By Marzena Watorek, Sandra Benazzo, Maya Hickmann
This quantity goals to supply a huge view of moment language acquisition inside of a comparative point of view that addresses effects touching on grownup and baby novices throughout various resource and goal languages. It brings jointly contributions on the leading edge of language acquisition study that think about a variety of open questions: What are the best mechanisms underlying acquisition? How will we symbolize newcomers' preliminary nation and expect their measure of ultimate success? What position do particular (typological) houses of resource and objective languages play? How does fossilization happen? How does the relative complexity of cognitive platforms in grownup and baby inexperienced persons impact acquisition? Does language studying impression cognitive association? Can language studying make clear our common knowing of human language and language processing?
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Additional resources for Comparative perspectives on language acquisition : a tribute to Clive Perdue
I. ) The Crosslinguistic Study of Language Acquisition (Vol. 2, pp. 1157–1256). Hillsdale, NJ: Lawrence Erlbaum. I. (1991) Learning to think for speaking: Native language, cognition and rhetorical style. Pragmatics 1, 7–25. J. (1993) Adult language acquisition: A view from child language study. In C. ). Cambridge: Cambridge University Press. I. (1996) From ‘thought to language’ to ‘thinking for speaking’. J. C. Levinson (eds) Rethinking Linguistic Relativity (pp. 70–96). Cambridge: Cambridge University Press.
Perdue, C. and Porquier, R. (1979) Présentation. Encrages, numéro spécial de Linguistique appliquée (pp. 4–7). Vincennes, Pairs: Université de Paris 8. Perdue, C. and Porquier, R. (eds) (1980) Apprentissage et connaissance d’une langue étrangère. Langages 57 (pp. 5–7). , Benazzo, S. and Giuliano, P. (2002) When finiteness gets marked: The relation between morphosyntactic development and use of scopal items in adult language acquisition. Linguistics 40, 849–890. I. (1985) Crosslinguistic evidence for the language-making capacity.
She compares how Englishspeaking learners of French L2 (at two competence levels) and native speakers (of French vs. English) mark boundaries and simultaneity in controlled situations where they had to describe motion events. The results show crosslinguistic differences in the discourse of French vs. English natives that can be related to the particular temporal–aspectual and spatial systems of these languages. As for learners, after a first phase where they rely mostly on lexical means (inherent semantic properties of predicates, adverbial expressions), they gradually and simultaneously acquire both verbal morphology and syntactic constructions (subordination) in order to express both temporal– aspectual and spatial relations in L2 discourse.