chinese or a dialect of Chinese, the investigation began with the elicitation of variability to be found in four tasks. Using the attention-to-speech framework, these four tasks are designed to reflect varying degrees of required attention to language form. The results show that there is variability in the use of tense/aspect in all the tasks. However, the framework on which the tasks are based cannot explain the variability pattern. Further analyses of contextual factors, primarily pragmatic ones, point to a complex interplay of factors affecting the variability found in the results.
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Jenkins, Jennifer. "Variation in phonological error in interlanguage talk". Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10019151/.

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The research begins with an examination of the problems attending the growth in the use of English as a lingua franca between non-native speakers. It is argued that vanable first-language specific phonological 'errors' generate much of the miscommunication that is a characteristic of such interlanguage talk (ILT), original support for this claim being provided by a pilot study involving non-native speaker postgraduate students. Following a brief reappraisal of the place of language transfer in second language acquisition, its role in interlanguage (IL) phonology is examined in detail. Phonological transfer is revealed as a central and complex feature of the developing IL The theoretical position is exemplified by a selection of phonological transfer errors drawn from ILT classroom observation, such errors being redefmed in seriousness according to a taxonomy of new criteria based essentially on their effects on ILT communication. The extensive variation to which these taxonomic errorS are subject is discussed in the light of current theories of IL variation, and Accommodation Theory is concluded to have the greatest potential to account for phonological transfer or variation in ILT. The motivations underlying the accommodative processes of convergence and divergence are discussed and the framework is then extended to a motivation considered more salient in ILT: that of interlocutor comprehensibility. Two empirical studies investigate phonological variation in ILT from an accommodation perspective, the findings leading to the conclusion that while accommodation has an essential role in determining phonological error in ILT, its linguistic manifestation is usually one of suppression and non-suppression rather than of traditional convergence and divergence. Pedagogical implications of the research include the benefits of pair and smallgroup work, thus supporting previous research, and the need for classroom exposure to IL varieties of English.
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Flahive, Patrick J. "Past tense marking in Chinese-English interlanguage". Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4664/.

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This data study concentrates on the past tense marking in the interlanguage (IL) of Chinese speakers of English. Following the assumptions of Hawkins & Lizska, (2003), it is assumed that unlike native speakers of English, Chinese speakers of English have a higher level of optionality within the past tense marking of their grammars. It is claimed that the primary reason for this occurrence is the lack of the functional feature T(ense) [+/-past] in Mandarin Chinese. If a particular functional feature is missing in a learner's L1 grammar, it is thought that it will be absent in one's L2 grammar as well. Three advanced Chinese speakers of English were tested on the past tense marking in their IL production. Both spontaneous oral and reading speech were used for this data analysis.
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Kaleja, Bernadette. "Den deduktiva grammatikundervisningens inverkan på tyskelevers interlanguage". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35021.

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Detta examensarbete baserar sig på fyra frågeställningar och en hypotes kring hur den deduktiva grammatikundervisningen påverkar tyskelevers interlanguage. Undersökningen försöker visa om den deduktiva metoden t.ex. gynnar en viss elevgrupp beroende på etnicitet och genus. Undersökningen består av ett Grammaticality Judgement Test och en intervjuundersökning bland elever i grundskolans senare år skolår 8 och 9 som läser tyska som språkval. De grammatiska strukturerna som undersöks har eleverna redan blivit testade på vt 2008 i samband med den ordinarie tyskundervisningen. Genom att utgå ifrån att någon form av inlärning har inträffat tillfrågas eleverna om hur denna har skett. Resultatet visar att den deduktiva grammatikundervisningen tycks gynna flickor av både svensk och utländsk bakgrund.
This degree project is based on four questions and one hypothesis about the effects of deductive grammar instruction on the interlanguage of pupils who are learning German. The study attempts to show whether the deductive method favours a certain group of pupils due to ethnicity and gender. The study consists of a Grammaticality Judgement Test and a set of interviews conducted on pupils who are learning German as their optional choice of a foreign language in the upper primary school years 8 and 9. The grammatical structures that the pupils are tested on were taught spring term 2008 in connection with the regular German language lessons. By assuming that some kind of learning has occurred, the pupils were asked to explain how it took place. The results show that the deductive grammar instruction appears to favour girls with Swedish background as well as girls with a foreign background.
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Cansin, Guzide Dilek. "The role of linguistic context in interlanguage phonology". Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26381.

