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Introduction: Reconciling Approaches to Intra-Individual Variation in Psycholinguistics and Variationist Sociolinguistics
Linguistics Vanguard 2021; 7(s2): 20200027 Lars Bülow* and Simone E. Pfenninger Introduction: Reconciling approaches to intra-individual variation in psycholinguistics and variationist sociolinguistics https://doi.org/10.1515/lingvan-2020-0027 Abstract: The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have recognised the complexity and dynamism of human thought and behav- iour, intra-individual variation has received less attention in regard to language acquisition, use and change. Linguistic research so far lacks both empirical and theoretical work that provides detailed information on the occurrence of intra-individual variation, the reasons for its occurrence and its consequences for language development as well as for language variation and change. The current issue brings together two sub- disciplines – psycholinguistics and variationist sociolinguistics – in juxtaposing systematic and non- systematic intra-individual variation, thereby attempting to build a cross-fertilisation relationship between two disciplines that have had surprisingly little connection so far. In so doing, we address critical stock-taking, meaningful theorizing and methodological innovation. Keywords: psycholinguistics, variationist sociolinguistics, intra-individual variation, intra-speaker variation, SLA, language variation and change, language development 1 Intra-individual variation in psycholinguistics and variationist sociolinguistics The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have acknowledged the complexity and dynamism of human behaviour, intra-individual variation has received less attention in regard to language use. -
Complex Dynamic Systems Theory (CDST) Approach in SLA
International Society of communication and Development among universities www.europeansp.org Modern Language Studies, ISSN: 0047-7729 Complex Dynamic Systems Theory (CDST) Approach in SLA Muhammad Makhdoumi, Hanye davatgari Asl, Masoud Zoghi Department of English Language Teaching, Ahar branch, Islamic Azad University, Ahar, Iran Abstract The essence of Complex, Dynamic Systems Theory is that there is no stasis, only change. The processes of change are the consequences of interactions of variables over time. At least forty theories of SLA have been proposed, but it seems none of them gives a complete explanation of this complex process. The purpose of the study to recognize CDS features, controlling parameters, and SLA theories to support the idea that SLA is complex and dynamic process. Considering the proposed theories in SLA, features of complex systems and controlling parameters in SLA, the researcher has proposed a model based on CDST approach to explain the complexity involved in learning a second language. The method was narrative review research. Results will be advantageous for methodologies, theoreticians, syllabus designers and teachers, to involve social, cultural, factors in SLA processes. It will be also helpful to solve some of the long-lasting problems and present the fascinating, promising approach of CDST. © 2016 The Authors. Published by European Science publishing Ltd. Selection and peer-review under responsibility of the Organizing Committee of European Science publishing Ltd. Keywords: CDS, CDST, SLA, language learning theories, CDS features. 1. Introduction This study maintains that previous endeavors to explain SLA and FLL should not be ignored. When different learning theories are combined, they provide a deeper and broader view of the learning process. -
Language Attrition: the Next Phase Barbara Köpke, Monika Schmid
Language Attrition: The next phase Barbara Köpke, Monika Schmid To cite this version: Barbara Köpke, Monika Schmid. Language Attrition: The next phase. Monika S. Schmid, Barbara Köpke, Merel Keijzer, Lina Weilemar. First Language Attrition: Interdisciplinary perspectives on methodological issues, John Benjamins, pp.1-43, 2004, Studies in Bilingualism, 9027241392. hal- 00879106 HAL Id: hal-00879106 https://hal.archives-ouvertes.fr/hal-00879106 Submitted on 31 Oct 2013 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Language Attrition: The Next Phase Barbara Köpke (Université de Toulouse – Le Mirail) and Monika S. Schmid Vrije Universiteit Amsterdam Barbara Köpke Laboratoire de Neuropsycholinguistique Jacques Lordat Institut des Sciences du Cerveau de Toulouse Université de Toulouse-Le Mirail 31058 Toulouse Cedex France [email protected] Monika S. Schmid Engelse Taal en Cultuur Faculteit der Letteren Vrije Universiteit 1081 HV Amsterdam The Netherlands [email protected] Published in : M.S. Schmid, B. Köpke, M. Keijzer & L. Weilemar (2004). First Language Attrition. Interdisciplinary perspectives on methodological issues (pp. 1-43). Amsterdam: John Benjamins. Köpke, B. & Schmid, M.S. (2004). Language Attrition: The Next Phase. In M.S. Schmid, B. -
An Introduction to Applied Linguistics This Page Intentionally Left Blank an Introduction to Applied Linguistics
