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Bibliografía - Language Science Press

Context effects in second language acquisition: formal instruction, study abroad and immersion classrooms

Carmen Pérez Vidal, Sonia López-Serrano, Jennifer Ament, Dakota J. Thomas-Wilhelm (2018)

En Learning context effects: Study abroad; formal instruction and international immersion classrooms

The aim of this introduction is to set the scene and present the three contexts on focus in the monograph and justify this choice of topic within second language acquisition (SLA) research, the perspective taken in this volume. Starting with the latter, in the past two decades the examination of the effects of different contexts of acquisition has attracted the attention of researchers, based on the idea that “the study of SLA within and across various contexts of learning forces a broadening of our perspective of the different variables that affect and impede acquisition in general” (Collentine & Freed 2004: 157).

Interpreting language-learning data

VV. AA. (2020)

This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation.

Contents

Introduction
Reflecting on data interpretation in SLA
Amanda Edmonds, Pascale Leclercq, Aarnes Gudmestad

L2 acquisition in a rich dialectal environment
Some methodological considerations when SLA meets dialectology
Linda Evenstad Emilsen, Åshild Søfteland

Comparing ERPs between native speakers and second language learners
Dealing with individual variability
Maud Pélissier

Replication
Measuring the influence of typologically diverse target language properties on input processing at the initial stages of acquisition
Marzena Watorek, Rebekah Rast, Xinyue Cécilia Yu, Pascale Trévisiol, Hedi Majdoub, Qianwen Guan, Xiaoliang Huang

On the relationship between epistemology and methodology
A reanalysis of grammatical gender in additional-language Spanish
Aarnes Gudmestad

Analysing interaction in primary school language classes
Multilevel annotation and analysis with EXMARaLDA
Heather E. Hilton, John Osborne

Transcribing interlanguage
The case of verb-final [e] in L2 French
Pascale Leclercq

Potential pitfalls of interpreting data from English-French tandem conversations
Sylwia Scheuer, Céline Horgues

L2 Spanish and Italian intonation: Accounting for the different patterns displayed by L1 Czech and German learners

Andrea Pešková (2023)

Texto completo

The main aim of this book is to contribute to our understanding of the acquisition of second language intonation, by comparing Czech learners of Spanish with German learners of Spanish and Czech learners of Italian. By means of a large production database, the study seeks to uncover how L1-to-L2 intonational transfer works and what role prosodic (dis)similarities between languages play. Contrary to most previous research, the work presents an original multidirectional cross-linguistic comparison and examines different types of sentence, such as neutral and non-neutral statements, yes/no questions, wh-questions, exclamatives and vocatives. The findings reveal positive and negative transfer from L1 to L2, and the formation of mixed patterns as well as native-like patterns, which are mainly constrained by linguistic factors such as the type of sentence and the position of the tonal event in the utterance. The results are discussed within Mennen’s (2015) L2 Intonation Learning theory and lead to the formulation of a Developmental L2 Intonation Hypothesis that makes several generalizations to characterize interlanguage intonation. This volume not only represents a step forward in the study of the acquisition of L2 intonation in general but also offers valuable findings that can be directly or indirectly applied in the classroom and will hopefully inspire further research.

On the relationship between epistemology and methodology: A reanalysis of grammatical gender in additional-language Spanish

Aarnes Gudmestad (2020)

En Interpreting language-learning data

In the current study I explore the relationship between epistemology and methodology through a reanalysis of production data on grammatical gender in additionallanguage Spanish that were analysed in Gudmestad et al. (2019). This reanalysis consists of a shift in the epistemology from the one adopted by Gudmestad et al., where gender marking, which occurs between nouns and both determiners and adjectives, is a unified linguistic phenomenon. In contrast, the assumption in the present investigation is that the acquisition of gender marking entails learning gender assignment and gender agreement, two different learning processes that are observable in language behaviour with determiners and adjectives, respectively. In order to reflect critically on the relationship between epistemology and methodology and specifically on its influence on the interpretation of learner data, I conduct a multi-step analysis that is guided by the differentiation between gender assignment, which can be observed on determiners, and gender agreement, which can be observed on adjectives. I also discuss how the interpretation of the findings can be impacted by the epistemology that guides the current study.

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