Multilingual Individuals and Multilingual Societies.

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The 25 contributions of this volume represent a selection from the more than 120 papers originally presented at the International Conference on "Multilingual Individuals and Multilingual Societies" (MIMS), held in Hamburg (October 2010) and organized by the Collaborative Research Center &q...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Braunmüller, Kurt, 1948- (Editor ), Gabriel, Christoph, 1967- (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: John Benjamins Publishing Company 2012.
Colección:Hamburg studies on multilingualism ; v. 13.
Temas:
Multilingualism > Social aspects.
Languages in contact.
Sociolinguistics.
Multilinguisme > Aspect social.
Langues en contact.
Sociolinguistique.
sociolinguistics.
LANGUAGE ARTS & DISCIPLINES > Linguistics > Sociolinguistics.
Languages in contact
Multilingualism > Social aspects
Sociolinguistics
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Multilingual Individuals and Multilingual Societies
  • Editorial page
  • Title page
  • LCC data
  • Acknowledgement
  • Table of contents
  • Foreword
  • References
  • Part I. How language is acquired and lost in multilingual settings
  • Case marking in child L1 and early child L2 German
  • 1. Introduction
  • 2. The German case system
  • 2.1 Case forms in German
  • 2.2 Structural case vs. lexical case
  • 3. The acquisition of case in German
  • 3.1 An overview
  • 3.2 The study by Eisenbeiss et al. (2006): Case marking by monolingual German children
  • 3.3 The criteria used by Eisenbeiss et al. in their analysis of case
  • 4. Spontaneous production data from successive bilingual children with L1 Turkish
  • 5. Experimental data from monolingual and successive bilingual children
  • 6. Discussion
  • 7. Conclusions
  • References
  • First exposure learners make use of top-down lexical knowledge when learning words
  • 1. Experience and L1 knowledge in L2 word learning
  • 2. Segmenting sound forms, recognizing words and making form-meaning correspondences
  • 3. Why study first exposure learners?
  • 4. Our studies
  • 4.1 Methodology and stimuli
  • 4.2 Participants
  • 4.3 Results
  • 5. Discussion and conclusions
  • References
  • Wh-questions in Dutch
  • 1. Introduction
  • 2. Cross-linguistic influence in multilingual acquisition
  • 3. Wh-questions in Dutch, French and Italian
  • 3.1 Syntax of wh-questions in Dutch, French and Italian
  • 3.2 Monolingual acquisition of wh-questions in Dutch, French and Italian
  • 3.3 Multilingual acquisition of wh-questions
  • 4. Study
  • 4.1 Hypotheses
  • 4.2 Participants
  • 4.3 Experimental task
  • 4.4 Results
  • 5. Discussion and conclusions
  • References
  • The emergence of a new variety of Russian in a language contact situation
  • 1. Background
  • 1.1 The subject of the study
  • 1.2 Why negation?
  • 1.3 The functions of negation
  • 1.4 Negation in Russian
  • 1.5 Negation in Swedish
  • 2. Negation in Julia's data
  • 2.1 Pre-verbal negation: Gestures
  • 2.2 Verbal negation
  • 3. Discussion
  • 4. Conclusion
  • References
  • The acquisition of gender agreement marking in Polish
  • 1. Introduction
  • 2. Gender classes, gender agreement and gender assignment in Polish
  • 3. State of the art
  • 3.1 The acquisition of gender in Polish
  • 3.2 The acquisition of gender in bilingual children
  • 4. Design of the present study
  • 4.1 Participants
  • 4.2 Methods
  • 5. Results
  • 5.1 Correlation of age and correctness
  • 5.2 Correctness of gender markings with typical, atypical and nonce nouns
  • 5.3 Error analyses
  • 6. General discussion and conclusion
  • References
  • Discourse cohesion in the elicited narratives of early Russian-German sequential bilinguals
  • 1. Introduction
  • 1.1 Discourse cohesion and coherence in narratives
  • 1.2 Some facts about the acquisition of Russian
  • 2. Method
  • 3. Results and discussion
  • 4. Conclusion
  • Appendix
  • References
  • German segments in the speech of German-Spanish bilingual children
  • 1. Introduction
  • 2. The German voicing contrast
  • 2.1 Theoretical description and acquisition
  • 2.2 The study
  • 2.3 Discussion
  • 3. German schwa
  • 3.1 Theoretical description and acquisition
  • 3.2 The study
  • 3.3 Discussion
  • 4. General discussion
  • References
  • Agreement within early mixed DP
  • 1. Introduction
  • 2. The Distributed Morphology approach
  • 3. The data: Two Italian bilingual children
  • 4. Cross-linguistic influence: Testing the level of competence in monolingual DPs
  • 5. Mixed DPs: Types of mixed agreement
  • 6. Conclusion
  • References
  • Gender marking in L2 learners and Italian-German bilinguals with German as the weaker language
  • 1. Introduction
  • 2. Gender in German.
