Cross-linguistic influence in bilingualism : in honor of Aafke Hulk /

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Blom, Elma, 1972- (editior.), Cornips, Leonie Elise Alexandra (Editor ), Schaeffer, Jeannette C. (Editor ), Hulk, A. (Aafke) (honouree.)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2017]
Colección:Studies in bilingualism ; 52.
Temas:
Bilingualism in children.
Language acquisition.
Languages in contact.
Code switching (Linguistics)
Language and culture.
Langage > Acquisition.
Langues en contact.
Changement de code (Linguistique)
Langage et culture.
LANGUAGE ARTS & DISCIPLINES > General.
Bilingualism in children
Language acquisition
Language and culture
Languages in contact
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Intro
  • Cross-linguistic Influence in Bilingualism
  • Editorial page
  • Title page
  • LCC data
  • Table of contents
  • Cross-linguistic influence in bilingualism: Festschrift for Aafke Hulk
  • Introduction
  • Changes in bilingualism research
  • The current volume
  • Future directions
  • Acknowledgements
  • References
  • Note on cross-linguistic influence: Back to "MULK"
  • Introduction
  • Brief summary of the (theoretical) assumptions of MULK's work
  • MULK's predictions on cross-linguistic influence in early child bilingualism
  • Other linguistic research on bilingualism in those days
  • Cross-linguistic influence à la MULK from today's perspective
  • Concluding remark
  • References
  • Extended use of demonstrative pronouns in two generations of Mandarin Chinese speakers in the Netherlands: Evidence of convergence?
  • 1. Introduction
  • 2. Theoretical framework
  • 2.1 Definiteness marking and cross-linguistic influence
  • 2.2 Definiteness marking in heritage languages
  • 2.3 Definiteness marking in Dutch and Mandarin Chinese
  • 2.4 The current study
  • 3. Methodology
  • 3.1 Participants
  • 3.2 Materials
  • 3.3 Coding
  • 3.4 Analysis
  • 4. Results
  • 5. Discussion
  • 6. Conclusion
  • References
  • Semantic prediction in monolingual and bilingual children
  • Introduction
  • Method
  • Participants
  • Material
  • Norming task
  • Linguistic and cognitive tasks
  • Procedure
  • Results
  • Linguistic and cognitive data
  • Eye-tracking data
  • Prediction ability
  • Time course of prediction ability
  • Individual differences
  • Discussion
  • Acknowledgements
  • References
  • Appendix
  • Specificity and validity in the SLA literature
  • 1. Introduction
  • 2. Validation requirements
  • 3. Introducing the paradigm
  • 3.1 The specificity flavors of indefinite this
  • 3.2 Testing specificity with individual-level noteworthiness.
  • 3.3 Testing specificity with story noteworthiness
  • 4. Validating the paradigm
  • 4.1 Testing for indefiniteness
  • 4.2 Testing for specificity
  • 4.3 Concluding the validation experiments
  • 5. Previewing the results of the testing paradigm with L2 learners
  • 5.1 The study
  • 5.2 Discussion
  • 6. Conclusion
  • Acknowledgements
  • References
  • Appendix A. Participant details of the L2 experiment reported on in Section 5
  • Appendix B. Example of an item from Le Bruyn & Dong (2015)
  • Comparative studies of variation in the use of grammatical gender in the Danish and Dutch DP in the speech of youngsters: Free versus bound morphemes
  • 1. Introduction
  • 2. Grammatical gender in Danish and Dutch
  • 2.1 Grammatical gender in general
  • 2.2 Grammatical gender in Dutch
  • 2.3 Grammatical gender in Danish
  • 3. Developmental factors in Dutch and Danish and the other Scandinavian languages
  • 3.1 Dutch
  • 3.2 Danish and other Scandinavian languages
  • 4. Methodology of the Dutch and Danish studies
  • 4.1 Dutch methodology
  • 4.2 Danish methodology
  • 5. The Danish results
  • 5.1 The monolingual youngsters speaking Danish
  • 5.2 The bilingual youngsters speaking Danish
  • 5.3 Variation in gender assignment and/or agreement
  • 6. The Dutch results
  • 7. Comparison between Danish and Dutch results
  • Free morpheme versus bound morpheme
  • Danish and Dutch: Within groups
  • Danish and Dutch: Between groups
  • Neuter versus common
  • Mono- versus bidirectional overuse
  • Danish complex DPs
  • 8. Discussion
  • 8.1 Developmental factors
  • 8.2 Structural perspective
  • 9. Conclusion
  • Acknowledgements
  • References
  • Cross-lectal influence and gender marking in bilectal Venetan-Italian acquisition
  • 1. Introduction
  • 2. Gender in Italian and Venetan
  • 3. Research questions and expectations
  • 4. Participants
  • 4.1 Self-reported use of the dialect.