An Introduction to Applied Linguistics This page intentionally left blank An Introduction to Applied Linguistics edited by Norbert Schmitt Orders: please contact Bookpoint Ltd, 130 Milton Park, Abingdon, Oxon OX14 4SB. Telephone: (44) 01235 827720. Fax: (44) 01235 400454. Lines are open from 9.00 to 5.00, Monday to Saturday, with a 24-hour message answering service. You can also order through our website www.hoddereducation.co.uk If you have any comments to make about this, or any of our other titles, please send them to [email protected] British Library Cataloguing in Publication Data A catalogue record for this title is available from the British Library ISBN: 978 0 340 98447 5 First Edition Published 2002 This Edition Published 2010 Impression number 10 9 8 7 6 5 4 3 2 1 Year 2014, 2013, 2012, 2011, 2010 Copyright © 2010 Hodder & Stoughton Ltd All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, of Saffron House, 6–10 Kirby Street, London EC1N 8TS. Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin. -
Proximate and Ultimate Explanations of Individual Differences in Language Use and Language Acquisition
Proximate and ultimate explanations of individual differences in language use and language acquisition Jan Hulstijn University of Amsterdam I evaluate three schools in linguistics (structuralism; generative linguistics; usage based linguistics) from the perspective of Karl Popper’s critical ratio- nalism. Theories (providing proximate explanations) may be falsified at some point in time. In contrast, metatheories, such as Darwin’s theory of evolution and the theory of Language as a Complex Adaptive System (LCAS) (providing ultimate explanations) are falsifiable in principle, but not likely to be falsified. I then argue that LCAS provides a fruitful frame- work for the explanation of individual differences in language acquisition and use. Unequal frequency distributions of linguistic elements constitute a necessary characteristic of language production, in line with LCAS. How- ever, explaining individual differences implies explaining commonalities (Hulstijn, 2015, 2019). While attributes such as people’s level of education and profession are visible in knowledge of the standard language (declara- tive knowledge acquired in school), they may be invisible in the spoken ver- nacular (linguistic cognition shared by all native speakers). Keywords: basic language cognition, language as a complex adaptive system, Darwin’s theory of evolution, falsifiability, theory versus metatheory, individual differences, language use, language acquisition Uncertainty, that is perhaps the best word with which I should characterize the most frequent feelings that I experienced throughout my intellectual journey, since I entered university until the present.Uncertainty about what to think of a new theoretical viewpoint.What to think of an ongoing debate between scholars defending different theories? What to think of new methodologies? My intellec- tual journey consisted of ups and downs and the downs were really unpleasant. -
Language Testing and Assessment: an Advanced Resource Book Glenn Fulcher and Fred Davidson Language Testing and Assessment an Advanced Resource Book
LANGUAGE TESTING AND ASSESSMENT Routledge Applied Linguistics is a series of comprehensive resource books, pro- viding students and researchers with the support they need for advanced study in the core areas of English language and Applied Linguistics. Each book in the series guides readers through three main sections, enabling them to explore and develop major themes within the discipline. • Section A, Introduction, establishes the key terms and concepts and extends readers’ techniques of analysis through practical application. • Section B, Extension, brings together influential articles, sets them in context and discusses their contribution to the field. • Section C, Exploration, builds on knowledge gained in the first two sections, setting thoughtful tasks around further illustrative material. This enables readers to engage more actively with the subject matter and encourages them to develop their own research responses. Throughout the book, topics are revisited, extended, interwoven and deconstructed, with the reader’s understanding strengthened by tasks and follow-up questions. Language Testing and Assessment: • provides an innovative and thorough review of a wide variety of issues from prac- tical details of test development to matters of controversy and ethical practice • investigates the importance of the philosophy of pragmatism in assessment, and coins the term ‘effect-driven testing’ • explores test development, data analysis, validity and their relation to test effects • illustrates its thematic breadth in a series of exercises and tasks, such as analysis of test results, study of test revision and change, design of arguments for test validation and exploration of influences on test creation • presents influential and seminal readings in testing and assessment by names such as Michael Canale and Merrill Swain, Michael Kane, Alan Davies, Lee Cronbach and Paul Meehl and Pamela Moss. -
Review Article: the Imaging of What in the Multilingual Mind? Kees De Bot
