Download Understanding Second Language Acquisition by Lourdes Ortega PDF

By Lourdes Ortega

No matter if we develop up with one, , or numerous languages in the course of our early years of existence, many people will examine a moment, international, or historical past language in later years. the sector of moment language acquisition (SLA, for brief) investigates the human means to profit extra languages in past due formative years, early life, or maturity, after the 1st language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been received. Understanding moment Language Acquisition deals a wide-encompassing survey of this burgeoning box, its accrued findings and proposed theories, its built learn paradigms, and its pending questions for the longer term. The e-book zooms out and in of common, person, and social forces, in each one case comparing the study findings which were generated throughout varied naturalistic and formal contexts for moment language acquisition. It assumes no history in SLA and offers worthy chapter-by-chapter summaries and recommendations for additional interpreting.
Ideal as a textbook for college students of utilized linguistics, overseas language schooling, TESOL, and schooling, it's also suggested for college students of linguistics, developmental psycholinguistics, psychology, and cognitive science.

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Extra resources for Understanding Second Language Acquisition

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77 between age of arrival (which ranged from 3 to 39) and grammaticality judgement score. 87) and disappeared for the 17 to 39 group. The youngest group (3 to 7 years old when they arrived in the US) scored within the range of the NS control group, the adolescent group (who had arrived between 8 and 16 years of age) showed scores linearly declining with age and the group of adults (who had arrived at between 17 and 39 years of age) scored variably, without age holding any systematic relationship with their grammaticality intuitions.

During the 1960s and 1970s researchers in the emerging new field of SLA turned to analyses of actual learner language and began conducting studies using the new methodology of Error Analysis and later Performance Analysis (see Long and Sato, 1984). It soon became clear that neither the linguistic knowledge nor the 32 Crosslinguistic influences linguistic behaviour of L2 learners was slavishly determined by externally catalogued L1–L2 differences. For one, it soon became apparent that sometimes certain L1–L2 similarities do not seem to help.

The same is true of other languages, such as German (verb + nicht), Norwegian (verb + ikke), and Swedish (verb + inte). Swedish SLA researcher Kenneth Hyltenstam (1977) investigated how 160 beginning learners of L2 Swedish handled negation after five weeks of study and again after eight weeks, when they had been in Sweden for little more than four months. He found that the general patterns of negation were the same for most of the 160 learners regardless of L1 background, which he took to mean that ‘we are able to study one large interlanguage continuum instead of unrelated [L1–L2 pair] continua’ (p.

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