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Third language acquisition in adulthood /
Research on the phonological acquisition of a third language (L3) is still in its infancy; therefore, the present contribution is intended to further investigate the area by focusing on the phenomenon of foreign accentedness and the widely disputed sources of cross-linguistic influence in L3 phonolo...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Philadelphia :
John Benjamins,
©2012.
|
| Colección: | Studies in bilingualism ;
v. 46. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Third language acquisition in adulthood / |c edited by Jennifer Cabrelli Amaro, Suzanne Flynn, Jason Rothman. |
| 260 | |a Amsterdam ; |a Philadelphia : |b John Benjamins, |c ©2012. | ||
| 300 | |a 1 online resource (vi, 312 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Studies in bilingualism ; |v v. 46 | |
| 500 | |a Papers presented at the Obermann Center Summer Seminar "Third Language Acquisition: Developing a Research Base", held at the University of Iowa in conjunction with MIT in the summer of 2010. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a Research on the phonological acquisition of a third language (L3) is still in its infancy; therefore, the present contribution is intended to further investigate the area by focusing on the phenomenon of foreign accentedness and the widely disputed sources of cross-linguistic influence in L3 phonology. The study employs the technique of perceptual judgement of a foreign accent in a third language. It aims to determine whether trilingual speakers of typologically unrelated languages (i.e. L1 Polish, L2 French and L3 English) have a tendency toward L1- or L2-accented speech in L3 performance and. | ||
| 505 | 0 | |a Third Language Acquisition in Adulthood -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- Introduction. Third language (L3) acquisition in adulthood -- References -- Part 1. Theory -- L3 morphosyntax in the generative tradition -- 1. Generative theory and acquisition: A concise overview of relevant issues -- 2. Why L3 as opposed to adult L2 acquisition? -- 3. The initial state and different proposals for L3/Ln -- 3.1 Absolute L1 transfer -- 3.2 The L2 status factor -- 3.3 The Cumulative-Enhancement Model (CEM) -- 3.4 The Typological Primacy Model -- 4. Beyond the initial state -- 5. Final thoughts and future directions -- References -- L3 phonology -- 1. Introduction -- 2. Existing research -- 2.1 Facilitation of additional language learning -- 2.2 Factors in L3 phonological transfer -- 3. Theoretical issues -- 3.1 Generative L3 morphosyntax models -- 3.2 The L3 initial stages and Optimality Theory -- 4. Methodological issues -- 4.1 Overview -- 4.2 Perception studies -- 4.3 Selection of properties -- 4.4 Proficiency measurement -- 4.5 Subject pools and language groups -- 4.6 Data analysis -- 5. Conclusion -- References -- The L2 status factor and the declarative/procedural distinction -- 1. Introduction -- 2. A short overview of important factors for transfer into L3 -- 3. The L2 status factor: Background -- 4. A model for L3 learning (Falk & Bardel 2010, 2011) -- 5. A neurolinguistic approach to L3 learning -- 6. Implications and future directions -- References -- Rethinking multilingual processing -- 1. Main characteristics of current models of multilingual processing -- 2. Characteristics of complex dynamic systems -- 3. A different perspective on processing models -- 3.1 Language processing is modular -- 3.2 Language processing is incremental, and there is no internalfeedback or feedforward. | |
| 505 | 8 | |a 3.3 Isolated elements can be studied without taking into account the largerlinguistic and social context of which they are a part -- 3.4 Individual monologue, rather than interaction, is the default speaking situation -- 3.5 Language processing is seen primarily as operations on invariantand abstract representations -- 3.6 Language processing can be described using a steady state model -- 3.7 Various experimental techniques will provide us with reliableand valid data on the workings of the model -- 3.8 Characteristics of DST-based models of bilingual processing -- 3.9 From group studies to individual case studies of multilinguals -- 4. Multilingualism and DST -- 5. Conclusion -- References -- Multilingual lexical operations -- 1. The general notion of cross-linguistic influence:A historical thumbnail sketch -- 2. Debates concerning cross-lexical connectivity -- 3. Cross-lexical interaction as integrated blur -- 4. Conclusion -- References -- L3/Ln acquisition -- 1. Introduction -- 2. Four theoretical proposals explaining linguistic difficulty -- 2.1 The Interpretability Hypothesis -- 2.2 The Interface Hypothesis -- 2.3 The Feature Reassembly Hypothesis -- 2.4 The Bottleneck Hypothesis -- 3. L3A data meet the L2A hypotheses -- 3.1 Chin (2008) -- 3.2 Foote (2009) -- 3.3 Montrul, Dias & Santos (2011) -- 4. Discussion and conclusions -- References -- Part 2. Empirical studies -- Further evidence in supportof the Cumulative-Enhancement Model -- 1. Introduction -- 2. Background studies and the CEM -- 3. Motivation for our study and research focus -- 4. German and Hungarian: Syntactic background -- 5. Predictions -- 5.1 L2 Study: German L1/English L2 acquisition -- 5.2 L3 Study: Hungarian L1/German L2/English L3 acquisition -- 6. Design, method, and subjects -- 7. Results -- 7.1 L2 Study: German L1/English L2 Group. | |
