Bøger i Second Language Acquisition serien

This book focuses on the use of the L1 in communicative or immersion-type classrooms. Through the intersection of theory, practice, curriculum and policy, the book calls for a reconceptualization of codeswitching as something that is inherently linked with bilingual codeswitching and something that proficient and aspiring bilinguals do naturally.

This book focuses on the use of the L1 in communicative or immersion-type classrooms. Through the intersection of theory, practice, curriculum and policy, the book calls for a reconceptualization of codeswitching as something that is inherently linked with bilingual codeswitching and something that proficient and aspiring bilinguals do naturally.

This volume addresses the growing interest amongst second language acquisition researchers in linguistic relativity. The chapter authors conceptually explore and empirically investigate the relevance of Slobin's Thinking-for-Speaking Hypothesis to adult second language acquisition.

Lexical inferencing is a central process in both reading comprehension and word learning through reading. This volume presents a comprehensive review of second language lexical inferencing and a major new study of first and second language lexical inferencing by speakers of Persian, French and English, focusing on first language transfer effects.

This bookinvestigates the acquisition of sociolinguistic variation by immersion students who have learnt their second language primarily in an educational context. The student's mastery of sociolinguistic competence is measured in relation to a range of phonetic, lexical and grammatical variants and to the factors that influence such mastery.

This is a collection of twelve chapters, reporting on research results and presenting theoretical insights into the processes of language acquisition. The first part outlines the neurobiological processes which assist formation of additional language in the brain, while the second part offers psyc

Measuring Second Language Vocabulary Acquisition describes the effect that word frequency and lexical coverage have on learning and communication in a foreign language. It examines the tools we have for assessing the various facets of vocabulary knowledge, the scores these produce, and the way these are tied to exam and communicative performance.

Taking an autoethnographic approach, this book highlights the mutually constitutive relationship of language acquisition, sociocultural contexts and L2 identities. The personalized account of the author's Japanese as a second language development is skilfully interwoven with ethnographic details and introspective commentary.

This book offers an insight into the dynamics and complexities of learning and teaching English as a foreign language at primary level.It presents the findings of longitudinal research undertaken in Croatia and discusses their contribution to understanding EFL development in the young learner and impact on practices in the modern EFL classroom.

This book offers an insight into the dynamics and complexities of learning and teaching English as a foreign language at primary level.It presents the findings of longitudinal research undertaken in Croatia and discusses their contribution to understanding EFL development in the young learner and impact on practices in the modern EFL classroom.

This book explores how lexical competence develops in a foreign language, and also argues for the importance of lexical accuracy as a measure of the quality of foreign language writing and as an indicator of receptive vocabulary knowledge.

This book investigates various aspects of speaking in a foreign language. It is unique in considering this key skill from both psycholinguistic and sociolinguistic perspectives, and in focusing entirely on instructed foreign language contexts. The book demonstrates how theory and research can be translated into classroom practice.

Individual Learner Differences in SLA addresses the apparently insoluble conflict between the unquestionably individual character of the process of second language acquisition / foreign language learning and the institutionalised, often inflexible character of formal instruction in which it takes place. How, then, is success in SLA so prevalent?

This book explains the detection-based approach to investigating crosslinguistic influence and illustrates the value of the approach through a collection of five empirical studies that use the approach to quantify, evaluate, and isolate the subtle and complex influences of learners' native-language backgrounds on their English writing.

This book explains the detection-based approach to investigating crosslinguistic influence and illustrates the value of the approach through a collection of five empirical studies that use the approach to quantify, evaluate, and isolate the subtle and complex influences of learners' native-language backgrounds on their English writing.

This book explores the role of identity in adolescent foreign language learning. It presents both qualitative and quantitative research, as well as a new model of identity, to support the claim that discrepancy in the display of the self can affect achievement in education.

This book provides a broad view of second language acquisition, from initial to final stages. It does so within a comparative perspective that addresses results concerning adult and child learners across a variety of languages, in order to assess the relative weight of cognitive and typological determinants during language learning.

This book examines L2 learners' development of pragmatic competence - the appropriate language use in a social context. It reveals patterns of development across different aspects of pragmatic abilities measured over one year and presents the participants' experiences and the individual characteristics that shaped their developmental trajectories.

This book broaches the question of the social impact of age on language learners from a social constructionist perspective, thus filling a gap currently existing in the literature on age and second language acquisition.

This book elicits L2 creative writers' own perspectives of their life histories through the form of interviews and think-aloud story writing sessions, and investigates the writers' emerging writing processes. It integrates socioculturalist L2 identity studies with the typically cognitivist process-oriented L2 writing research.

This book provides a linguistic and cultural profile of the Polish diasporic communities in 3 different European countries: Ireland, France and Austria. The 8 contributing chapters present original research on the acquisition and use of the languages of the respective host communities and also explore related elements of cultural acquisition.

This book unites studies on second language acquisition and interculturality in a study abroad context, providing timely perspectives on research in each area while also exploring the interface between them. Chapters highlight innovative themes such as social networks, input matters, learner identities and study abroad in lingua franca contexts.

This book synthesises current theory and research on L2 motivation in the EFL Japanese context covering topics such as the issues of cultural identity, demotivation, language communities, positive psychology, possible L2 selves and internationalisation within a key EFL context.

This book provides the first examination of sociolinguistic competence and the acquisition of native-like variability in an English as a Lingua Franca (ELF) context and presents data from email exchanges between Swiss speakers (with German, French and Italian mother tongues).

This book aims to further understanding of the acquisition of Chinese as a foreign or second language. The six independent studies, which focus on various aspects of the learning process from morphosyntax to pragmatics to peer interaction, offer empirical insights into learners under an array of instructional conditions.

With a focus on the morphosyntactic features of second language, this book discusses the idea that language acquisition is a discontinuous and 'quantized' process due to the existence of two different - albeit interconnected - ways of learning: Statistical Learning and Grammatical Learning.

The book offers a novel view of consciousness and its place in second language learning, using the established cognitive framework, MOGUL. It also provides an extensive review of theories of consciousness and related cognitive theory and research, placing that work in the context of second language learning.

This book evaluates a project where formal classroom learning of a second language was supplemented with informal, natural interactions with older native speakers of the target language, delivering a number of pedagogical and societal benefits. It introduces a model of language learning for students that can be used for any language or locality.

This book evaluates a project where formal classroom learning of a second language was supplemented with informal, natural interactions with older native speakers of the target language, delivering a number of pedagogical and societal benefits. It introduces a model of language learning for students that can be used for any language or locality.

This book details patterns of language use found in the writing of adult learners of Norwegian as a second language (L2). Each study draws its data from the same corpus of L2 Norwegian texts and examines the learners' use of Norwegian in relation to the morphological, syntactic, lexical, semantic and pragmatic patterns they produce.