Variability and Variation in Second Language Acquisition Orders: A Dynamic Reevaluation What Counts as a Developmental Sequence? Exemplar‐Based L2 Learning of English Questions Processing Determinism Announcements from the General Editor Orders and Sequences in the Acquisition of L2 Morphosyntax, 40 Years On: An Introduction to the Special Issue An Outline of Processability Theory and Its Relationship to Other Approaches to SLA Exploring Regularities and Dynamic Systems in L2 Development Discussion: How Different Can Perspectives on L2 Development Be? Natural or Artificial: Is the Route of L2 Development Teachable?
Linguistics can be defined intensionally, as the scientific study of language, or extensionally, as what linguists do in their professional capacity. Over the past few decades, linguistic research has expanded and diversified into nearly every possible area of language science, and the volume, diversity, and quality of relevant publications have increased in proportion. Recognizing these changes, the Board of Directors of Annual Reviews has decided to add linguistics to their distinguished series of systematic examinations of current scientific literature. We are happy to launch the Annual Review of Linguistics with this first volume.
The goal of the Annual Review of Linguistics is to offer access to significant developments across our increasingly diverse field, including all scientific approaches to the study of speech, language, and communication, as well as significant applications of linguistics in technology, medicine, law, education, and public policy. Articles are written for an audience that is centered on the core disciplines of academic linguistics, but extends to researchers, teachers, and students in all fields that are concerned with the forms and functions of human language. If we succeed in our mission, articles should be of benefit to both specialists and nonspecialists, to experts as well as to students, to teachers of introductory courses, and to scholars in neighboring fields.
This paper presents some of the difficulties of teaching languages, in particular English, in the context of LSP/LAP2 programmes in French universities. The main focus of this paper will be the importance of prosody, especially in English, as an area where these difficulties may be addressed. We will outline the various solutions that are currently being put into place as part of the Innovalangues project, a six-year international language teaching and research project headed by Université Stendhal (Grenoble 3), France. The project has substantial funding from the French Ministry of Higher Education and Research and its mission is to develop innovative tools and measures to help LSP/LAP learners reach B2 on the Common European Framework of Reference for Languages (CEFRL). The languages concerned are English, Italian, Spanish, Chinese, Japanese and possibly French as a foreign language. Initially the project will be focusing on the needs of Grenoble’s students, but the objective is to make the tools and resources developed freely available to the wider community. Oral production and reception are at the heart of Innovalangues. We believe, along with many other researchers, that prosody is key to comprehension and to intelligibility (Kjellin 1999a, Kjellin 1999b, Munro and Derwing 2011, Saito 2012), particularly given the important differences between English and French prosody (Delattre 1965; Hirst and Di Cristo 1998; Frost 2011). In this paper, we will present the particular difficulties inherent in teaching English (and other foreign languages) in the context of ESP/EAP3 in French universities and some of the solutions that we are implementing through this project (Picavet et al., 2012; Picavet et al 2013; Picavet and Frost 2014). These include an e-learning platform for which various tools are being developed, teacher training seminars focusing on prosody and the collection of data for research.
January 3, 2015 Here is an interesting visual to take you into a short etymological journey to discover the origins of some commonly used words in the contemporary discourse. Surprisingly enough, all...
The papers presented in this issue are the result of a workshop held at the University of Nottingham in December 2012 as part of an Arts and Humanities Research Council research network Towards a History of Modern Foreign Language Teaching and Learning (2012–14) intended to stimulate historical research into language teaching and learning. This, the first workshop in the programme, focused on exchanging information on the history of language learning and teaching (HoLLT) across the different language traditions, for it had become clear to us that scholars working within their own language disciplines were often relatively unaware of work outside these. We hope that this special issue — with overview articles on the history of English, French, German, and Spanish as second/foreign languages — will help overcome that lack of awareness and facilitate further research collaboration. Charting the history of language teaching and learning will, in turn, make us all better informed in facing challenges and changes to policy and practice now and in the future.
People have long debated about the global influence of languages. The speculations that fuel this debate, however, rely on measures of language importance—such as income and population—that lack external validation as measures of a language’s global influence. Here we introduce a metric of a language’s global influence based on its position in the network connecting languages that are co-spoken. We show that the connectivity of a language in this network, after controlling for the number of speakers of a language and their income, remains a strong predictor of a language’s influence when validated against two independent measures of the cultural content produced by a language’s speakers.
Links that speak: The global language network and its association with global fame Shahar Ronen, Bruno Gonçalves, Kevin Z. Hu, Alessandro Vespignani, Steven Pinker, and César A. Hidalgo
A new study is exploring how a person’s native language can influence the way the brain processes auditory words in a second language.
Annie Tremblay: [C]ues, such as intonation, are harder to master and are more likely to be influenced by a speaker’s native language. Tremblay points to English where a stressed syllable is a strong indication that a new word is beginning. But in French the opposite is true; prominent syllables tend to be at the end of words.
“This kind of information can’t be memorized in a language such as French. It has to be computed. And this is where second language learners struggle,” Tremblay said.
An example of confusion is the French phrase for cranky cat, which in French is “chat grincheux.” For a brief second, the phrase can sound like the English pronunciation for “chagrin,” a word with French origins.
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