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Volume 3 (2003)
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Susan H. Foster-Cohen
Foster-Cohen, Susan H.
Susan H.
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University of Canterbury
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University of Basel
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What appears as an eclectic collection of papers at first is actually a very rich and interesting volume. All the papers illustrate a detailed analysis of different linguistic phenomena from several theoretical frameworks which may be overlooked in North-American publications. In many cases, the individual papers are part of larger, long term research projects with well thought-out goals, empirical and theoretical questions. In all cases, they underlie the complexity and wealth of issues facing researchers in both L1 and L2 acquisition.
Dalila Ayoun, University of Arizona on Linguist List 15.1862, 2004
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University of Canterbury
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Simona Pekarek Doehler
Pekarek Doehler, Simona
Simona
Pekarek Doehler
University of Basel
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Article
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On the existence of scrambling in the grammar of Japanese elementary EFL learners
1
A01
Yoichi Miyamoto
Miyamoto, Yoichi
Yoichi
Miyamoto
Osaka University, Osaka, Japan
2
A01
Yuka Iijima
Iijima, Yuka
Yuka
Iijima
International Christian University, Tokyo, Japan
01
This paper examines the representation of English WH-phrase movement in the grammars of Japanese elementary and intermediate EFL learners. It argues that elementary level speakers allow movement of the kind *<i>How many<sub>i</sub> did Bill think t<sub>i</sub> students are smart?</i> and that this is because they treat WH-movement as scrambling. By contrast, intermediate EFL learners do not allow such movement. Given that scrambling is optional, the elementary subjects should also allow WH-phrases <i>in situ</i>. However, this is not the case for some of the speakers. It is suggested that in these cases, informants have an obligatory stylistic WH-fronting rule. It was also found that while the intermediate proficiency EFL learners have acquired the movement property of English WH-phrases, they have not acquired their quantificational force. It is argued that this follows if the F<sub>quant</sub> Absorption parameter proposed by Watanabe (2000) has not been reset from its Japanese value.
10
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JB code
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56
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Article
5
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The interpretation of pronouns by Japanese Learners of English
The
interpretation of pronouns by Japanese Learners of English
1
A01
Myoko Ito
Ito, Myoko
Myoko
Ito
Tsuda College/Daito Bunka University
01
The purpose of this paper is to examine whether adult L2 learners of English have the same kinds of problem interpreting pronouns as L1 learning children do. Based on Reinhart and Reuland’s (1993) ‘Reflexivity’ and Grodzinsky and Reinhart’s (1993) ‘Rule I’, specific error patterns were predicted for 58 Japanese high school students, as compared to 14 English native controls, and 40 Japanese native controls. The experimental sentences included simple as well as complex sentences with both quantified and referential antecedents. Results indicate that L2 learners <i>do</i> have similar problems to L1 learning children. Specifically, they can use syntactic and lexical knowledge of English pronouns in interpreting pronoun reference but they have difficulty using the pragmatic principle Rule I.
10
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JB code
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75
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Article
6
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L2 root infinitives uprooted and revisited
1
A01
Elena Gavruseva
Gavruseva, Elena
Elena
Gavruseva
University of Iowa
01
Recent work on child L2 acquisition of English demonstrates that root infinitives (RIs) abound in early language (Gavruseva and Lardière 1996, Haznedar and Schwarz 1997). This paper aims to show that current approaches to RIs (Rizzi 1993/94, Prévost and White 2000) fail to account for the correlations between a predicate’s <i>Aktionsart</i> and its finiteness status. For example, it is shown that statives and punctual eventives are quite consistently finite, whereas non-punctual eventives are ‘optionally’ finite in the L2 data from five children (mean age 7;5). An alternative account of the RI effect is developed, suggesting that verbs in the English lexicon are specified either for an inherent telicity feature or a compositional telicity feature and that the respective features are checked in the aspectual projections with different properties. The central assumption is that syntactic aspectual features are underspecified in early child L2 syntax. The child L2 data are shown to be consistent with this hypothesis.
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101
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Unlearning V2
Transfer, markedness, and the importance of input cues in the acquisition of word order in English by Norwegian children
1
A01
Marit Westergaard
Westergaard, Marit
Marit
Westergaard
University of Tromsø
01
This study investigates how child speakers of a verb second (V2) language acquire the supposedly more basic SVO word order of English. Data comes from approximately 100 Norwegian school children aged 7 to 12 in their acquisition of three related syntactic constructions. The focus of the investigation is the extent of language transfer from the L1, related to questions of markedness. It is shown that there is considerable transfer of Norwegian word order, and the children need to ‘unlearn’ the V2 rule acquired for their first language in the process of learning English. In a cue-based approach to second language acquisition, the input cues that are necessary to reorganize the children’s internalized grammar are identified, and the frequency of these cues is argued to be responsible for the order of acquisition of the various constructions.
