Boekbesprekingen - Arjen Zondervan. Scalar implications or focus: an experimental approach. Utrecht: LOT, 2010. XVIII + 405 blz. ISBN 978 94 6093 031 7. EUR 31,87.; Roelien Bastiaanse. Afasie. Houten: Bohn Stafleu van Loghum, 2010. 281 blz. ISBN 978 90 313 6164 9. EUR 32,50.; Gaetano Fiorin. Meaning and dyslexia. Utrecht: LOT, 2010. 245 blz. ISBN 978 94 6093 017 1. EUR 20,05.; Monique Flecken. Event conceptualization in language production of early bilinguals. Utrecht: LOT, 2010. 374 blz. ISBN 978 94 6093 038 6. EUR 29,58.; Mathilde Jansen. Language change on the Dutch Frisian Island of Ameland. Utrecht: LOT, 2010. XII + 259 blz. ISBN 978 94 6093 016 4. EUR 24,77.; Elma Nap-Kolhoff. Second language acquisition in early childhood. Utrecht: LOT, 2010. VI + 236 blz. ISBN 978 94 6093 025 6. EUR 23,41.

2011 ◽  
Vol 16 (3) ◽  
pp. 358-377
Author(s):  
Lotte Hogeweg ◽  
Jan Nijen Twilhaar ◽  
Ben Maassen ◽  
Elisabeth van der Linden ◽  
Folkert Kuiken
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Production ◽  
Language Change ◽  
Experimental Approach

The Development of Metropolitan Languages in Post-Colonial Contexts: Language Contact and Language Change and the Case of Portuguese in Maputo

1996 ◽  
Vol 19 (2) ◽  
pp. 183-213
Author(s):  
Christopher Stroud
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Contact ◽  
Language Change ◽  
Social Contexts ◽  
Speech Community ◽  
Post Colonial ◽  
Contact Linguistics ◽  
The Social

This article explores briefly some phenomena of potential indigenization of the Portuguese spoken in Mozambique. Data for the study has been taken from work that is currently underway in Maputo, Mozambique, that was originally initiated to investigate contact varieties of Portuguese and to probe their educational implications. Speech samples comprise formal interviews and non-formal encounters from a socio-demographically representative sample of informants. The article first provides an inventory of some non-standard European Portuguese variants that are found in this data, and subsequently focusses upon a discussion of what contribution different linguistic processes make to indigenization, specifically the role played by processes of second language acquisition in a context of massive and diffuse language contact and change. Special attention is also paid to the social contexts in which different manifestations of language contact are found, and the importance of linguistic ideology for the form that language contact takes in particular cases is explored. The article concludes with the suggestion that the salient characteristics of types of non-native speech community such as Maputo require a reconceptualization of models and methods of contact linguistics and second language acquisition, and that this in turn carries implications for the terms of reference and analysis to which indigenization need be related.

Enacting voices

2019 ◽  
Vol 2 (1) ◽  
pp. 45-70 ◽  
Author(s):  
Darren K. LaScotte
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
L2 Instruction ◽  
Clear Shift ◽  
The Voice ◽  
Practical Implications

Abstract The present study supports the idea of heteroglossia and its contributions to language learning in second language acquisition (SLA) theory and bilingualism. Bakhtin’s (1934/1981) theory of heteroglossia differs from variety and register in that when acquiring a language, one internalizes the voices of others. Viewing interlanguage through a heteroglossic lens, it is possible that these voices in heteroglossia may have an effect on second language (L2) users’ language production. By blending sociolinguistic and sociocultural frameworks, this study analyzed the complexity, accuracy, and fluency of two French-English bilinguals’ narratives. Findings demonstrate a clear shift in all three measures of the CAF framework when participants enacted the voice of a perceived interlocutor or perceived self, versus when they recounted a narrative. These findings support the notion that an individual may have variable linguistic systems, and raise other important theoretical and practical implications for SLA research and L2 instruction.

