The Usage-based Study of Language Learning and Multilingualism
Description
When humans learn languages, are they also learning how to create shared meaning? In The Usage-based Study of Language Learning and Multilingualism, a cadre of international experts say yes and offer cutting-edge research in usage-based linguistics to explore how language acquisition, in particular multilingual language acquisition, works.
Each chapter presents an original study that supports the view that language learning is initiated through local and meaningful communication with others. Over an accumulated history of such usage, people gradually create more abstract, interactive schematic representations, or a mental grammar. This process of acquiring language is the same for infants and adults and across varied contexts, such as the family, the classroom, the laboratory, a hospital, or a public encounter. Employing diverse methodologies to study this process, the contributors here work with target languages, including Cantonese, English, French, French Sign Language, German, Hebrew, Malay, Mandarin, Spanish, and Swedish, and offer a much-needed exploration of this growing area of linguistic research.
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Persons
Lourdes Ortega is a professor of linguistics at Georgetown Univeristy. She is the author of Understanding Second Language Acquisition and coauthor of Technology-Mediated TBLT: Researching Technology and Tasks.
Andrea Tyler is a professor of linguistics at Georgetown University. She is a coauthor of Language in Use: Cognitive and Discourse Perspectives on Language and Language Learning.
Hae In Park is a doctoral student in the Department of Linguistics at Georgetown University.
Marika Uno is a doctoral student in the Department of Linguistics at Georgetown University.
Content
Illustrations
Preface
1. The Vibrant and Expanded Study of Usage-based Language Learning
and Multilingualism
Lourdes Ortega and Andrea E. Tyler
PART 1. USAGE-BASED DEVELOPMENT OF LANGUAGE ACROSS THE LIFESPAN
2. A Multimodal Approach to the Development of Negation in Signed
and Spoken Languages: Four Case Studies
Aliyah Morgenstern, Pauline Beaupoil-Hourdel, Marion Blondel, and Dominique Boutet
3. Why Don't You Just Learn it from the Input? A Usage-based Corpus
Study on the Acquisition of Conventionalized Indirect Speech Acts
in English and German
Ursula Kania
4. Prepositional Phrases as Manner Adverbials in the Development
of Hebrew L1 Text Production
Gilad Brandes And Dorit Ravid
5. Negative Constructions in Nonliterate Learners' Spoken L2 Finnish
Taina Tammelin-Laine And Maisa Martin
6. How Do Multilinguals Conceptualize Interactions Among Languages
Studied? Operationalizing Perceived Positive Language Interaction (PPLI)
Amy S. Thompson
PART II. THE CORPUS-AIDED, USAGE-BASED STUDY OF LEARNER LANGUAGE
7. A Friendly Conspiracy of Input, L1, and Processing Demands:
That-variation in the Language of German and Spanish Learners of English
Stefanie Wulff
8. Measuring Lexical Frequency: Comparison Groups and Subject
Expression in L2 Spanish
Bret Linford, Avizia Long, Megan Solon, and Kimberly L. Geeslin
9. Article Omission: Toward Establishing How Referents are Tracked
in L2 English
Monika Ekiert
10. Measuring L2 Explicit Knowledge of English Verb-Particle Constructions:
Frequency and Semantic Transparency at Two Proficiency Levels
Helen Zhao and Fenfen Le
PART III. THE EXPERIMENTAL STUDY OF USAGE-BASED PROCESSING AND LEARNING
11. Can English-Spanish Emerging Bilinguals Use Agreement Morphology
to Overcome Word Order Bias?
Silvia Marijuan, Sol Lago, and Cristina Sanz
12. Miniature Artificial Language Learning as a Complement
to Typological Data
Maryia Fedzechkina, Elissa L. Newport, and T. Florian Jaeger
PART IV. MULTILINGUALISM IN THE WILD: USAGE-BASED INSIGHTS
13. Patterns of Interaction in Doctor-Patient Communication
and Their Impact on Health Outcomes
Diana Slade, Christian M.I.M. Matthiessen, Graham Lock, Jack Pun, and Marvin Lam
14. Toward a Model of Multilingual Usage
Michael Achard and Sarah Lee
Contributors
Index
