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Книги з теми "Language acquisition researchers"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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1

1925-, Brown Roger, and Kessel Frank S, eds. The Development of language and language researchers: Essays in honor of Roger Brown. Hillsdale, N.J: L. Erlbaum Associates, 1988.

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2

The multiple realities of multilingualism: Personal narratives and researchers' perspectives. Berlin: Mouton de Gruyter, 2009.

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3

Kessel, Frank S. Development of Language and Language Researchers: Essays in Honor of Roger Brown. Taylor & Francis Group, 2013.

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4

Kessel, Frank S. Development of Language and Language Researchers: Essays in Honor of Roger Brown. Taylor & Francis Group, 2013.

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5

Kessel, Frank S. Development of Language and Language Researchers: Essays in Honor of Roger Brown. Taylor & Francis Group, 2013.

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6

Kessel, Frank S. Development of Language and Language Researchers: Essays in Honor of Roger Brown. Taylor & Francis Group, 2013.

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7

Cenoz, Jasone, and Elka Todeva. Multiple Realities of Multilingualism: Personal Narratives and Researchers' Perspectives. De Gruyter, Inc., 2009.

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8

Howard, Martin, Raymond Mougeon, and Jean-Marc Dewaele. Sociolinguistics and Second Language Acquisition. Edited by Robert Bayley, Richard Cameron, and Ceil Lucas. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.013.0017.

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While the focus on sociolinguistic and sociopragmatic variation is relatively new, linguistic variation continues to be an important issue that SLA research has grappled with. By linguistic variation, one understands the learner’s variable use of two or more L2 forms to express the same functional value, where one or all forms are nonnative. This chapter focuses on type II variation and presents an overview of the research findings that illuminate the challenge to the learner of developing sociolinguistic and sociopragmatic competence in the L2. While the application of sociolinguistic variationist methods to the study of type II variation has been relatively recent in SLA research, such methods have also been fruitfully used by some SLA researchers in relation to type I variation.

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9

The multiple realities of multilingualism: Personal narratives and researchers' perspectives. New York, N.Y: Mouton de Gruyter, 2009.

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10

Isabelli-García, Christina L., and Casilde A. Isabelli. Researching Second Language Acquisition in the Study Abroad Learning Environment: An Introduction for Student Researchers. Palgrave Pivot, 2019.

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11

Gibbons, Pauline. Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers. Bloomsbury Publishing Plc, 2018.

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12

Gibbons, Pauline. Bridging Discourses in the ESL Classroom: Students, Teachers And Researchers. Continuum International Publishing Group, 2006.

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13

Bridging Discourses in the Esl Classroom: Students, Teachers And Researchers. Continuum International Publishing Group, 2006.

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14

Schwieter, John W., and Zhisheng (Edward) Wen, eds. The Cambridge Handbook of Working Memory and Language. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108955638.

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Анотація:

Bringing together cutting-edge research, this Handbook is the first comprehensive text to examine the pivotal role of working memory in first and second language acquisition, processing, impairments, and training. Authored by a stellar cast of distinguished scholars from around the world, the Handbook provides authoritative insights on work from diverse, multi-disciplinary perspectives, and introduces key models of working memory in relation to language. Following an introductory chapter by working memory pioneer Alan Baddeley, the collection is organized into thematic sections that discuss working memory in relation to: Theoretical models and measures; Linguistic theories and frameworks; First language processing; Bilingual acquisition and processing; and Language disorders, interventions, and instruction. The Handbook is sure to interest and benefit researchers, clinicians, speech therapists, and advanced undergraduate and postgraduate students in linguistics, psychology, education, speech therapy, cognitive science, and neuroscience, or anyone seeking to learn more about language, cognition and the human mind.

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15

Carruthers, Peter. Language in Cognition. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0016.

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The article discusses the ways in which natural language might be implicated in human cognition. The Soviet psychologist Lev Vygotsky developed his ideas on the interrelations between language and thought, both in the course of child development and in mature human cognition. One of Vygostky's ideas concerned the ways in which the language deployed by adults can scaffold children's development, yielding what he called a ‘zone of proximal development’. He argued that what children can achieve alone and unaided is not a true reflection of their understanding. Vygotsky focused on the overt speech of children, arguing that it plays an important role in problem solving, partly by serving to focus their attention, and partly through repetition and rehearsal of adult guidance. Clark draws attention to the many ways in which language is used to support human cognition, ranging from shopping lists and post-it notes, to the mental rehearsal of remembered instructions and mnemonics, to the performance of complex arithmetic calculations on pieces of paper. Researchers have claimed that animals and pre-verbal infants possess a capacity for exact small-number judgment and comparison, for numbers up to three or four. There is also some evidence that natural language number-words might be constitutive of adult possession and deployment of exact number concepts, in addition to being developmentally necessary for their acquisition.