Motivation in pidgin and creole genesis

2019 ◽  
Vol 9 (2) ◽  
pp. 238-264
Author(s):  
Mikael Parkvall
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Change ◽  
Specific Language ◽  
Almost All

Abstract Almost all creolists see creole formation as a case of (failed) second language acquisition. I argue that there are good reasons to distinguish between second language acquisition and pidginisation/creolisation, and that little is gained by equating the two. While learners have an extant language as their target, pidginisers typically aim to communicate (in any which way) rather than to acquire a specific language. In this sense, pidginisation represents, if not “conscious language change”, at least “conscious language creation”.

First-Language Acquisition After Childhood Differs From Second-Language Acquisition

1993 ◽  
Vol 36 (6) ◽  
pp. 1258-1270 ◽  
Author(s):  
Rachel I. Mayberry
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Sign Language ◽  
Sentence Processing ◽  
First Language ◽  
Fine Motor ◽  
Late Childhood ◽  
First Language Acquisition

This study determined whether the long-range outcome of first-language acquisition, when the learning begins after early childhood, is similar to that of second-language acquisition. Subjects were 36 deaf adults who had contrasting histories of spoken and sign language acquisition. Twenty-seven subjects were born deaf and began to acquire American Sign Language (ASL) as a first language at ages ranging from infancy to late childhood. Nine other subjects were born with normal hearing, which they lost in late childhood; they subsequently acquired ASL as a second language (because they had acquired spoken English as a first language in early childhood). ASL sentence processing was measured by recall of long and complex sentences and short-term memory for signed digits. Subjects who acquired ASL as a second language after childhood outperformed those who acquired it as a first language at exactly the same age. In addition, the performance of the subjects who acquired ASL as a first language declined in association with increasing age of acquisition. Effects were most apparent for sentence processing skills related to lexical identification, grammatical acceptability, and memory for sentence meaning. No effects were found for skills related to fine-motor production and pattern segmentation.

scholarly journals Usage-based Approaches to Second Language Acquisition: Cognitive and Social Aspects

2020 ◽  
Vol 11 (3) ◽  
pp. 473
Author(s):  
Yaghoob Javadi ◽  
Fakhereh Kazemirad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
Second Language Learning ◽  
First Language ◽  
Social Aspects ◽  
Language Experience ◽  
Learning Language

Usage-based approaches focus on learning language through engaging in the interpersonal communicative and cognitive processes. They consider language as the best accomplishment of our social and cognitive competences which bridges society and cognition. Based on usage-based approaches, language can be learned from language use, by means of social skills and generalizations over usage events in interaction. These approaches actually explore how language learning occurs through language experience. Therefore, usage-based approaches are input-dependent and experience-driven and assume frequency of usage as an inseparable part of language learning which plays an important role in the language production, language comprehension, and also grammaticality of the patterns. While usage-based approaches have been successful in showing how first language is learnt from the input, it is still less clear how these approaches can be made use of in second language learning. The present study provides an overview of the usage-based approaches to second language acquisition and their cognitive and social underpinnings. Firstly, the notion, underlying tenets, and major constructs of usage-based approaches are summarized. Then usage-based linguistics is described in detail. Finally, cognitive and social aspects of usage-based approaches are taken into account.

scholarly journals Formulaic speech in the L2 classroom

Pragmatics ◽  
2003 ◽  
Vol 13 (2) ◽  
pp. 231-251 ◽  
Author(s):  
Marie Girard ◽  
Claude Sionis
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Production ◽  
Native Speakers ◽  
Analytical Process ◽  
Efficient Communication

This study looks into one context of Formulaic Speech (FS) usage: The partial L2 immersion class. It tries to define and classify FS according to Raupach’s contextual list (1984) and lexical criteria as well as differentiating it from creative speech. FS is presented mostly as a pragmatic concept challenging the usual conceptions of language acquisition as an analytical process. Also challenged is the idea that language production is based on analysis of the input followed by production out of parsed output. In a Second Language Acquisition perspective, FS is shown as being a temporary stage of acquisition which, among other aspects, enables the speaker to reach idiomaticity in his or her L2 and thereby efficient communication with native speakers.

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