Review article: The imaging of what in the multilingual mind? Kees de Bot To cite this version: Kees de Bot. Review article: The imaging of what in the multilingual mind?. Second Language Research, SAGE Publications, 2008, 24 (1), pp.111-133. 10.1177/0267658307083034. hal-00570740 HAL Id: hal-00570740 https://hal.archives-ouvertes.fr/hal-00570740 Submitted on 1 Mar 2011 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Review_SLR_111-134.qxd 12/11/07 10:01 AM Page 111 Second Language Research 24,1 (2008); pp. 111–133 Review article The imaging of what in the multilingual mind? Kees de Bot University of Groningen Received December 2006; revised February 2007; accepted July 2007 In this review article it is argued that while the number of neuro-imag- ing (NI) studies on multilingual processing has exploded over the last few years, the contribution of such studies to enhance our understand- ing of the process of multilingual processing has not been very sub- stantial. There are problems on various levels, which include the following issues: ownership of the field of NI and multilingualism, whether relevant background characteristics are assessed adequately, whether we consider variation as a problem or a source of information, what NI tells us about multilingual development, whether the native speaker is the norm in NI research, the added value of NI data, what information NI provides, and what the contribution of NI research is to theories about the multilingual brain. -
Code-Switching and Predictability of Meaning In
CODE-SWITCHING AND PREDICTABILITY OF MEANING IN DISCOURSE Mark Myslín Roger Levy University of California, San Diego University of California, San Diego What motivates a fluent bilingual speaker to switch languages within a single utterance? We propose a novel discourse-functional motivation: less predictable, high information-content mean- ings are encoded in one language, and more predictable, lower information-content meanings are encoded in another language. Switches to a speaker’s less frequently used, and hence more salient, language offer a distinct encoding that highlights information-rich material that comprehenders should attend to especially carefully. Using a corpus of natural Czech-English bilingual discourse, we test this hypothesis against an extensive set of control factors from sociolinguistic, psycholin- guistic, and discourse-functional lines of research using mixed-effects logistic regression, in the first such quantitative multifactorial investigation of code-switching in discourse. We find, using a Shannon guessing game to quantify predictability of meanings in conversation, that words with difficult-to-guess meanings are indeed more likely to be code-switch sites, and that this is in fact one of the most highly explanatory factors in predicting the occurrence of code-switching in our data. We argue that choice of language thus serves as a formal marker of information content in discourse, along with familiar means such as prosody and syntax. We further argue for the utility of rigorous, multifactorial approaches to sociolinguistic speaker-choice phenomena in natural conversation.* Keywords: code-switching, bilingualism, discourse, predictability, audience design, statistical modeling 1. Introduction. In an early sketch of language contact, André Martinet (1953:vii) observed that in multilingual speech, choice of language is not dissimilar to the ‘choice[s] among lexical riches and expressive resources’available in monolingual speech. -
Gestures and Some Key Issues in the Study of Language Development Gullberg, Marianne; De Bot, Kees; Volterra, Virginia
Gestures and some key issues in the study of language development Gullberg, Marianne; de Bot, Kees; Volterra, Virginia Published in: Gesture DOI: 10.1075/gest.8.2.03gul 2008 Link to publication Citation for published version (APA): Gullberg, M., de Bot, K., & Volterra, V. (2008). Gestures and some key issues in the study of language development. Gesture, 8(2), 149-179. https://doi.org/10.1075/gest.8.2.03gul Total number of authors: 3 General rights Unless other specific re-use rights are stated the following general rights apply: Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Read more about Creative commons licenses: https://creativecommons.org/licenses/ Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 Running title: Key issues in language development Gestures and some key issues in the study of language development Marianne Gullberg1, Kees de Bot2, & Virginia Volterra3 1 Max Planck Institute for Psycholinguistics, 2 Rijksuniversiteit Groningen, 3 Istituto di Scienze e Tecnologie della Cognizione, CNR In Gesture, 8(2), Special issue Gestures in language development, eds. -
The Cambridge Handbook of Bilingual Processing the Cambridge Handbook of Bilingual Processing