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The phenomenon of the foreign accent has long been of interest to linguists, second language teachers, language pathologists, and others. This study investigated the influence of certain factors on the degree of foreign accent in learners of English as a second language. Specifically, it examined the effects of two linguistic contexts, age of arrival in Canada, years spent in Canada, and native language on the accents of 29 subjects at an advaced level of English language study. The degree of accent was rated on a five-point scale by 13 native speaker judges. It was hypothesized that non-native speakers of English would exhibit greater degree of foreign accent when reading aloud than when recalling a traumatic personal experience. A previous study by Oyama (1982) has found that, contarary to predictions based on native speakers' behaviour in the same task (Labov, 1966), foreign learners of English displayed greater accents during the oral reading task than when telling about a brush with death or about another traumatic time in their lives. It was, therefore, hypothesized that the subjects in this study would perform like the subjects in Oyama's study. The other hypotheses were: 1) the earlier the age at which subjects arrived in Canada, or other English-speaking country, and began learning English, the better their accents would be judged; 2) the greater the number of years spent in Canada, or other English-speaking country, the better their accents would be judged; 3) the native languages of ESL speakers would influence the decisions about the degree of foreign accent made by judges. Taped samples from 29 ESL learners were collected, edited for length, and played to 13 native speaking judges who rated the degree of accent for each speaker heard on a five-point scale. Included on the tape which the judges heard were samples from native speakers to determine intrajudge validity (i.e., how effectively the pronunciation measure differentiated native from non-ntive speakers). Those judges who were unable to identify the speech of native speakers were dropped from the study. Previous researchers have used the mode of the judges' decisions as the appropriate indicator of each subject's accent; in this study, computations were made using both the mode and the mean. They were found to yield nearly identical results in the analyses. Data were analyzed using a multivariate analysis of variance (MANOVA, SPSS X) with the two linguistic contexts as the dependent variables and age of arrival, years in Canada and native language as independent variables. The results showed no difference between the two linguistic contexts, and that age of arrival and native language contributed significantly to the degree of foreign accent while years in Canada did not. Specifically, learners who arrived at a younger age had better accents than those who arrived at an older age. Because subjects were unequally distributed across the languages, it was not possible to determine which native languages are statistically significant in predicting the degree of foreign accent of these learners of English.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Stoecker, Kurt. "Transfer of Topic-Prominence in Chinese-English Interlanguage". Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1544485.

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Languages can be categorized in terms of topic prominence or subject prominence. English is characterized as subject prominent while languages such as Chinese are considered topic prominent in structure. In subject prominence, the subject must always have a direct relationship, in terms of meaning with the verb, and the subject performs the action or exists in the state named by the verb. This is not the case in a topic prominent system, where the subject may be missing altogether (Li and Thompson 1981). Crucial to this study will be a comparison of word order and pragmatics between English and Chinese with their respective systems. Chinese learners of English have been observed to unknowingly "map" their Chinese discourse structure onto English sentences to fit this pattern (L1 function to L2 form) resulting in what has been called a "pseudo passive" construction (Han 2000). An example of a pseudo-passive would be: New cars must keep inside. This study will attempt to demonstrate that these pseudo passives are indeed an indication of transfer of L1 function to L2 form and that they persist in interlanguage even at advanced stages of proficiency. Appropriate pedagogical considerations will then be discussed.

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Libri sul tema "Interlanguage"

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Han, ZhaoHong, e Elaine Tarone, a cura di. Interlanguage. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.39.

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Selinker, Larry. Rediscovering interlanguage. London: Longman, 1992.

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Gabriele, Kasper, e Blum-Kulka Shoshana, a cura di. Interlanguage pragmatics. New York: Oxford University Press, 1993.

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Economidou-Kogetsidis, Maria, e Helen Woodfield, a cura di. Interlanguage Request Modification. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/pbns.217.

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Eisenstein, Miriam R., a cura di. The Dynamic Interlanguage. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0900-8.

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Papers in interlanguage. Singapore: SEAMEO Regional Language Centre, 1988.

