By Marzena Watorek, Sandra Benazzo, Maya Hickmann
This quantity goals to supply a vast view of moment language acquisition inside a comparative viewpoint that addresses effects pertaining to grownup and baby newbies throughout a number of resource and aim languages. It brings jointly contributions on the vanguard of language acquisition examine that reflect on quite a lot of open questions: What are the ideal mechanisms underlying acquisition? How will we signify beginners' preliminary kingdom and expect their measure of ultimate success? What function do particular (typological) houses of resource and aim languages play? How does fossilization happen? How does the relative complexity of cognitive platforms in grownup and baby inexperienced persons impact acquisition? Does language studying impression cognitive association? Can language studying make clear our normal realizing of human language and language processing?
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Extra resources for Comparative perspectives on language acquisition : a tribute to Clive Perdue
The aspectual dimension, as brought in by the choice of the progressive rather than the simple form, reflects the fact that the topic time is properly included in the time of the action (see Klein, 1994). If you follow the grammar books and teach your students that tense serves to place the action before the moment of speech, A Way to Look at Second L anguage Acquisit ion 25 then this is not entirely false; nevertheless, the learners will often be misled, and if they make mistakes, it is the teachers and the linguists who are to be blamed, not the learner.
In M. Kail, M. Fayol and M. Hickmann (eds) L’apprentissage des langues. Paris: CNRS Editions. Perdue, C. (2010) The expression of finiteness by L1 and L2 learners of Dutch, French, and German. In M. Kail and M. Hickmann (eds) Language Acquisition Across Linguistic and Cognitive Systems. Amsterdam: John Benjamins. Perdue, C. and Porquier, R. (1979) Présentation. Encrages, numéro spécial de Linguistique appliquée (pp. 4–7). Vincennes, Pairs: Université de Paris 8. Perdue, C. and Porquier, R. (eds) (1980) Apprentissage et connaissance d’une langue étrangère.
The answer is very easy in one sense and very complex in another. These faculties come together in communication: someone says something with a certain aim, others understand it and in doing so, gain access to the other’s knowledge. Our ancestors constructed a linguistic system together because they communicated in the absence of a linguistic system, and then with the help of a developing system. Ever since, both children and adults learn an existing language by listening to others and talking to others.
Comparative perspectives on language acquisition : a tribute to Clive Perdue by Marzena Watorek, Sandra Benazzo, Maya Hickmann