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|a UAMI
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|a L3 syntactic transfer :
|b models, new developments and implications /
|c edited by Tanja Angelovska, Angela Hahn.
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| 264 |
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1 |
|a Amsterdam ;
|a Philadelphia :
|b John Benjamins Publishing Company,
|c [2017]
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| 300 |
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|a 1 online resource
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| 336 |
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|a text
|b txt
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|a online resource
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| 490 |
1 |
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|a Bilingual Processing and Acquisition (BPA),
|x 2352-0531 ;
|v Volume 5
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| 504 |
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|a Includes bibliographical references and index.
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| 588 |
0 |
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|a Print version record and CIP data provided by publisher.
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|a Intro -- L3 Syntactic Transfer -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- L3 syntactic transfer -- an integrative approach -- References -- Part I. Refining the existing models on L3 syntactic transfer -- 1. Language control in the context of L3 acquisition -- Introduction -- Transfer as a probabilistic process -- Mechanisms of transfer: Representational change and use -- Sentence planning and execution in L3 -- Review and discussion -- Conclusion -- References -- 2. Toward a new understanding of syntactic CLI -- Fundamental questions -- What we already know -- Main models for L2 and their consequence for L3 acquisition -- Toward a new understanding of syntactic CLI -- Focus of this paper -- Two studies in EC identification in English -- First study: EC identification in restricted relative clauses -- Second study: EC identification in adverbial subordinate clauses -- The role of surface elements -- The role of abstract features -- Concluding remarks -- Conclusion -- References -- 3. Testing the current models of third language acquisition -- Introduction -- Topicalization in English, Basque and Spanish -- Null objects in Spanish English, and Basque -- Current L3 acquisition models, participant groups and predictions -- Experimental studies -- Discussion -- Conclusion -- References -- 4. The L2 status factor hypothesis revisited -- Introduction -- The D/P model and the role of metalinguistic knowledge -- Predictions from the D/P model on transfer in language learning -- The L2 status factor and its relation to MLK in both L2 and L1 -- The role of noticing, attention and working memory in non-native language learning -- Final remarks -- Acknowledgments -- References -- 5. Transfer or no transfer -- that is the question -- Introduction -- Literature review -- L2 Transfer -- L1 Transfer.
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| 505 |
8 |
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|a L1 & L2 transfer (Mixed Transfer Theories) -- Summary -- The Developmentally Moderated Transfer Hypothesis -- The study -- Research questions -- Data -- Data analysis -- Results and discussion -- Comparison between English L3 and L2 acquisition from a processability perspective -- CLI in English L3 acquisition -- Conclusion -- Acknowledgements -- References -- part II. New empirical studies on L3 syntactic transfer -- 6. On pronouns that drop (out of German) -- Introduction -- Theories and models aiming at explaining transfer behavior in L3 learning -- The NSP in L3 learning research -- Research question -- Material and method -- Participants -- Procedure -- Instruments -- Coding -- Results -- Discussion -- Conclusion and implications for the future -- References -- 7. Transfer effects in the acquisition of double object constructions in English as an L3 -- Introduction -- Double object constructions in English, Spanish and Basque -- Previous research on the acquisition of double object constructions -- Transfer effects in L3 acquisition -- The study -- Participants -- Test materials -- Data collection procedure -- Results -- Accuracy results -- RT results -- Discussion -- Conclusion -- References -- 8. L3 morphosyntactic effects on L1 vs. L2 systems -- Introduction -- Regressive transfer -- L1 morphosyntactic attrition -- The Differential Stability Hypothesis -- Subject-to-subject raising across a dative experiencer in Spanish and Brazilian Portuguese -- Research questions and predictions -- Methodology -- Participants -- Acceptability judgment task -- Results -- Control data in Spanish and BP -- Spanish control and learner comparison -- Discussion -- L1 Spanish versus L2 Spanish morphosyntactic representations -- L1 versus L2 stability -- Individual variation -- The DSH across domains -- Future directions -- Conclusion -- Acknowledgements.
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| 505 |
8 |
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|a The role of individual differences -- The role of a multilingual lexical-conceptual system -- Conclusion -- References -- 12. From theory to practice in multilingualism -- General introduction -- Background -- Practical implications for the language classroom -- Extensions from Rothman and Cabrelli Amaro (2010) -- Moving from knowledge to practice -- Conclusions -- References -- 13. Input-Practice-Output -- Introduction -- Starting point: Previous implications for L3 teaching -- Teaching and learning framework -- Action research approach -- Flipped Classroom approach -- Applications of the IPO-method -- The INPUT-Phase of the IPO-method -- The PRACTICE-phase of the IPO-method -- Activity 1: Scramble sentence-constituents -- Activity 2: Card-Matching "pictures" with "adverbials" -- Activity 3: Matching pictures with oral input sentences / discourse -- The OUTPUT phase of the IPO-method -- Activity 1: Describing silent acting out -- Activity 2: Retelling -- Activity 3: Picture-based retelling -- Implications -- Implications for the development of language teaching materials -- Implications for lesson planning -- Implications for classroom research -- Conclusion -- Acknowledgements -- References -- About the contributors -- Index.
|
| 590 |
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|a eBooks on EBSCOhost
|b EBSCO eBook Subscription Academic Collection - Worldwide
|
| 590 |
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|a ProQuest Ebook Central
|b Ebook Central Academic Complete
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| 650 |
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0 |
|a Language transfer (Language learning)
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| 650 |
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0 |
|a Interlanguage (Language learning)
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| 650 |
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0 |
|a Multilingualism.
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| 650 |
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0 |
|a Language acquisition.
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| 650 |
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2 |
|a Language Development
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| 650 |
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6 |
|a Transfert (Apprentissage d'une langue)
|
| 650 |
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6 |
|a Interlangue (Apprentissage des langues)
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| 650 |
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6 |
|a Multilinguisme.
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| 650 |
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6 |
|a Langage
|x Acquisition.
|
| 650 |
|
7 |
|a FOREIGN LANGUAGE STUDY
|x Multi-Language Phrasebooks.
|2 bisacsh
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| 650 |
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7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Alphabets & Writing Systems.
|2 bisacsh
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| 650 |
|
7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Grammar & Punctuation.
|2 bisacsh
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| 650 |
|
7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Linguistics
|x General.
|2 bisacsh
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| 650 |
|
7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Readers.
|2 bisacsh
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| 650 |
|
7 |
|a LANGUAGE ARTS & DISCIPLINES
|x Spelling.
|2 bisacsh
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| 650 |
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7 |
|a Interlanguage (Language learning)
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| 650 |
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7 |
|a Language acquisition
|2 fast
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| 650 |
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7 |
|a Language transfer (Language learning)
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| 650 |
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7 |
|a Multilingualism
|2 fast
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| 700 |
1 |
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|a Angelovska, Tanja.
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| 700 |
1 |
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|a Hahn, Angela
|c (Professor)
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|i Print version:
|t L3 syntactic transfer.
|d Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2017]
|z 9789027243768
|w (DLC) 2017007485
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|a Bilingual processing and acquisition ;
|v v. 5.
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