Download A dynamic approach to second language development : methods by Marjolyn Verspoor; Kees De Bot; Wander Lowie PDF

By Marjolyn Verspoor; Kees De Bot; Wander Lowie

Dynamic structures conception, a normal conception of switch and improvement, bargains a brand new solution to examine first and moment language improvement and calls for a brand new set of instruments for research of empirical information. After a short creation to the speculation, this publication, co-authored by way of a number of top students within the box, concentrates on instruments and strategies lately constructed to research language information from a dynamic point of view. The Read more...

content material: studying moment language improvement from a dynamic structures conception point of view / Kees de Bot & Diane Larsen-Freeman --
Dynamic structures idea and a usage-based method of moment language improvement / Marjolijn Verspoor & Heike Behrens --
Coding and extracting information / Monika Schmid, Marjolijn Verspoor & Brian MacWhinney --
Variability and DST /Marijn van Dijk, Marjolijn Verspoor & Wander Lowie --
Visualizing interplay among variables / Marjolijn Verspoor & Marijn van Dijk --
Modeling improvement and alter / Wander Lowie, Tal Caspi, Paul van Geert & Henderien Steenbeek.

Dynamic platforms idea, a normal conception of swap and improvement, deals a brand new method to examine first and moment language improvement and calls for a brand new set of instruments for research of empirical data. Read more...

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Extra resources for A dynamic approach to second language development : methods and techniques

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It is therefore likely that what we count or what we store changes with development. 4. The role of L1 in L2 acquisition A usage-based view also implies that the L1 may play an important role in the acquisition of an L2 because the learner brings knowledge of language(s) to the acquisition task. This not only implies that L2 learners have knowledge of a linguistic system (its structure and its underlying categorization and conceptualization), which can give them a head start because unlike babies they need not work out what language and communication is about, but also that their processing system has been highly attuned to the properties of their first language.

Her first language, Dutch, is typologically similar to English, and after six years of English instruction at high school she was quite an advanced user of English even when she entered university. She attended classes in academic writing, literature and linguistics and for each of these classes had to hand in written assignments. The texts were on different topics, such as literature, culture and society, or linguistics, but they were all written under similar circumstances (at home without time pressure) in an academic register.

The plural of other types of neuter and masculine nouns is harder to predict, a given noun root would be suitable to various markers, and in some cases this variability is indeed attested in language change or dialectal variation. But what are the cues language learners can rely on? They can draw on the gender and phonotactics of the noun root. Critically, for a full mastery of the system they need to process both, as the phonotactics of the root are not enough (cf. masculine der Zahn → die Zähne “tooth – teeth” with feminine die Bahn → die Bahnen).

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