Muutke küpsiste eelistusi

Dynamic Variation in Second Language Acquisition: A language processing perspective [Kõva köide]

(University of Sydney)
Teised raamatud teemal:
  • Kõva köide
  • Hind: 122,85 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Raamatu kohalejõudmiseks kirjastusest kulub orienteeruvalt 2-4 nädalat
  • Kogus:
  • Lisa ostukorvi
  • Tasuta tarne
  • Tellimisaeg 2-4 nädalat
  • Lisa soovinimekirja
Dynamic Variation in Second Language Acquisition: A language processing perspectiveSuurem pilt
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9789027210524.html
Märksõnad:
"Dynamic Variation in Second Language Acquisition makes a cutting-edge contribution to knowledge about how second language learners develop their second language. Drawing comprehensively on Processability Theory's theoretical understanding that individual variation dynamically interacts with ordered stages of language acquisition, the book provides an informative, critical analysis of historical and contemporary debates about the role of variation in linguistic variation, particularly second language variation. Richly illustrated with a forensic year-long study of how eight adolescent learners of English vary in their acquisition of syntax and morphology, this monograph shows that learners vary in their timing of development between two distinct learner types along a continuum and without skipping stages. The book uncovers how learner variation is dynamic and quite (although not entirely) systematic and how this variation contributes to change in the second language. It will be essential reading for researchers, students, and practitioners"--