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16

Watson-Gegeo, Karen Ann, and Matthew C. Bronson. The Intersections of Language Socialization and Sociolinguistics. Edited by Robert Bayley, Richard Cameron, and Ceil Lucas. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.013.0006.

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First- and second-language-acquisition researchers have increasingly adopted language socialization (LS) as a productive and realistic strategy for examining the intertwined relationships among language, culture, and learning. This chapter reviews recent developments in LS in relation to sociolinguistics, with an emphasis on work in bilingual and multilingual situations cross-culturally. It argues for the value of accelerating the current shift in sociolinguistics from interdisciplinary toward transdisciplinary inquiry. Interdisciplinary work is interactive, combining theory, methods, and practices to address questions difficult to tackle with the tools of a single discipline. It adapts but does not challenge existing boundaries. In contrast, transdisciplinary inquiry problematizes disciplinary compartmentalization as imposing limits in creating useful knowledge to address complex issues. The discussion suggests a framework for evaluating sociolinguistic LS research, concluding that the best LS research always involves a commitment to benefit the communities studied.

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17

Woods, Rebecca, and Sam Wolfe, eds. Rethinking Verb Second. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198844303.001.0001.

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This volume provides the most exhaustive and comprehensive treatment available of the Verb Second property, which has been a central topic in formal syntax for decades. While Verb Second has traditionally been considered a feature primarily of the Germanic languages, this book shows that it is much more widely attested cross-linguistically than previously thought, and explores the multiple empirical, theoretical, and experimental puzzles that remain in developing an account of the phenomenon. Uniquely, formal theoretical work appears alongside studies of psycholinguistics, language production, and language acquisition. The range of languages investigated is also broader than in previous work: while novel issues are explored through the lens of the more familiar Germanic data, chapters also cover Verb Second effects in languages such as Armenian, Dinka, Tohono O’odham, and in the Celtic, Romance, and Slavonic families. The analyses have wide-ranging consequences for our understanding of the language faculty, and will be of interest to researchers and students from advanced undergraduate level upwards in the fields of syntax, historical linguistics, and language acquisition.

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18

Montrul, Silvina, and Maria Polinsky, eds. The Cambridge Handbook of Heritage Languages and Linguistics. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108766340.

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Heritage languages are minority languages learned in a bilingual environment. These include immigrant languages, aboriginal or indigenous languages and historical minority languages. In the last two decades, heritage languages have become central to many areas of linguistic research, from bilingual language acquisition, education and language policies, to theoretical linguistics. Bringing together contributions from a team of internationally renowned experts, this Handbook provides a state-of-the-art overview of this emerging area of study from a number of different perspectives, ranging from theoretical linguistics to language education and pedagogy. Presenting comprehensive data on heritage languages from around the world, it covers issues ranging from individual aspects of heritage language knowledge to broader societal, educational, and policy concerns in local, global and international contexts. Surveying the most current issues and trends in this exciting field, it is essential reading for graduate students and researchers, as well as language practitioners and other language professionals.

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19

Bardel, Camilla, Christina Hedman, Katarina Rejman, and Elisabeth Zetterholm, eds. Exploring Language Education: Global and Local Perspectives. Stockholm University Press, 2022. http://dx.doi.org/10.16993/bbz.

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Анотація:

The overarching aim of this book is to offer researchers and students insight into some currently discussed issues at the Swedish as well as the international research frontline of Language Education in a selection of up-to-date work. Another aim is to provide teachers, teacher educators and policy-makers with input from research within the interconnected disciplines of Applied Linguistics, Language Education and Second Language Acquisition. The volume includes five examples of topical research on language education and the authors are internationally renowned scholars. The chapters are based on a selection of talks presented at the 1st ELE Conference (‘Exploring Language Education’), which was held at Stockholm University in 2018. Employing a broad thematic scope, the volume reflects the variety of perspectives on language education brought together at the conference by authors working in diverse areas of the field and in different parts of the world. With the first ELE conference the organizers wished to call attention to the intersection of the global and the local, in terms of linguistic and cultural diversity, which may inform both research questions and language education practices. Issues related to multilingualism, Global Englishes, and experienced tensions between research and practice are examples of generally shared issues that were brought up by many speakers. The chapters of the book represent this variety of themes and illustrate how different regions and communities are contingent on local prerequisites and circumstances, leading to a number of particular challenges and assets when it comes to language education. The chapters represent different parts of the broad array of research directions that can be discerned under the large umbrella of Language Education, zooming in on the Western context, specifically Sweden, Canada and the United States. Two of the plenary speakers from the conference, Nina Spada and John Levis contribute in the volume. In Spada’s text different ways to bridge the gap between research and practice in language education are discussed, an issue highly relevant to all of those interested in collaborative research between researchers and teachers. The second chapter, written by Levis, presents current research on phonology and the importance of pronunciation in second or foreign language communication. These two are followed by three chapters reporting on empirical studies. Amanda Brown and colleagues present their work on translanguaging in the English L2 classroom, giving an extensive overview of ideological stances from the last decades on the use of mother tongues vs. target language only in the language classroom. Liss Kerstin Sylvén reports on a recent study on very young Swedish learners of English, their exposure of English before school age and outside school and the role that this exposure plays for the development of English language proficiency. Finally, Gudrun Erickson and colleagues, present a questionnaire answered by a large number of modern language teachers in Sweden. The study explores the teachers’ answers on questions about their professional satisfaction, their use of the target language in the classroom, and the curricular status of foreign languages studied after English. Despite many critical points raised by these teachers, the survey reveals that they would not change profession, were they given the chance. The book ends with an Afterword by Stellan Sundh, University of Uppsala.

