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Child Second Language Development in Immersion Education: A Study on Generic Determiner Phrases in L2 German and L2 French New edition [Kietas viršelis]

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  • Formatas: Hardback, 298 pages, aukštis x plotis: 210x148 mm, weight: 456 g, 65 Illustrations
  • Serija: Inquiries in Language Learning 32
  • Išleidimo metai: 18-Jul-2022
  • Leidėjas: Peter Lang AG
  • ISBN-10: 3631817126
  • ISBN-13: 9783631817124
Kitos knygos pagal šią temą:
Child Second Language Development in Immersion Education: A Study on Generic Determiner Phrases in L2 German and L2 French New editionDidesnis paveikslėlis
  • Formatas: Hardback, 298 pages, aukštis x plotis: 210x148 mm, weight: 456 g, 65 Illustrations
  • Serija: Inquiries in Language Learning 32
  • Išleidimo metai: 18-Jul-2022
  • Leidėjas: Peter Lang AG
  • ISBN-10: 3631817126
  • ISBN-13: 9783631817124
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9783631817124.html
Raktažodžiai:
"Language acquisition has been the subject of decades of research. Most of the previous research on second language acquisition has centered around adult learners, leaving child learners understudied by comparison. This book focuses on child second language development. The cross-sectional empirical study investigates the syntax-semantics interface in child second language German and French. The author discusses variables such as crosslinguistic influence, the complexity of the learning tasks, cognitive maturity and the learning context. By focusing on child second language acquisition in immersion education, this book not only substantially contributes to the field of second language acquisition but also offers important insights into teaching in an immersion context"--

This book focuses on child second language development. The cross-sectional study investigates the syntax-semantics interface in second language German and French. The findings suggest that all child second language learners go through a Romance stage when acquiring generic reference before progressing to a Germanic stage in second language German.



Language acquisition has been the subject of decades of research. Most of the previous research on second language acquisition has centered around adult learners, leaving child learners understudied by comparison. This book focuses on child second language development. The cross-sectional empirical study herein investigates the syntax-semantics interface in English speaking children acquiring German and French as second languages. The author discusses variables such as crosslinguistic influence, the complexity of the learning tasks, cognitive maturity and the learning context. By focusing on child second language acquisition in immersion education, this book not only substantially contributes to the field of second language acquisition but also offers important insights into teaching in an immersion context.

Acknowledgements 11(16)
List of Figures
21(6)
List of Tables
23(4)
List of Abbreviations
25(2)
Introduction 27(10)
Chapter 1 Generic Reference in English, German, and French
37(48)
1.1 Introduction
37(2)
1.2 Crosslinguistic Variation of Determiner Phrases with Generic Reference in English, German, and French
39(21)
1.2.1 Count and Mass Nouns in Subject and Object Position
46(1)
1.2.1.1 Determiner Phrases in Subject Position with Individual- and Stage-Level Predicates
47(8)
1.2.1.2 Determiner Phrases in Object Position with Intensional and Extensional Predicates
55(5)
1.3 Theoretical Approaches to Generic Reference
60(22)
1.3.1 The Nominal Mapping Parameter (Chierchia 1998)
69(10)
1.3.2 The Universal Scale of Definiteness (Dayal 2004)
79(3)
1.4 Summary
82(3)
Chapter 2 Child Second Language Acquisition of Generic Reference
85(74)
2.1 Introduction
85(2)
2.2 Child Second Language Acquisition
87(34)
2.2.1 Influential Factors
91(13)
2.2.2 Child Second Language Development
104(6)
2.2.3 Individual Variation
110(1)
2.2.4 Child Second Language Acquisition in Immersion Education
111(1)
2.2.4.1 The Immersion Program at Waddell Academy
112(1)
2.2.5 Theoretical Approaches to Second Language Acquisition
113(2)
2.2.5.1 Full Transfer/Full Access Model (Schwartz and Sprouse 1994, 1996)
115(3)
2.2.5.2 Feature Reassembly Hypothesis (Lardiere 2009)
118(1)
2.2.5.3 Bottleneck Hypothesis (Slabakova 2008, 2016)
119(2)
2.2.6 Summary
121(1)
2.3 Child Second Language Acquisition of Determiner Phrases with Generic Reference in English, German, and French
121(27)
2.3.1 A Review of the Literature
123(15)
2.3.2 Learnability of Generic Reference in Child Second Language Acquisition in L2 German and L2 French
138(10)
2.4 Research Questions and Hypotheses
148(11)
Chapter 3 The Empirical Study
159(76)
3.1 Introduction
159(1)
3.2 Procedure
160(2)
3.3 Participants
162(4)
3.4 Predictions for the Experiments
166(7)
3.4.1 Predictions for the Acceptability Judgment Task (AJT)
166(4)
3.4.2 Predictions for the Truth Value Judgment Task (TVJT)
170(3)
3.5 Second Language Proficiency
173(9)
3.5.1 Student Oral Proficiency Assessment (SOPA)
174(1)
3.5.1.1 Methodology, Materials, and Procedure
174(4)
3.5.1.2 Participants
178(1)
3.5.1.3 Results in L2 German and L2 French
178(1)
3.5.2 Cloze Test
179(1)
3.5.2.1 Methodology, Materials, and Procedure
179(1)
3.5.2.2 Participants
180(1)
3.5.2.3 Results in L2 German and L2 French
181(1)
3.5.3 Proficiency Overall: L2 German and L2 French
181(1)
3.6 Acceptance and Interpretation of Generic Determiner Phrases
182(53)
3.6.1 Experiment 1: Acceptability Judgment Task
182(1)
3.6.1.1 Methodology, Materials, and Procedure
182(4)
3.6.1.2 Participants
186(2)
3.6.1.3 Results
188(19)
3.6.1.4 Discussion
207(5)
3.6.2 Experiment 2: Truth Value Judgment Task
212(1)
3.6.2.1 Methodology, Materials, and Procedure
212(4)
3.6.2.2 Participants
216(2)
3.6.2.3 Results
218(10)
3.6.2.4 Discussion
228(5)
3.6.3 Summary
233(2)
Chapter 4 Discussion
235(20)
4.1 Introduction
235(1)
4.2 Discussion of Main Findings
235(15)
4.2.1 The Child L2 Learner's Learning Tasks
237(2)
4.2.2 Complexity of the Learning Tasks
239(3)
4.2.3 L2 Developmental Course
242(2)
4.2.4 Maturational Constraints
244(3)
4.2.5 Synthesis
247(3)
4.3 Implications for Second Language Teaching in Immersion Education
250(1)
4.4 Limitations of the Present Study
251(1)
4.5 Future Research
252(1)
4.6 Summary
253(2)
Conclusion 255(4)
References 259(26)
Appendix 285
Nadine Kolb holds a PhD degree in English linguistics from the University of Cologne, Germany. She is an Associate Professor in English language in the Department of Cultural Studies and Languages at the University of Stavanger, Norway, and currently a Marie Skodowska-Curie Fellow in the AcqVA Aurora Center at UiT The Arctic University of Norway. Her research focuses on child second and third language acquisition, heritage language bilingualism and multilingual education.