Now showing items 1-6 of 6
Evidence from Neurolinguistic Methodologies: Can it Actually Inform Linguistic/Language Acquisition Theories and Translate to Evidence-Based Applications?
(Journal article; Tidsskriftartikkel; Peer reviewed, 2016-10-13)
This special issue is a testament to the recent burgeoning interest by theoretical linguists, language acquisitionists and teaching practitioners in the neuroscience of language. It offers a highly valuable, state-of-the-art overview of the neurophysiological methods that are currently being applied to questions in the field of second language (L2) acquisition, teaching and processing. Research in ...
Coming of age in L3 initial stages transfer models: Deriving developmental predictions and looking towards the future
(Journal article; Tidsskriftartikkel; Peer reviewed, 2016-05-23)
<b>Aims: </b>Over the past decade in particular, formal linguistic work within L3 acquisition has concentrated on hypothesizing and empirically determining the source of transfer from previous languages—L1, L2 or both—in L3 grammatical representations. In view of the progressive concern with more advanced stages, we aim to show that focusing on L3 initial stages should be one continued priority of ...
Formal Linguistic Approaches to Heritage Language Acquisition: Bridges for Pedagogically Oriented Research.
(Chapter; Bokkapittel; Peer reviewed, 2016)
The goal of this chapter is to lay out the central themes of heritage language acquisition research adopting a formal/theoretical linguistic perspective. Specifically, we aim to provide a detailed discussion of the nature of heritage language grammars. In doing so, we will address the debates on how to explain heritage speaker competence differences from monolingual baselines and more. This ...
Terminology Matters! Why Difference Is Not Incompleteness and How Early Child Bilinguals Are Heritage Speakers.
(Journal article; Tidsskriftartikkel; Peer reviewed, 2016)
This paper integrates research on child simultaneous bilingual (2L1) acquisition more directly into the heritage language (HL) acquisition literature. The 2L1 literature mostly focuses on development in childhood, whereas heritage speakers (HSs) are often tested at an endstate in adulthood. However, insights from child 2L1 acquisition must be considered in HL acquisition theorizing precisely ...
Older age of onset in child L2 acquisition can be facilitative: evidence from the acquisition of English passives by Spanish natives.
(Journal article; Tidsskriftartikkel; Peer reviewed, 2016-02-26)
We report a longitudinal comprehension study of (long) passive constructions in two native-Spanish child groups differing by age of initial exposure to L2 English (young group: 3;0–4;0; older group: 6;0–7;0), where amount of input, L2 exposure environment, and socioeconomic status are controlled. Data from a forced-choice task show that both groups comprehend active sentences, not passives, initially ...
Broad scope and narrow focus: On the contemporary linguistic and psycholinguistic study of third language acquisition
(Journal article; Tidsskriftartikkel; Peer reviewed, 2016-06-25)
Aims:<br> in this introduction we situate the seven articles in this special issue in terms of the connections between their themes and their individual contributions to the field of third language acquisition (L3A): new theoretical models, innovative methodologies, an epistemological commentary and new perspectives related to multilingual processing and cognitive function.<br> Approach:<br> we ...