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Crosslinguistic influence in L3 acquisition across linguistic modules
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Grammatical meaning and the second language classroom : introduction
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Abstract:
This special issue assembles empirical work on second language teaching and learning from a generative linguistic perspective. The focus is on properties that constitute grammar–meaning interaction, that differ in the native and target language grammars, and that have not been highlighted in the pedagogical literature so far. Common topics address whether and how learners acquire grammatical meanings in the second language, including difficult misalignments between native and target-language constructions and functional morphemes. We propose that teaching and learning a second language can be enhanced by focusing on the relationship between grammatical forms and their meanings, as elucidated by contemporary linguistic theory.
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URL: https://doi.org/10.1177/1362168817752718 https://eprints.whiterose.ac.uk/125749/1/2018_Marsden_Slabakova_pre_publication_version.pdf https://eprints.whiterose.ac.uk/125749/
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L3 sentence processing: Language-specific or phenomenon-sensitive?
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What attrites when and why: Implications of the Bottleneck Hypothesis
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Terminology choice in generative acquisition research: the case of “incomplete acquisition” in heritage language grammars
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Grammatical meaning and the second language classroom: introduction
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L1–L2 differences in the L2 classroom:: anticipating Anglophone learners’ difficulties with French pronoun interpretation
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Choice of words matters, but so does scientific accuracy: Reply to peer commentaries
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The Bottleneck Hypothesis in L2 acquisition: L1 Norwegian learners’ knowledge of syntax and morphology in L2 English
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The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax-discourse property in L2 Spanish
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Multisite replication in second language acquisition research : Attention to form during listening and reading comprehension
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