This paper addresses the factors that distinguish very advanced learners from native speakers, investigating the difficulties which arise in overcoming the final thresholds in the learning process. Firstly, it compares different linguistic systems with respect to specific grammaticised categories, showing how these categories relate to patterns of information organisation at text level, with the assumption that the principles underlying these patterns form part of the learner’s linguistic knowledge. Secondly, it demonstrates that L2-learners who master the formal system of the target language to a near-perfect degree still have problems in applying forms in context in accordance with the principles of information organisation which grammaticised forms entail in the target language. The domains investigated are event-time structures. The languages investigated in the empirical study are Algerian Arabic, English, German, Spanish, and Norwegian, and advanced learner languages (English and German).
2015. Influences of Previously Learned Languages on the Learning and Use of Additional Languages. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 69 ff.
2016. Clarifying the Scope of Conceptual Transfer. Language Learning 66:3 ► pp. 608 ff.
2020. A Cognitive Grammar Perspective on Temporal Conceptualization in SLA. Studia Anglica Posnaniensia 55:s1 ► pp. 223 ff.
2017. A study on conceptual transfer in the use of prepositions in English writing by Chinese secondary school students. Crossroads. A Journal of English Studies :17(2) ► pp. 62 ff.
2017. A Review of Studies on Conceptual Transfer. Modern Linguistics 05:02 ► pp. 166 ff.
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