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20

Bygate, Martin, Virginia Samuda, and Kris Van den Branden. TBLT As a Researched Pedagogy. Benjamins Publishing Company, John, 2018.

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21

Bygate, Martin, Virginia Samuda, and Kris Van den Branden. TBLT As a Researched Pedagogy. Benjamins Publishing Company, John, 2018.

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22

TBLT As a Researched Pedagogy. Benjamins Publishing Company, John, 2018.

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23

Ortega, Lourdes, Andrea E. Tyler, Mariko Uno, and Hae In Park. Usage-Inspired L2 Instruction: Researched Pedagogy. Benjamins Publishing Company, John, 2018.

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24

Ortega, Lourdes, Andrea E. Tyler, Mariko Uno, and Hae In Park. Usage-Inspired L2 Instruction: Researched Pedagogy. Benjamins Publishing Company, John, 2018.

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25

Wilson, Robert A., and Frank C. Keil, eds. The MIT Encyclopedia of the Cognitive Sciences (MITECS). The MIT Press, 1999. http://dx.doi.org/10.7551/mitpress/4660.001.0001.

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Since the 1970s the cognitive sciences have offered multidisciplinary ways of understanding the mind and cognition. The MIT Encyclopedia of the Cognitive Sciences (MITECS) is a landmark, comprehensive reference work that represents the methodological and theoretical diversity of this changing field. At the core of the encyclopedia are 471 concise entries, from Acquisition and Adaptationism to Wundt and X-bar Theory. Each article, written by a leading researcher in the field, provides an accessible introduction to an important concept in the cognitive sciences, as well as references or further readings. Six extended essays, which collectively serve as a roadmap to the articles, provide overviews of each of six major areas of cognitive science: Philosophy; Psychology; Neurosciences; Computational Intelligence; Linguistics and Language; and Culture, Cognition, and Evolution. For both students and researchers, MITECS will be an indispensable guide to the current state of the cognitive sciences. Bradford Books imprint

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26

Lidz, Jeffrey L., William Snyder, and Joe Pater, eds. The Oxford Handbook of Developmental Linguistics. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199601264.001.0001.

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Анотація:

This handbook provides a thorough and systematic investigation of the question of how we come to know a language. Researchers from all over the world explore the leading research questions within developmental linguistics, which include: What does the newborn child bring to the task of language acquisition? What information must the child extract from her linguistic input? And how does biological maturation interact with the child’s developing linguistic abilities? In the main body of the handbook, each chapter addresses a single area of grammatical knowledge, such as syllable structure, negation, or binding theory, and begins with an overview of the fundamental generalizations that guide current linguistic analyses and the features of grammatical representation that these generalizations entail. This is followed by a consideration of language learnability; a review of the relevant acquisition literature organized according to target language, age range of the child, and research methodology; and, finally, a discussion of a series of broader questions, such as: Do the experimental findings that were reviewed in the chapter favour a particular approach to the logical problem of language learnability? In what ways, if any, does the child’s knowledge surpass the information directly available from the input? In what ways can innate structure make the input more informative? Likewise, are there ways in which the child’s knowledge seems more limited than expected, given the richness of the available input?

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27

Stefanowitsch, Anatol. Collostructional Analysis. Edited by Thomas Hoffmann and Graeme Trousdale. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195396683.013.0016.

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Анотація:

This chapter discusses the concept of collostructional analysis, a family of quantitative corpus-linguistic methods that allow researchers to express the strength of the relationship between word constructions and the grammatical structures they occur in. It provides several case studies and shows how varying collostructional measures can enlighten constructionist analyses of lexical and grammatical constructions. The chapter explains that although adoption of collostructional analysis is a comparatively recent development in Construction Grammar, it has already been applied to a fairly wide range of constructions in the context of research questions ranging from systemic description over language variation and change to language acquisition and processing. It also addresses important methodological issues of collostructional analysis such as the use of inferential statistics, the cognitive mechanisms assumed, as well as the choice of statistical tests.

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