  • 2.1 Gender assignment in German
  • 2.2 Gender agreement in German
  • 3. Gender in Italian
  • 3.1 Gender assignment in Italian
  • 3.2 Gender agreement in Italian
  • 4. Previous research on the acquisition of gender in monolingual and bilingual acquisition
  • 5. Our study
  • 5.1 Participants
  • 5.2 Acceptability Judgment Task (AJT)
  • 5.3 Elicited Production Task (EPT)
  • 5.4 Data analysis
  • 6. Results
  • 6.1 Gender assignment
  • 6.2 Gender agreement
  • 7. Conclusions
  • References
  • Appendix
  • A bidirectional study of object omissionsin French-English bilinguals
  • 1. Introduction
  • 2. Background
  • 2.1 General assumptions about bilingual development
  • 2.2 Previous studies of object omission in bilingual development
  • 3. Object omission and microvariation
  • 4. Method
  • 4.1 Participants
  • 4.2 Language input assessment
  • 4.3 Experimental design
  • 4.4 Results
  • 5. Discussion
  • References
  • Foreign language reforms in Swiss primary schools
  • 1. Introduction of a second foreign language into Swiss primary schools
  • 2. Theoretical background of the study
  • 3. Methodology
  • 3.1 Participants
  • 3.2 Data collection process
  • 3.3 Instruments
  • 3.4 Data analysis
  • 4. Results
  • 4.1 French listening in grades 5 and 6
  • 4.2 French reading in grades 5 and 6
  • 5. Discussion and conclusion
  • References
  • "Multilingual brains"
  • 1. Contemporary research on multilingualism with a focuson individual differences and the brain
  • 2. Comparisons of early and late multilinguals (fMRI-study): Wattendorf
  • 3. Comparisons of "switcher"-bilinguals with "non-switcher"-bilinguals: Festman
  • 3.1 Background information
  • 3.2 Creating groups: Bilingual picture naming task
  • 3.3 Bilingual Interview
  • 3.4 Bilingual verbal fluency
  • 3.5 Language modes
  • 3.6 Executive control tasks
  • 3.7 Subtests of the WAIS-R (German adaptation HAWIE-R, Tewes 1991).
  • 3.8 More on control abilities
  • 4. Conclusion
  • References
  • Part II. How language changes in multilingual settings
  • Subject-verb inversion in 13th centuryGerman and French
  • 1. Introduction
  • 2. Methodology
  • 3. Results
  • 3.1 Subject-verb inversion in MHG
  • 3.2 Subject-verb inversion in OF
  • 4. Discussion
  • References
  • Multilingual constructions
  • 1. Introduction
  • 2. Theoretical focus: Diasystems and multilingual constructions
  • 2.1 Arguments for a multilingual analysis
  • 2.2 Interlingual identification: Diasystematic links
  • 2.3 A construction grammar perspective: Diasystematic Construction Grammar
  • 2.4 Towards interlingual congruence: Pro-diasystematic change
  • 3. Case study: Latin-Old Swedish contact
  • 3.1 Background: Written Old Swedish
  • 3.2 Category mapping in nominal inflection
  • 3.3 Pronominal relative clauses
  • 4. Conclusion
  • Sources
  • References
  • Pseudo-coordinations in Faroese
  • 1. Introduction
  • 2. What are pseudo-coordinations?
  • 3. On the hunt for pseudo-coordination in Faroese
  • 3.1 Sources
  • 3.2 Diagnostics
  • 4. Characteristics of pseudo-coordination in Faroese
  • 4.1 Pseudo-coordination with aspectual meaning (PCA)
  • 4.2 Pseudo-coordination that alternates with infinitival complementation
  • 5. The origin of pseudo-coordinations in FA, grammaticalization
  • 6. Conclusion
  • References
  • Appendix
  • Toward a fused lect
  • 1. Introduction
  • 2. Multilingualism in the speech community of Palota
  • 3. Data and methodology
  • 4. The universal concessive conditional in written/spoken StandardGerman and in the German dialect of Palota
  • 5. Concluding remarks
  • References
  • The formation and distribution of the analyticfuture tense in Polish-German bilinguals
  • 1. Introduction
  • 2. Tense and aspect in Polish
  • 3. The formation of the future tense in Polish.
  • 4. The relationship between the two analytic future forms in Polish
  • 5. Study design and research questions
  • 5.1 Participants of the study
  • 5.2 Data collection procedure
  • 5.3 Research questions and hypotheses
  • 6. Results
  • 6.1 Verbal aspect and the formation of the analytic future tense (RQ 1)
  • 6.2 Relative frequency of the two compound future forms in the data (RQ 2a)
  • 6.3 Impact of gender and number on the distribution of the two forms
  • 7. General discussion and conclusions
  • References
  • Changing conventions in English-Germantranslations of popular scientific texts
  • 1. Introduction
  • 2. Corpus
  • 3. Popular scientific writing: A contrastive perspectiveon the genre in English and German
  • 4. Popular scientific writing in translation and its influenceon the German genre
  • 4.1 The case of And ~ Und
  • 4.2 The case of But ~ Aber ~ Doch
  • 4.3 The case of we ~ wir
  • 4.4 The case of epistemic modal markers
  • 5. Summary and conclusions
  • References
  • Perception and interpretation of intonationalprominence in varieties of South AfricanEnglish
  • 1. Introduction
  • 2. Task 1: Perception of prosodic differences
  • 2.1 Research question and hypotheses
  • 2.2 Research design
  • 2.3 Results
  • 2.4 Discussion
  • 3. Task 2: Perception of prominence
  • 3.1 Research question and hypotheses
  • 3.2 Research design and methodology
  • 3.3 Analysis and results
  • 3.4 Discussion
  • 4. Task 3: Functional interpretation of prominence
  • 4.1 Research question and hypotheses
  • 4.2 Research design and methodology
  • 4.3 Analysis and results
  • 4.4 Discussion
  • 5. Summary
  • References
  • The prosody of Occitan-French bilinguals
  • 1. Occitan and French: Two Romance languages in contact
  • 1.1 Occitan and French: The challenge of diglossia
  • 1.2 Implications of the contact between Occitan and French
  • 2. Theoretical framework.

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