New PDF release: A dynamic approach to second language development : methods

Language Grammar

By Marjolyn Verspoor; Kees De Bot; Wander Lowie

ISBN-10: 902728735X

ISBN-13: 9789027287359

Dynamic platforms thought, a basic concept of swap and improvement, bargains a brand new strategy to learn first and moment language improvement and calls for a brand new set of instruments for research of empirical facts. After a short creation to the idea, this booklet, co-authored by way of numerous best students within the box, concentrates on instruments and strategies lately constructed to investigate language facts from a dynamic viewpoint. The Read more...

content material: gaining knowledge of moment language improvement from a dynamic structures thought standpoint / Kees de Bot & Diane Larsen-Freeman --
Dynamic platforms idea and a usage-based method of moment language improvement / Marjolijn Verspoor & Heike Behrens --
Coding and extracting facts / Monika Schmid, Marjolijn Verspoor & Brian MacWhinney --
Variability and DST /Marijn van Dijk, Marjolijn Verspoor & Wander Lowie --
Visualizing interplay among variables / Marjolijn Verspoor & Marijn van Dijk --
Modeling improvement and alter / Wander Lowie, Tal Caspi, Paul van Geert & Henderien Steenbeek.
summary:

Dynamic platforms conception, a normal concept of swap and improvement, bargains a brand new technique to research first and moment language improvement and calls for a brand new set of instruments for research of empirical data. Read more...

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Additional resources for A dynamic approach to second language development : methods and techniques

Sample text

Within a usage-based approach to first language acquisition, Lieven and Tomasello (2008) argue that children do not primarily want to learn to speak and “acquire language”, but rather they want to belong to the social group, participate in their communication and express their intentions. In other words, learning to use a language (and other socially accepted behavior) is a means to an end: social interaction. This also entails that the modern, process-oriented view of the child is that of an active agent, not just a brain that waits for an innate grammar to be activated or that is passively formed by the input it receives: The task of the developing child is to become an active, knowledgeable participant of a language community.

Hopper (1998) argues that the regular patterns that we find in any language at all levels do not occur because of some preprogrammed language faculty, but because they have simply emerged. In emergent grammar there is no such thing as an abstract grammar in the mind, but a network of expressions and constructions as a result of an iterative process: “different kinds of repetition, some of which concern what would more conventionally be called lexical, some idiomatic, and some morphological or grammatical” (Hopper 1998: 158).

While specific tasks that are often used to gauge the state of an individual learner or a group of learners may provide additional insight into what is going on with respect to the acquisition of some specific feature(s), the full range of the linguistic repertoire can only truly be investigated on the basis of (spoken or written) data produced under relatively natural conditions – that is, data where all aspects of the linguistic production process (the selection of the vocabulary, the sentence frame, grammatical aspects such as tense, mood and voice, orthography or phonology and so on) are, as far as possible, fully under the control of the learner.

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A dynamic approach to second language development : methods and techniques by Marjolyn Verspoor; Kees De Bot; Wander Lowie


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