Crosslinguistic Influence and Crosslinguistic Interaction in Multilingual Language Learning
Editat de Gessica De Angelis, Ulrike Jessner, Marijana Kresicen Limba Engleză Hardback – 21 oct 2015
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Specificații
ISBN-13: 9781474235853
ISBN-10: 1474235859
Pagini: 272
Dimensiuni: 156 x 234 x 25 mm
Greutate: 0.57 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:London, United Kingdom
ISBN-10: 1474235859
Pagini: 272
Dimensiuni: 156 x 234 x 25 mm
Greutate: 0.57 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:London, United Kingdom
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Caracteristici
Looks
specifically
at
cross-linguistic
interaction,
something
that
research
in
multilingualism
hasn't
always
taken
a
close
look
at.
Notă biografică
Gessica
De
Angelisis
Assistant
Professor
at
Trinity
College
Dublin,
Ireland.Urlike
Jessneris
Associate
Professor
at
University
of
Innsbruck,
Austria.Marijana
Kresicis
Associate
Professor
at
University
of
Zadar,
Croatia.
Cuprins
1.IntroductionGessica
De
Angelis
(Trinity
College
Dublin,
Ireland);
Ulrike
Jessner
(University
of
Innsbruck,
Austria);
Marijana
Kresic
(University
of
Zadar,
Croatia)2.Perceptual
Training
of
Novel
Speech
Contrasts
in
L3
Acquisition:
The
Effect
of
Multilingual
BenefitDivya
Verma
Gogoi,
James
D.
Harnsberger
and
Caroline
Wiltshire
(University
of
Florida,
USA)3.The
Lexicon-Syntax
Interfacein
3L1
acquisition:
An
Experimental
Investigation
of
the
Unaccusative/Unergative
DistinctionMegan
Devlin,
Raffaella
Folli
and
Christina
Sevdali
(University
of
Ulster,
Ireland)4.Can
a
Background
Language
Alter
the
Path
of
Acquisition
of
Verb
Placement
in
a
Multilingual
Context?
Evidence
from
a
Longitudinal
StudyLaura
Sánchez
(University
of
Barcelona,
Spain)5.Item-related
determinants
of
cognate
guessing
in
multilingualsJan
Vanhove
and
Raphael
Berthele
(University
of
Fribourg,
Switzerland)6.Developing
Cognitive
Strategies
through
Pluralistic
approachesRebecca
Dahm
(Université
de
Limoges,
France)7."If
you
know
Amharic
you
can
read
this":
Emergent
literacy
in
multilingual
pre-reading
childrenAnat
Stavans
(Beit
Berl
College
and
Research
Institute
for
Innovation
in
Education
at
Hebrew
University
in
Jerusalem,
Israel)8.Does
German
help
speakers
of
Dutch
to
understand
written
and
spoken
Danish
words?
-
The
role
of
second
language
knowledge
in
decoding
an
unknown
but
related
languageFemke
Swarte,
Anja
Schüppert
and
Charlotte
Gooskens
(University
of
Groningen,
The
Netherlands)9.Is
A2
in
German
better
than
B2
in
French
when
reading
Danish?
The
role
of
prior
language
knowledge
when
faced
with
an
unknown
languageKarolina
Mieszkowska
and
Agnieszka
Otwinowska
(University
of
Warsaw,
Poland)10.Do
learners
transfer
from
the
language
they
perceive
as
most
closely
related
to
the
L3?
The
role
of
psychotypology
for
lexical
and
grammatical
cross-linguistic
influence
in
French
L3Christina
Lindqvist
(Uppsala
University,
Sweden)11.EpilogueDe
Angelis,
Jessner,
KresicBibliographyIndex
Recenzii
The
strength
is
that
the
information
of
the
book
applies
not
only
to
teaching
and
learning
English
as
is
traditionally
the
case,
but
to
other
languages
which
are
taught
in
many
countries
in
addition
to
English.
This
makes
the
volume
very
important
practically.
Dealing
with
different
languages,
including
languages
as
different
as
Dutch,
Spanish,
Scottish
and
Italian,
rather
than
only
English,
it
is
of
value
to
many
places
in
the
world.
The
collection
deepens
the
topic,
focusing
on
how
speakers
perceive
the
closeness
between
languages.
This volume, while remaining all the time true to its theme of crosslinguistic influence and interaction in multilingual learning, offers a quite breathtaking array of engaging perspectives on this theme. The fascinating range of theoretical and methodological treatments and the variety of results and interpretations it presents demonstrate yet again the rich diversity of multilingualism studies, and the way in which a topic like crosslinguistic impact, which was once regarded as straightforward (!), takes on an infinity of complexities in a multilingual context.
This volume, while remaining all the time true to its theme of crosslinguistic influence and interaction in multilingual learning, offers a quite breathtaking array of engaging perspectives on this theme. The fascinating range of theoretical and methodological treatments and the variety of results and interpretations it presents demonstrate yet again the rich diversity of multilingualism studies, and the way in which a topic like crosslinguistic impact, which was once regarded as straightforward (!), takes on an infinity of complexities in a multilingual context.