  • 4.2 Language choice in a picture description task
  • 5. Study of gender assignment and gender agreement
  • 5.1 Stimuli and method
  • 5.2 Results
  • 6. Conclusions
  • Acknowledgements
  • References
  • The impact of transparency and morpho-phonological cues in the acquisition of grammatical gender in sequential bilingual children and children with Specific Language Impairment: A cross-linguistic study
  • Introduction
  • Gender in Greek and Dutch
  • Acquisition of gender in Greek and Dutch L2 children and in children with SLI
  • The present study
  • Methodology
  • Results
  • Discussion
  • Conclusions
  • References
  • Cross-linguistic influence in scope ambiguity: Evidence for acceleration
  • 1. Introduction
  • 2. Crosslinguistic influence in the area of syntax-semantics
  • 3. Indefinites and negation in Dutch and English monolingual development
  • 4. Study 1: Indefinites and negation in English-Dutch bilinguals
  • 4.1 Participants and method
  • 4.2 Results
  • 4.3 Discussion
  • 5. Specific indefinites in Italian
  • 6. Study 2a: Indefinites and negation in monolingual Italian children and adults
  • 6. Study 2a: Indefinites and negation in monolingual Italian children and adults
  • 6.1 Participants and method
  • 6.2 Results
  • 6.3 Discussion
  • 7. Study 2b: Indefinites and negation in Italian-Dutch bilinguals
  • 7.1 Participants and method
  • 7.2 Results
  • 7.3 Discussion
  • 8. Comparison of Study 1 and Study 2
  • 8.1 Results
  • 8.2 Discussion
  • 9. Conclusion
  • References
  • Subtle aspectual differences in the L2 acquisition of German: The case of the present tense and pseudo-progressive am + infinitive and beim + infinitive constructions
  • 1. Introduction
  • 2. Progressive aspect in German and English present tense
  • 3. Methods
  • 3.1 Participants and procedure
  • 3.2 Experiment 1
  • 4. Results
  • 4.1 Experiment 1
  • 4.2 Experiment 2.
  • 4.3 Experiment 3
  • 4.4 Summary of results
  • 5. Conclusion
  • References
  • Complexity and production/comprehension asymmetries in the acquisition of wh-questions in French: Comparing second language acquisition and language impairment in children
  • 1. Introduction
  • 2. French wh-questions
  • 2.1 French wh-questions and the DCM
  • 2.2 French Wh-questions and the issues of norm and frequency
  • 3. Acquisition of wh-question strategies
  • 4. Research questions
  • 5. The study
  • 5.1 Participants
  • 5.2 Tasks
  • 6. Results
  • 6.1 Production
  • 6.2 Comprehension
  • 6.3 Correlation analyses in the L2 data
  • 7. Discussion and conclusion
  • 7.1 Frequency in production of wh-strategies and computational complexity
  • 7.2 Production-comprehension symmetries and asymmetries
  • 7.3 L2 factors and computational complexity
  • Acknowledgements
  • References
  • Past tense production in children with SLI and bilingual children: The influence of vocabulary and non-word repetition
  • Introduction
  • Past tense in children with SLI and bilingual children
  • Relation between phonology and past tense
  • Relation between vocabulary and past tense
  • Overview of present study
  • Methods
  • Participants
  • Tasks
  • Past tense: Stimuli
  • Past tense: Task
  • Receptive vocabulary
  • Non-word repetition
  • Procedure
  • Data analysis
  • Results
  • Correlations and regression analysis
  • Discussion
  • References
  • L2 acquisition of English article choice by Dutch native speakers: Cross-linguistic influence?
  • 1. Introduction
  • 2. Background
  • 2.1 Article choice
  • 2.2 Previous L2 acquisition studies on Article Choice
  • 2.3 Hypothesis and predictions
  • 3. Methods
  • 3.1 Participants
  • 3.2 Experiment
  • 3.3 Coding and statistics
  • 4. Results
  • 4.1 Results questionnaire
  • 4.2 Results anglia proficiency task
  • 4.3 Results Article Elicitation Task
  • 5. Discussion.
  • 6. Conclusion
  • References
  • The L2 acquisition of the French quantitative pronoun en by L1 learners of Dutch: Vulnerable domains and cross-linguistic influence
  • 1. Introduction
  • 2. Theoretical analyses of en
  • 2.1 The interpretation of en
  • 2.2 Referential and non-referential des-phrases
  • 2.3 The presence/omission of en
  • 3. Modules of grammar, instruction and cross-linguistic influence
  • 3.1 The Interface Hypothesis
  • 3.2 Instruction
  • 3.3 Cross-linguistic influence
  • 4. Experimental study
  • 4.1 Research questions and predictions
  • 4.2 Methodology
  • 5. Results
  • 5.1 Overall results
  • 5.2 Modules of grammar
  • 5.3 Referentiality
  • 5.4 Comparison of the French and the Dutch data
  • 6. Discussion
  • 7. Conclusion
  • Acknowledgements
  • References
  • Cross-linguistic influence meets language impairment: Determiners and object clitics in Russian-Greek bilingual children with typical development and with Specific Language Impairment
  • 1. Introduction
  • 2. The present study
  • 3. Method
  • 3.1 Participants
  • 3.2 Materials and procedure
  • 4. Discussion
  • 5. Conclusions
  • References
  • Index.

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