The Current State of Interlanguage
Studies in honor of William E. Rutherford
1st Edition
Published on 2. November 1995
VII, 293 pages
978-90-272-8574-4 (ISBN)
Description
This state-of-the-art volume presents an outstanding collection of 22 studies on current issues facing research in second-language acquisition (SLA). The editors sought contributions for this volume from seasoned veterans of SLA like Lydia White and Susan Gass, from well-known researchers in linguistics and/or first-language acquisition like Haj Ross and Harald Clahsen, and from relative newcomers to the field like India Plough and Jean-Marc Dewaele. The topics covered range from the role of universals at various levels of second-language (L2) knowledge; the way that linguistic knowledge is represented by L2 learners; the changing nature of linguistic theory itself; and the definition of usage phenomena like style shifting and code switching. The introduction to The Current State of Interlanguage gives a concise yet detailed overview of research in the field over the past 10 years, and focuses on the present growing concensus on a number of issues that were at one point highly controversial.
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Lynn Eubank | Larry Selinker | Michael Sharwood Smith
The Current State of Interlanguage
Studies in honor of William E. Rutherford
Book
11/1995
John Benjamins Publishing Co
€121.90
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Content
- THE CURRENT STATE OF INTERLANGUAGE
- Title page
- Copyright page
- Table of contents
- The current state of interlanguage: Introduction
- Acknowledgments
- Notes
- References
- Prominence in applied linguistics: Bill Rutherford
- References
- I-interlanguage and typology: The case of topic-prominence
- Introduction
- Chinese-English interlanguage and topic-prominence
- Conclusion
- Acknowledgment
- Notes
- References
- Universals, SLA, and language pedagogy: 1984 revisited
- Pro-Drop
- Verb Raising
- Reflexive Binding
- Notes
- References
- Learnability, pre-emption, domain-specificity, and the instructional value of "Master Mind
- Introduction
- A "Master Mind" tutorial
- Master Mind" and SLA theory
- Conclusion
- Notes
- References
- Why we need grammar: Confessions of a cognitive generalist
- References
- Chasing after linguistic theory: How minimal should we be?
- Notes
- References
- The irrelevance of verbal feedback to language learning
- Introduction
- Motivating feedback in a theory of language learning
- The interpretation of feedback
- Conclusions
- Acknowledgments
- Notes
- References
- Indirect negative evidence, inductive inferencing, and second language acquisition
- Introduction
- Defining indirect negative evidence
- Method
- Results
- Discussion
- Conclusion
- Acknowledgments
- Notes
- References
- The negative effects of 'positive' evidence on L2 phonology
- Introduction
- Access to the phonological principles and parameters of UG
- Input and language acquisition
- The negative effects of orthographic input
- The L2 acquisition of syllable structure
- Input and ultimate attainment
- Conclusion
- Acknowledgments
- Notes
- References
- German plurals in adult second language development: Evidence for a dual-mechanism model of inflection
- Introduction
- A short description of the German plural system
- Noun plurals in adult L2 learners
- Summary and conclusion
- Acknowledgments
- References
- Universal Grammar in L2 acquisition: Some thoughts on Schachter's Incompleteness Hypothesis
- Introduction
- Universal principles on the basis of L1
- Biology in L2 acquisition
- Conclusion
- Notes
- References
- Acquiring linking rules and argument structures in a second language: The unaccusative/unergative distinction
- Introduction
- Theoretical background
- Syntax-semantics interfaces
- Issues of learnability
- The relevance of second language acquisition data
- Conclusions
- Notes
- References
- Data, evidence and rules
- Introduction
- Background
- Data vs. evidence in L2A
- Eubank: What kind of evidence?
- Schwartz: What kind of data?
- Beck: What rules?
- Conclusion
- Notes
- References
- Markedness aspects of case-marking in L1 French/L2 English interlanguage
- Introduction
- Case-marking configurations
- A markedness account for the acquisition of case
- Conclusion
- Notes
- References
- Language transfer: What do we really mean?
- Introduction
- Control structures
- Acquisition of Wh-structures
- Conclusion
- Notes
- References
- Age before beauty: Johnson and Newport revisited
- Problem 1: Method
- Problem 2: The stimuli
- Problem 3: How universal is universal?
- Bialystok and Hakuta's re-analysis
- Conclusion
- Acknowledgments
- Notes
- References
- Style-shifting in oral interlanguage: Quantification and definition
- Introduction
- The concept of style
- The explicitness-implicitness dimension
- A theoretical explanation of the implicitness/explicitness factor
- Conclusion
- Acknowledgment
- Notes
- References
- Observations of language use in Spanish immersion classroom interactions
- The study
- Acknowledgments
- Notes
- References
- Some neurolinguistic evidence regarding variation in interlanguage use: The status of the 'switch mechanism'
- New evidence
- Models of language switching
- Evidence for the production of context-dependent language
- Interlanguage 'switching'
- Acknowledgments
- Notes
- References
- Beyond 2000: A measure of productive lexicon in a second language
- Learning vocabulary means an increase in the vocabulary size
- Examining vocabulary learning requires measuring the productive lexicon
- Lexical Frequency Profile-a measure of productive vocabulary
- Beyond 2000-a more convenient measure
- Using the 'beyond 2000' measure
- Conclusion
- Acknowledgments
- Notes
- References
- A first crosslinguistic look at paths: The difference between end-legs and medial ones
- Introduction: Basic features of paths
- The utility of paths
- Differences between Pend and Pmedial in Portuguese and German
- Conclusions
- Acknowledgements
- Notes
- References
- Index