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Tarone, Elaine. Variation in interlanguage. London: E. Arnold, 1988.

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Álvarez, Elsa González. Interlanguage lexical innovation. Muenchen: LINCOM Europa, 2004.

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Rajendra, Singh. Explorations in interlanguage. New Delhi: Bahri Publications, 1991.

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Interlanguage request modification. Amsterdam: John Benjamins Pub. Co., 2012.

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Capitoli di libri sul tema "Interlanguage"

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Taguchi, Naoko. "Interlanguage Pragmatics". In The Routledge Handbook of Pragmatics, 153–67. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Handbooks in applied linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315668925-14.

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Jung, Euen Hyuk (Sarah). "Interlanguage Pragmatics". In Discourse Across Languages and Cultures, 99–116. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/slcs.68.06jun.

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Kasper, Gabriele. "Interlanguage pragmatics". In Handbook of Pragmatics, 1–17. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/hop.1.int4.

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Kasper, Gabriele. "Interlanguage pragmatics". In Variation and Change, 141–54. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/hoph.6.11kas.

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Kasper, Gabriele. "Interlanguage pragmatics". In Handbook of Pragmatics, 808–19. Amsterdam: John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/hop.m2.int4.

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Ramírez-Verdugo, María Dolores. "Interlanguage Intonation". In Intonation in L2 Discourse, 84–136. New York : Routledge, 2021. | Series: Routledge studies in applied linguistics: Routledge, 2021. http://dx.doi.org/10.4324/9781003041351-6.

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Gass, Susan M., Jennifer Behney e Luke Plonsky. "Interlanguage in Context". In Second Language Acquisition, 333–89. Fifth edition. | New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315181752-18.

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Tarone, Elaine E. "On Chameleons and Monitors". In The Dynamic Interlanguage, 3–15. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0900-8_1.

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Winer, Lise. "Variation and Transfer in English Creole—Standard English Language Learning". In The Dynamic Interlanguage, 155–73. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0900-8_10.

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10

Eisenstein, Miriam R. "Dialect Variation and Second-Language Intelligibility". In The Dynamic Interlanguage, 175–84. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0900-8_11.

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Atti di convegni sul tema "Interlanguage"

1

Tobin-Hochstadt, Sam, e Matthias Felleisen. "Interlanguage migration". In Companion to the 21st ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1176617.1176755.

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2

Benton, Nick, e Andrew Kennedy. "Interlanguage working without tears". In the fourth ACM SIGPLAN international conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/317636.317791.

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3

Gatsaeva, R. S.-A. "The essence of interlanguage communication". In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-12-2018-79.

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4

Adi, Derry Pramono, Agustinus Bimo Gumelar e Ralin Pramasuri Arta Meisa. "Interlanguage of Automatic Speech Recognition". In 2019 International Seminar on Application for Technology of Information and Communication (iSemantic). IEEE, 2019. http://dx.doi.org/10.1109/isemantic.2019.8884310.

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5

Peng, Yingying, e Xiaofang Gao. "A Review of Interlanguage Pragmatics Studies". In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.119.

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6

Kilic, Mehmet. "VOICING AS AN INDICATOR OF INTERLANGUAGE". In 23rd International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.023.052.

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7

Ro, Atle. "Interlanguage signs and lexical transfer errors". In the 15th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1994. http://dx.doi.org/10.3115/991886.991908.

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8

Wu, Bin, Yanlu Xie, Lulu Lu, Chong Cao e Jinsong Zhang. "The construction of a Chinese interlanguage corpus". In 2016 Conference of The Oriental Chapter of International Committee for Coordination and Standardization of Speech Databases and Assessment Techniques (O-COCOSDA). IEEE, 2016. http://dx.doi.org/10.1109/icsda.2016.7919008.

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9

Herment, Sophie, Nicolas Ballier, Elisabeth Delais-Roussarie e Anne Tortel. "Modelling interlanguage intonation: the case of questions". In 7th International Conference on Speech Prosody 2014. ISCA: ISCA, 2014. http://dx.doi.org/10.21437/speechprosody.2014-85.

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10

Metwalli, Wafaa. "Correlation Between Interlanguage and Internalization in SLA". In The European Conference on Language Learning 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2188-112x.2020.10.

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