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L3 syntactic transfer : models, new developments and implications /
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2017]
|
| Colección: | Bilingual processing and acquisition ;
v. 5. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.
- 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.
- 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.