Cambridge Help Home > Catalogue > The Cambridge Handbook of Bilingual Processing The Cambridge Handbook of Bilingual Processing Series: Cambridge Handbooks in Language and Linguistics Edited by John W. Schwieter Wilfrid Laurier University, Ontario and University of Greenwich View list of contributors... Hardback (ISBN13: 9781107060586) Also available in Adobe eBook For price and ordering options, inspection copy requests, and reading lists please select: Europe, Middle East and Africa | Americas | Asia | Australia and New Zealand Please note local prices may apply How does a human acquire, comprehend, produce and control multiple languages with just the power of one mind? What are the cognitive consequences of being a bilingual? These are just a few of the intriguing questions at the core of studying bilingualism from psycholinguistic and neurocognitive perspectives. Bringing together some of the world's leading experts in bilingualism, cognitive psychology and language acquisition, The Cambridge Handbook of Bilingual Processing explores these questions by presenting a clear overview of current theories and findings in bilingual processing. This comprehensive handbook is organized around overarching thematic areas including theories and methodologies, acquisition and development, comprehension and representation, production, control, and the cognitive consequences of bilingualism. The handbook serves as an informative overview for researchers interested in cognitive bilingualism and the logic of theoretical and experimental approaches to language science. It also functions as an instrumental source of readings for anyone interested in bilingual processing. • First book to provide a comprehensive overview of the field of bilingual processing • Contains contributions from leading experts in the field • Includes a section dedicated to bilingual language control, an emerging research area within bilingual processing Contents Part I. -
About the INTER and the INTRA in Age-Related Research: Evidence
Linguistics Vanguard 2021; 7(s2): 20200028 Simone E. Pfenninger* About the INTER and the INTRA in age-related research: Evidence from a longitudinal CLIL study with dense time serial measurements https://doi.org/10.1515/lingvan-2020-0028 Abstract: This is the first longitudinal study to explore the best time and timing for regular versus bilingual language exposure in (pre)primary programs, using multiple measures over time so as to focus on fluctuations, trends and interactions in individual data as well as intra-individual variation over time. We studied children who had received 50/50 bilingual instruction in German and English (so-called ‘partial CLIL’ programs) as well as children in ‘minimal CLIL’ programs with almost uniquely monolingual German instruction (90% German, 10% English). Results show that, like other individual differences (ID) variables, the age factor behaves like a dynamic entity that changes over time and affects L2 literacy development differentially at different times. Furthermore, while an early age of first bilingual language exposure has no effect on the L2 development for the children in the minimal CLIL program, early-AO bilinguals in the partial CLIL program (age of first exposure 5) outperform the older-AO bilingual group (age of first exposure 7 and 9) in terms of accuracy and (syntactic and morphological) complexity but not in terms of lexical richness and fluency. Keywords: SLA, age factor, CLIL, complex dynamic systems, young learners, individual differences 1 Introduction The prevailing approach to SLA up to the beginning of this century was to focus on product-based explanations of SLA (Lowie and Verspoor 2015), which is reflected, among other things, in the assumption that the variation in interlanguage is either rather systematic or completely random and can be relegated to “(white) noise”.In particular, it was non-systematic, free intra-individual variation that had often been too readily dismissed as noise or measurement error or attributed to “outliers”. -
Discount Order Form (PDF)
ORDER FORM Conference CCERBAL 2021 We are happy to discuss book proposals. Date April 29 - May 1, 2021 Please contact acquisition editor Kees Vaes at Discount 30% [email protected]. More information on book proposals can also be Valid until June 1, 2021 found on our website All Prices are in usd, and valid for conference participants only. Authors, Title Series, binding isbn List Discount price price ❑ Aalberse, Suzanne, Ad Backus and Pieter Muysken: Heritage Languages: SiBiL 58 PB 978 90 272 0470 7 54.00 37.80 A language contact approach. 2019. xix, 302 pp. ❑ Angelovska, Tanja and Angela Hahn (eds.): L3 Syntactic Transfer: BPA 5 HB 978 90 272 4376 8 143.00 100.10 Models, new developments and implications. 2017. x, 329 pp. ❑ Bayram, Fatih (ed.): Studies in Turkish as a Heritage Language. SiBiL 60 HB 978 90 272 0793 7 149.00 104.30 2020. xiv, 287 pp. ❑ Bialystok, Ellen and Margot D. Sullivan (eds.): Growing Old with Two SiBiL 53 PB 978 90 272 4196 2 54.00 37.80 Languages: Effects of Bilingualism on Cognitive Aging.2017. vi, 304 pp. ❑ Bohnacker, Ute and Natalia Gagarina (eds.): Developing Narrative SiBiL 61 HB 978 90 272 0808 8 149.00 104.30 Comprehension: Multilingual Assessment Instrument for Narratives. 2020. vii, 341 pp. ❑ Brehmer, Bernhard and Jeanine Treffers-Daller (eds.): Lost in Transmission: SiBiL 59 HB 978 90 272 0539 1 149.00 104.30 The role of attrition and input in heritage language development. 2020. vii, 276 pp. ❑ Dyson, Bronwen Patricia and Gisela Håkansson: Understanding Second BPA 4 HB 978 90 272 4375 1 143.00 100.10 Language Processing: A focus on Processability Theory.