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38520 results in Cambridge Textbooks

Page 1106 of 1926

  • 3 - Exploring the L2 Learning of English Verb Forms

  • Roger Hawkins, University of Essex
  • Book:
    How Second Languages are Learned
    Published online:
    12 December 2018
    Print publication:
    22 November 2018, pp 49-69

  • Summary

    This chapter explores in more detail the acquisition of English verb forms by second language (L2) speakers. The structure of words is considered more carefully and the need to recognise the morpheme as the minimal meaningful unit is established. Words are built from lexical and functional morphemes. The strengths and weaknesses of four hypotheses about how learners acquire functional morphemes associated with verbs are discussed: the Aspect Hypothesis, the Missing Surface Inflection Hypothesis, the Morphological Deficit Hypothesis and the Feature Re-Assembly Hypothesis.

  • 7 - How Sound Systems are Learned

  • Roger Hawkins, University of Essex
  • Book:
    How Second Languages are Learned
    Published online:
    12 December 2018
    Print publication:
    22 November 2018, pp 161-190

  • Summary

    Learning a second language (L2) sound system (its phonology) is heavily influenced by the properties of the segments, syllables and prosody that have been established in a speaker’s first language (L1). Sub-phoneme contrasts that differ between the L1 and L2 are extremely difficult to acquire. New phonemes are acquirable, providing that the articulatory/acoustic features of which they are composed have already been selected in the L1. L1 syllable structure influences how syllables are produced in the L2, leading to the insertion of epenthetic vowels or the deletion of segments. Such cases are the basis for the Prosodic Transfer Hypothesis explanation for optionality in the use of verb forms by L2 speakers.

  • 11 - Pulling the Threads Together – a Theory of How Second Languages are Learned?

  • Roger Hawkins, University of Essex
  • Book:
    How Second Languages are Learned
    Published online:
    12 December 2018
    Print publication:
    22 November 2018, pp 282-302

  • Summary

    The findings of previous chapters are brought together to inform the kind of theory that is necessary to explain how second languages are learned. Such a theory involves the interaction of a conceptual/intentional system where propositions are formed, two types of innate knowledge (Universal Grammar (UG) and domain-general processes), three kinds of memory (working memory, short-term memory and long-term memory), and input. A number of existing hypotheses about the role of UG in second language (L2) learning and how L2 grammars develop over time are compared.

Page 1106 of 1926