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38520 results in Cambridge Textbooks

Page 1107 of 1926

  • 1 - Second Language Learning: the Nature of the Task

  • Roger Hawkins, University of Essex
  • Book:
    How Second Languages are Learned
    Published online:
    12 December 2018
    Print publication:
    22 November 2018, pp 1-23

  • Summary

    Many people can achieve good levels of communicative ability in a second language (L2). To do so they face five challenges: breaking into the L2, matching forms to meanings, learning the syntax of the L2, learning the semantics of the L2 and learning how the L2 is used in connected discourse and in different contexts. The chapter provides an example for each challenge and how L2 learners deal with it. It also considers whether learning an L2 makes you smarter.

  • 9 - The Role of Input in Second Language Learning

  • Roger Hawkins, University of Essex
  • Book:
    How Second Languages are Learned
    Published online:
    12 December 2018
    Print publication:
    22 November 2018, pp 222-249

  • Summary

    The effects of learning a second language (L2) through natural exposure to samples of language, through instruction, through explicit correction and through being exposed to indirect negative evidence (recasts or clarification requests) are compared. Conclusions are drawn about the most effective kinds of input for promoting L2 learning gains.

  • 8 - Real-Time and Contextual Use of Language by Second Language Speakers

  • Roger Hawkins, University of Essex
  • Book:
    How Second Languages are Learned
    Published online:
    12 December 2018
    Print publication:
    22 November 2018, pp 191-221

  • Summary

    The way that second language (L2) speakers interpret ‘garden-path’ and structurally ambiguous sentences is discussed and evidence presented that L2 speakers may parse such sentences differently from native speakers. Knowledge of how old and new discourse information (topic and focus respectively) integrate with grammatical properties is only acquired by highly proficient L2 speakers, as is knowledge of language choices conditioned by the context of use.

  • 4 - How Sentence Structure is Learned

  • Roger Hawkins, University of Essex
  • Book:
    How Second Languages are Learned
    Published online:
    12 December 2018
    Print publication:
    22 November 2018, pp 70-112

  • Summary

    The syntax of early second language (L2) utterances is examined and how it develops over time. Topics covered are sentential negation, verb movement, question formation, relative clause interpretation and agreement between nouns and adjectives and nouns and determiners. The syntactic rules Merge, Move and Agree are introduced and there is discussion of the role of innate linguistic predispositions, first language influence and input in the development of L2 syntax.

  • 5 - Second Language Learning and Universal Grammar

  • Roger Hawkins, University of Essex
  • Book:
    How Second Languages are Learned
    Published online:
    12 December 2018
    Print publication:
    22 November 2018, pp 113-136

  • Summary

    Universal Grammar (UG) is defined and three arguments used to support its proposal are described: the poverty of the stimulus, the properties of child language acquisition, and the generativity of language. The components of UG (features, categories, rules, principles and parameters) are illustrated and the role that UG might play in second language learning is discussed.

  • 2 - How Words and their Parts are Learned

  • Roger Hawkins, University of Essex
  • Book:
    How Second Languages are Learned
    Published online:
    12 December 2018
    Print publication:
    22 November 2018, pp 24-48

  • Summary

    Second language (L2) words are initially learned through association with words in a speaker’s first language (L1), but in later stages of learning are associated with their own conceptual representations. How L2 words are stored in the mental lexicon is considered. A distinction is drawn between forms with a meaning-modifying function and those with a dependency-marking function. Optionality in the use of these forms is characteristic of L2 development. L2 learners may have innately-determined predispositions for identifying dependency-marking forms and the range of meanings that can be involved in dependencies.

  • 10 - The Effect of Starting Age on Learning Second Languages

  • Roger Hawkins, University of Essex
  • Book:
    How Second Languages are Learned
    Published online:
    12 December 2018
    Print publication:
    22 November 2018, pp 250-281

  • Summary

    The effects of age of first exposure to a second language (L2) in naturalistic and classroom settings are considered, looking at the early stages of development and when learners have achieved high levels of proficiency. The effects on the development of phonology, morphology, syntax and lexicon are discussed. Arguments for and against a critical period for language acquisition are reviewed. The role that aptitude for language learning plays at different ages of first exposure to an L2 is discussed. Effects on L2 learning of exposure to the L2 in traditional classrooms and immersion classrooms are compared.

Page 1107 of 1926