| 505 | 8 | |a 7.2 L3 Study: HungarianL1/GermanL2/EnglishL3 -- 8. Discussion -- References -- Acquisition of L3 German -- 1. Introduction -- 2. L3A research -- 3. Research on grammatical gender -- 4. Research on articles -- 5. Cross-linguistic information -- 5.1 German -- 5.2 English -- 5.3 Spanish -- 5.4 Japanese -- 6. The current study -- 6.1 Research questions (RQs) and predictions -- 6.2 Predictions according to the Cumulative-Enhancement Model (CEM) -- 6.3 Predictions according to the L2 Status Model -- 6.4 Predictions according to the Typological Primacy Model (TPM) -- 6.5 Participants -- 6.6 Methodology -- 7. Results -- 7.1 Task 1: Gender assignment task -- 7.2 Task 2: Definiteness and gender concord -- articles -- 7.3 Task 3: Gender concord -- adjectives -- 8. Discussion -- 8.1 Results summary -- 8.2 Results in relation to the Cumulative-Enhancement Model (CEM) -- 8.3 Results in relation to the L2 status factor -- 8.4 Results in relation to the Typological Primacy Model (TPM) -- 8.5 Further discussion -- 9. Conclusion -- References -- Appendix -- Examining the role of L2 syntacticdevelopment in L3 acquisition -- 1. Introduction -- 2. The present study -- 2.1 Linguistic properties of Tuvan, Russian and English -- 2.2 Research questions and predictions -- 3. Methods -- 3.1 Participants -- 3.2 Materials -- 4. Results -- 4.1 Division of participants -- 4.2 The Michigan Listening Comprehension Test -- 4.3 Comprehension tests in English and Russian -- 5. Discussion -- 5.1 Residual difficulty in Russian -- 5.2 Relative clauses in L3 English -- 5.3 The relationship between the L2 and the L3 -- 6. Conclusion -- References -- Variation in self-perceived proficiencyin two 'local' and two foreign languagesamong Galician students -- 1. Introduction -- 2. Literature review -- 2.1 The context: Galicia -- 2.2 Dependent variable: Self-perceived proficiency. | |
| 505 | 8 | |a 2.3 Independent variable 1: Monolingual or bilingual upbringing -- 2.4 Independent variable 2: Monolingual or bilingual schooling -- 2.5 Independent variable 3: Age of Onset of Acquisition (AOA) -- 2.6 Independent variable 4: Total language knowledge -- 2.7 Independent variable 5: Typological distance and affordances -- 2.8 Independent variable 5: Language attitudes -- 2.9 Independent variable 6: Type and intensity of contactwith the foreign language -- 2.10 Independent variables 7 and 8: Gender and age -- 3. Method -- 3.1 Participants -- 3.2 Research design -- 3.3 Dependent variable: Self-perceived proficiency -- 4. Hypotheses -- 5. Results -- 5.1 Hypothesis 1: Monolingual versus bilingual upbringing -- 5.2 Hypothesis 2: Monolingual versus bilingual schooling -- 5.3 Hypothesis 3: The effect of AOA -- 5.4 Hypothesis 4: The effect of knowing more languages -- 5.5 Hypothesis 5: The effect of language attitudes -- 5.6 Hypotheses 6a and 6b: The effect of knowing an extra Romanceor Germanic language -- 5.7 Hypothesis 7: The effect of contact with English and French -- 5.8 Hypothesis 8: The effect of gender and age -- 6. Discussion -- 7. Conclusion -- Acknowledgements -- References -- Advanced learners' word choicesin French L3 -- 1. Introduction -- 2. Background -- 2.1 CLI and vocabulary knowledge in Swedish learners' French L3 -- 2.2 Word choice and word choice transfer studies -- 3. Methodology -- 3.1 Informants -- 3.2 Tasks -- 3.3 Procedure -- 4. Research questions and hypotheses -- 5. Results -- 5.1 Le lanceur de couteaux -- 5.2 Le bac à sable -- 6. Discussion and conclusions -- References -- Appendix: Summaries of the two films -- Foreign accentedness in thirdlanguage acquisition -- 1. Theoretical background -- 1.1 Cross-linguistic influence in L3 phonological acquisition -- 1.2 Overview of research on third language phonological acquisition. | |
| 505 | 8 | |a 2. Experiment -- foreign accent ratings -- 2.1 Research design -- 2.2 Participants -- 2.3 Language biographies -- 2.4 Rating consistency -- 3. Results of the experiment -- 3.1 Accent ratings -- 3.2 Identification of speakers' L1 -- 3.3 Raters' variables -- 3.4 Speakers' variables -- 4. Discussion -- 5. Conclusions -- References -- Index. | |
| 546 | |a English. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Multilingualism. | |
| 650 | 0 | |a Adult education. | |
| 650 | 0 | |a Language acquisition. | |
| 650 | 0 | |a Language and languages |x Study and teaching. | |
| 650 | 0 | |a Language transfer (Language learning) | |
| 650 | 6 | |a Multilinguisme. | |
| 650 | 6 | |a Éducation des adultes. | |
| 650 | 6 | |a Langage |x Acquisition. | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement. | |
| 650 | 6 | |a Transfert (Apprentissage d'une langue) | |
| 650 | 7 | |a EDUCATION |x Bilingual Education. |2 bisacsh | |
| 650 | 7 | |a Adult education |2 fast | |
| 650 | 7 | |a Language acquisition |2 fast | |
| 650 | 7 | |a Language and languages |x Study and teaching |2 fast | |
| 650 | 7 | |a Language transfer (Language learning) |2 fast | |
| 650 | 7 | |a Multilingualism |2 fast | |
| 700 | 1 | |a Cabrelli Amaro, Jennifer. | |
| 700 | 1 | |a Flynn, Suzanne. | |
| 700 | 1 | |a Rothman, Jason. | |
| 758 | |i has work: |a Third language acquisition in adulthood (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGTFDJFC8V7yFWQTtfByr3 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Third language acquisition in adulthood. |d Amsterdam ; Philadelphia : John Benjamins Pub. Co., 2012 |z 9789027241870 |w (DLC) 2012033116 |w (OCoLC)808108739 |
| 830 | 0 | |a Studies in bilingualism ; |v v. 46. | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1093088 |z Texto completo |
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