No CrossRef data available.
Article contents
SLA Models and Issues: Acquisition of Semantics
Published online by Cambridge University Press: 19 November 2008
Extract
Semantic aspects of learner varieties have only recently gained the interest of second language acquistion [SLA] researchers. This is partly a consequence of some shifts in SLA theory and partly due to the discussion of “form” and “function” and the notions “pragmatics” and “semantics” in linguistic theory. There are two corollaries in recent SLA research: interlanguages should be described on the basis of their use in real communication situations, and the process of learning (strategies and stages in course of acquisition) should be the focus of empirical work. (For a discussion of process and product cf., Dittmar 1984.) As a matter of fact, the present standard paradigm in SLA is the description of learner varieties “outside the classroom” with a focus on “learning without explicit teaching” (also known by the somewhat misleading term undirected learning ) under natural conditions of communication with an emphasis on cross-sectional studies in the seventies (cf., Klein and Dittmar 1979) and on longi- tudinal research in the eighties (cf., Perdue 1982).
- Type
- Process and product in sla
- Information
- Copyright
- Copyright © Cambridge University Press 1988
References
UNANNOTATED BIBLIOGRAPHY
Bates, E, et al. 1982. Functional constraints in sentence processing: A coross-linguistic study Cognition. 11. 245–299.CrossRefGoogle ScholarPubMed
Becker, A., Carroll, M., and Kelly, (eds.) 1988. Reference to space: Final report. Vol. IV. Strasbourg: european Science Foundation.Google Scholar
Bhardwaj, M., Dietriech, R., and Noyau, C. (eds.) 1988. Temporality: Final report. Vol. V. Strasbourg: european Science Foundation.Google Scholar
Bickerton, D. 1975. The dynamics of a creole system. Cambridge: Cambrudge University Press.Google Scholar
Bloom, L. 1970. Language development: From and function in emergent grammars. cambridge, MA:, MIT Press.Google Scholar
Bialystok, E. and Fröhlich, M.. 1977. Aspects of second language learning in classroom settings Working papers on bilingualism. 13 1–26.Google Scholar
Broeder, P., et al. 1988. Processes in the developing lexicon. Tilburg: european Science Foundation.Google Scholar
Blum, S. and Levenston, E.. 1978. Universals of lexical simplification. Language Learning. 28. 399–415.CrossRefGoogle Scholar
Clark, E. and Clark, H.. 1977. The psychology of language: An introduction of psycholinguistics. New York: Harcourt, Brace Jovanovich.Google Scholar
Dittmar, N. 1981. On the verbal organization of L2 tense marking in an elicited translation task by Spanish immigrants in Germany. Studies in second language acquistition. 3. 2. 136–164.CrossRefGoogle Scholar
Dittmar, N.et al. 1988. Die Erlernung modaler Konzepte des Deutschen durch erwachsene polnische Migranten. Eine empirische Längsschnittstudie. [The acquistition of modal concepts in German by adult polish migrants. An empirical longitudinal study.] Berliner Papiere Zum Zweitspracherwerb. [Berlin papers on second language acquisition.] 1. 1–57.Google Scholar
Givón, T. 1979. Discourse and syntax. New York: Academic Press. [Syntax and semantics, 12.]Google Scholar
Gutfleisch, I., Dittmar, N., and Rieck, B.-O.. 1979. Interimsprachen-und Fehleranalyse. Teilkommentierte Bibliographie zur Zweitspracherwerbsforschung 1967–1978. [Interim interlanguage and error analysis. Selectively annotated bibliography on second language acquisition research 1967–1978.] Linguistische Berichte.[Linguistic reports.] 64: 105–142 (part 1) and 65: (part 2).Google Scholar
Hopper, P. 1987. Emergent grammar and the a priori grammar postulate. In Tannen, D. (ed.) Linguistics in Context: Connecting observation and understanding. Norwood, NJ: Ablex. 117–134. [ Advances in Discourse Processes series, 29.]Google Scholar
Heidelberg Research Project “Pidgin-German.” 1975. Sprache und Kommunikation ausländischer Arbeitnehmer. Analysen, Berichte, Materialien. [Language and communication of foreign workers. Analyses, reports, materials.] Kronberg, Ts.Google Scholar
Klein, W. and Dittmar, N.. 1988. Developing grammars: The acquisition of German by foreign workers. Heidelberg: springer Verlag.Google Scholar
Klein, W. and Perdue, C. (eds.) 1988. Utterance structure. Final report. Vol. 1 Strasbourg: European Science Foundation.Google Scholar
Kuhberg, H. 1986. Der Erwerb der Temporalität des Deutschen durch zwei elfjährige Kinder mit ausgangssprache Türkisch und Polnisch. Eine Longitudinal-untersuchung. [An acquisition of temporality in German by two eleven-year old children with first languages of Turkish and Polish. A longitudinal study] Frankfurt: Perter Lang.Google Scholar
Miller, G. A. and Johnson-Laird, P. N.. 1976. Systematicity/variability and stability/instability in interlanguage systems. In Brown, H. D. (ed.) Papers in second language acquisition. Ann Arobor, MI: University of Michigan Press.Google Scholar
Pfaff, C. W. 1987a. Functional approaches to interlanguage. In Pfaff, C. W. (ed.) First and second language acquisition processes. Cambridge, MA: Newbury House. 81–102.Google Scholar
Pfaff, C.W.. (ed.) 1987b. First and second language acquisition processes. Cambridge, MA: Newbury House.Google Scholar
Sankoff, G. 1980. The social life of language. Philadelphia, PA: University of Pennsylvania Press.CrossRefGoogle Scholar
Schumacher, M. 1988. Der Ausdruck räumlicher Referenz in Lernervarietäten von polnischen Migranten. Eine empirische Studie anhand longitudinaler Daten. [The expression of spatial reference in learner varieties of Polish migrants. An empirical study based on longitudinal data.] Berline Papier zum Zweitspracherwerb. [Berkuber oaoers ib secibd kabguage acquisition.] 3.Google Scholar
von, Stutterheim C. and Klein, W.. 1987. A concept-oriented approach to second language studies. In Pfaff, C. W. (ed.) First and second language acquisition processes. Cambridge, MA: Newbury House. 191–205.Google Scholar