Dynamic Variation in Second Language Acquisition makes a cutting-edge contribution to knowledge about how second language learners develop their second language. Drawing comprehensively on Processability Theory’s theoretical understanding that individual variation dynamically interacts with ordered stages of language acquisition, the book provides an informative, critical analysis of historical and contemporary debates about the role of variation in linguistic variation, particularly second language variation. Richly illustrated with a forensic year-long study of how eight adolescent learners of English vary in their acquisition of syntax and morphology, this monograph shows that learners vary in their timing of development between two distinct learner types along a continuum and without skipping stages. The book uncovers how learner variation is dynamic and quite (although not entirely) systematic and how this variation contributes to change in the second language. It will be essential reading for researchers, students, and practitioners.
Abbreviations xiii
Acknowledgements xv
Chapter 1 The challenge of dynamic variation in language processing 1(34)
1.1 Introduction
1(1)
1.2 Why a language processing approach to second language variation?
2(4)
1.3 PT's dynamic variational dimension: The variational options hypothesis
6(5)
1.3.1 Developmental problems
7(1)
1.3.2 Developmental trailers and scouts
8(1)
1.3.3 Accuracy differences: Variational options
9(1)
1.3.4 Learner orientation
10(1)
1.4 Research gap
11(2)
1.5 Aim of the book
13(3)
1.6 PT's dynamic developmental dimension: The fixed trajectory
16(10)
1.6.1 Levelt's model and processing procedures
16(2)
1.6.2 LFG and feature unification
18(3)
1.6.3 L2 English morphological stages
21(3)
1.6.4 L2 English syntactic stages
24(2)
1.7 A snapshot of PT's dynamic methodologies
26(3)
1.8 The significance of this book for debate on L2 variation
29(3)
1.8.1 Variation is inherent, systematic and change-making
29(1)
1.8.2 Systematic variation is related to change
30(1)
1.8.3 Unsystematic variation is transformative
31(1)
1.9 Defining L2 variation: Variation and difference
32(1)
1.10 Outline of the book
33(2)
Chapter 2 Contemporary lenses on variation in SLA 35(20)
2.1 Introduction
35(1)
2.2 Sociolinguistics and variationism
36(8)
2.2.1 Defining learner versus target language choices
37(2)
2.2.2 Systematic (and free) variation
39(2)
2.2.3 Variation due to contextual variables
41(3)
2.2.4 Conclusion
44(1)
2.3 Usage based linguistics
44(5)
2.3.1 Learner variation as the focus
44(2)
2.3.2 Regularities in variation
46(1)
2.3.3 Variation due to socio-cognitive factors
47(2)
2.3.4 Conclusion
49(1)
2.4 Dynamic Systems Theory and Complexity Theory
49(4)
2.4.1 Defining variability versus variation
49(1)
2.4.2 Free variation as the driver of change
50(2)
2.4.3 Variation due to multiple socio-cognitive factors
52(1)
2.4.4 Conclusion
53(1)
2.5 Discussion and conclusion
53(2)
Chapter 3 Origins of L2 variation as a dynamic linguistic system 55(10)
3.1 Introduction
55(1)
3.2 The dynamics of the Multidimensional Model
56(4)
3.2.1 Overview
56(1)
3.2.2 The dynamics of psycholinguistic development
57(1)
3.2.3 The dynamics of psycholinguistic variation
58(2)
3.2.4 Conclusion
60(1)
3.3 The dynamics of the Predictive Framework
60(3)
3.3.1 Psycholinguistic development
61(1)
3.3.2 Psycholinguistic variation
61(2)
3.4 Conclusion
63(2)
Chapter 4 Dynamic variation as a dimension of processability 65(42)
4.1 Introduction
65(1)
4.2 The dynamics of the variational options hypothesis
66(16)
4.2.1 Developmental problems
67(3)
4.2.2 Developmental trailers and scouts
70(2)
4.2.3 Variational options
72(4)
4.2.4 Learner orientation: Simplifying (Type A), standardizing (Type B)
76(1)
4.2.5 Empirical support
77(1)
4.2.6 Recapping the hypothesis
78(1)
4.2.7 Variation in PT's developmental features
78(4)
4.3 The dynamics of the developmental style hypothesis
82(19)
4.3.1 Lexical and grammatical morphemes
83(2)
4.3.2 Previous studies of developmental style: A critical self-review
85(1)
4.3.3 Timing of PT's developmental features
86(4)
4.3.4 Timing of Stage 3 syntax and related Stage 4 morphosyntax
90(5)
4.3.5 Timing of verb and noun morphology
95(6)
4.4 The dynamics of developmental change
101(3)
4.4.1 Variation, change, and fossilization
101(1)
4.4.2 Variation, emergence, and change
102(2)
4.5 Conclusion
104(3)
Chapter 5 A methodology for studying dynamic variation 107(18)
5.1 Introduction
107(1)
5.2 A context of L2 acquisition
107(1)
5.3 Individual participants as variable L2 processers
108(2)
5.4 Spoken, task-based communication over time
110(4)
5.4.1 Longitudinal data
110(2)
5.4.2 Task-based data
112(2)
5.4.3 Spoken data
114(1)
5.5 Measuring dynamic variation in development
114(9)
5.5.1 Measuring developmental stages
115(1)
5.5.2 Measuring trailers, scouts, and variational options
116(4)
5.5.3 Measuring developmental style
120(2)
5.5.4 Measuring free variation
122(1)
5.6 Conclusion
123(2)
Chapter 6 Dynamic variation in simplifying developmental problems 125(44)
6.1 Introduction
125(1)
6.2 Syntactic results: From simplifying to standardizing
126(23)
6.2.1 Philomena: Simplifying scout and omission
126(5)
6.2.2 Ellen: Simplifying scout and omission
131(2)
6.2.3 Mary: Simplifying scout and omission
133(3)
6.2.4 Andre: Simplifying with intra-learner variation
136(3)
6.2.5 Samia: Simplifying scout and omission
139(2)
6.2.6 Yan: Simplifying (delayed) scout and omission
141(3)
6.2.7 Amir: Standardizing trailer and avoidance
144(1)
6.2.8 Daniel: Standardizing trailer and avoidance?
145(3)
6.2.9 Summary
148(1)
6.3 Morphological results: From simplifying to standardizing
149(15)
6.3.1 Philomena: Simplifying scout and violation
149(3)
6.3.2 Mary: Simplifying scout and violation
152(1)
6.3.3 Daniel: Simplifying scout and violation
153(2)
6.3.4 Ellen: Simplifying scout and violation
155(2)
6.3.5 Yan: Simplifying but sensitivity to the context
157(2)
6.3.6 Andre: Simplifying scout and balanced options
159(2)
6.3.7 Amir: Simplifying scout and avoidance
161(2)
6.3.8 Samia: Standardizing trailer and balanced options?
163(1)
6.3.9 Summary
164(1)
6.4 Overall summary
164(1)
6.5 Discussion and conclusion
165(4)
Chapter 7 Dynamic variation in developmental style 169(50)
7.1 Introduction
169(1)
7.2 Overview of the learners' style
170(1)
7.3 Timing of information questions
171(19)
7.3.1 Philomena: Reliance on Stage 3 syntax
172(4)
7.3.2 Ellen: Reliance on Stage 3 syntax
176(3)
7.3.3 Mary: Reliance on Stage 3 syntax
179(2)
7.3.4 Samia style: Reliance on Stage 3 syntax
181(2)
7.3.5 Andre: Reliance on Stage 3 syntax, with elaboration
183(2)
7.3.6 Yan: Reliance on canonical order, no Stage 4 co-timing
185(1)
7.3.7 Amir: Stage 4 morphosyntax, formulae
186(1)
7.3.8 Daniel: Reliance on canonical order, co-timing of Stage 4 morphosyntax
187(3)
7.3.9 Summary
190(1)
7.4 Timing of noun and verb morphology
190(19)
7.4.1 Ellen: Dependence on words
192(3)
7.4.2 Mary: Morphological lag
195(2)
7.4.3 Philomena: Morphological lag
197(3)
7.4.4 Yan: Morphological lag
200(2)
7.4.5 Amir's style: Morphological lag
202(2)
7.4.6 Andre: Morphological lag
204(1)
7.4.7 Samia: Co-timing of morphology and syntax
205(1)
7.4.8 Daniel: Co-timing of morphology and syntax
206(2)
7.4.9 Summary
208(1)
7.5 From syntax-first to morphology and syntax
209(6)
7.5.1 Ellen: Syntax-first (Stages 2 to 4)
210(1)
7.5.2 Yan: Syntax-first (Stages 2 to 4)
211(1)
7.5.3 Mary: Syntax-first (Stages 3 to 4)
212(1)
7.5.4 Philomena: Syntax-first (Stages 3 to 4)
212(1)
7.5.5 Andre: Syntax-first (Stages 3 to 4)
212(1)
7.5.6 Amir: Syntax-first (Stage 4)
213(1)
7.5.7 Samia: Mixed morphosyntactic (Stages 3 to 4)
214(1)
7.5.8 Daniel: Mixed morphosyntactic (Stages 2 to 4)
214(1)
7.6 Discussion and conclusion
215(4)
Chapter 8 Processability and developmental change 219(22)
8.1 Introduction
219(2)
8.2 Ellen: No free variation
221(5)
8.3 Philomena: Emergence as driver
226(4)
8.4 Yan: Emergence as driver
230(3)
8.5 Daniel: Free variation?
233(3)
8.6 Overall results
236(2)
8.7 Discussion and conclusion
238(3)
Chapter 9 The contribution of dynamic variation to SLA 241(8)
9.1 Introduction
241(1)
9.2 Dynamic variation in L2 development
242(7)
9.2.1 Variational options results
242(1)
9.2.2 Developmental style results
243(1)
9.2.3 Implications of variational options and developmental style
244(2)
9.2.4 Developmental change results
246(1)
9.2.5 Implications of developmental change
246(3)
References 249(8)
Appendix 257(8)
Name index 265(2)
Subject index 267