10
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JB code
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129
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Article
8
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Long-term effects of an earlier start
An analysis of EFL written production
1
A01
Teresa Navés
Navés, Teresa
Teresa
Navés
M. Rosa Torras M. Luz Celaya Universitat de Barcelona
2
A01
Maria Rosa Torras
Torras, Maria Rosa
Maria Rosa
Torras
3
A01
M. Luz Celaya
Celaya, M. Luz
M. Luz
Celaya
01
The aim of this paper is to analyse the development of the written production of six groups of learners (N=520) in a formal instruction setting and to investigate the effects of onset and age on the levels of attainment in writing performance. The written production was measured after 200, 416 and 726 hours of instruction. Both intragroup and intergroup analyses were carried out (a) to analyse the long-term effects of an earlier start in second language writing in a school setting, (b) to analyse the patterns of development between the four writing component measures depending on learners’ age, and (c) to test whether the relationships found between the measures in the four areas of writing differ depending on learners’ age group. This study concludes that (a) at the end of the instructional period Early Starters still have not surpassed Late Starters, (b) there seem to be two patterns of writing performance depending on learners’ age, and (c) the correlations found between the writing component indicators change depending on learners’ age group.
10
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156
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9
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Towards a characterisation of saliency on first exposure to a second language
1
A01
Rebekah Rast
Rast, Rebekah
Rebekah
Rast
UMR 7023 (CNRS & Université Paris VIII) and The American University of Paris
2
A01
Jean-Yves Dommergues
Dommergues, Jean-Yves
Jean-Yves
Dommergues
Université Paris VIII
01
This paper attempts to shed light on the question of what in the input is perceived and processed by the learner, and how it is processed upon first contact with a target language. Subjects were French learners of Polish who had had no contact with Polish or any other Slavic language before the onset of the project. They were tested on a sentence repetition task before receiving any Polish instruction, after 4 hours of instruction, and again after 8 hours. The results suggest that even as little as 8 hours of exposure induces a recognizable interlanguage; that the influence of global input can be predicted by word length, word stress, phonemic distance, transparency, position and frequency; and that the role these factors play evolves over time. Together the results suggest a way to characterise the notion of saliency in the input.
10
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JB code
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157
181
25
Article
10
01
Native-like attainment in L2 syntax
1
A01
Sonja van Boxtel
Boxtel, Sonja van
Sonja van
Boxtel
University of Nijmegen
2
A01
Theo Bongaerts
Bongaerts, Theo
Theo
Bongaerts
University of Nijmegen
3
A01
Peter-Arno Coppen
Coppen, Peter-Arno
Peter-Arno
Coppen
University of Nijmegen
01
In this study, we test the prediction, derived from the Critical Period Hypothesis, that a native-level of attainment in L2 grammar cannot be reached by learners who start acquiring a second language after the onset of puberty. We selected 30 very advanced German and French late learners (age of arrival less than or equal to 12 years) of Dutch and compared their performance on a grammar test with that of 44 (highly educated) native speakers of Dutch. The test consisted of two tasks: an elicited imitation task and a relative grammaticality judgement task. In these tasks, participants were tested on their knowledge of dummy subject constructions. These construction types were chosen because they are known to be very hard to acquire for learners of Dutch as a second language. The results show that it is possible to attain a native level of proficiency for learners who start acquiring a second language (long) after puberty.
10
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206
24
Article
11
01
Linguistic structure and information organisation
The case of very advanced learners
1
A01
Christiane von Stutterheim
Stutterheim, Christiane von
Christiane
von
Stutterheim
University of Heidelberg
01
This paper addresses the factors that distinguish <i>very</i> 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).
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228
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Producing and learning to produce utterances in social interaction
1
A01
Ulrich Dausendschön-Gay
Dausendschön-Gay, Ulrich
Ulrich
Dausendschön-Gay
University of Bielefeld
01
Developmental research on first and second language acquisition is mainly concerned with cognitive, linguistic or pragmatic aspects of individual speech production treated separately and based on the tenets of separate disciplines or approaches (psycholinguistics, psychology of language, constructivism, conversation analysis). However, some studies try to integrate questions of language acquisition into the much broader context of social interaction in general. This paper argues in favour of such integration, taking a conversationalist perspective on speech and discourse production in social — face-to-face — interaction. In particular, it argues for the systematic integration of all kinds of body movements (traditionally called gestures) and prosody into the analysis of empirical data as a fundamental basis for the development of an interactional grammar and its study in an acquisitional research framework.
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13
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Tearing us apart again
The paradigm wars and the search for validity
1
A01
Tim F. McNamara
McNamara, Tim F.
Tim F.
McNamara
The University of Melbourne
01
Language testing research is an increasingly divided field, as it responds to the paradigm shifts in broader applied linguistics research. One the one hand, language testing validation research places a fundamental emphasis on the generalisability of results and the appropriateness of inferences based on observed learner performances. This involves a rigorous interrogation of the elicitation instruments, judgments, and observations used to make inferences about individual test takers. At the same time, input from non-measurement traditions are leading to the exploration of new insights into the limitations of such inferences, and to a greater understanding of the social values which imbue tests. This epistemological ferment is as much productive as problematic, and its implications extend to research in other areas of applied linguistics, including SLA.
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Volume 3 (2003)
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Susan H. Foster-Cohen
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Foster-Cohen
University of Canterbury
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B01
Simona Pekarek Doehler
Pekarek Doehler, Simona
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Pekarek Doehler
University of Basel
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eng
243
LAN009000
v.2006
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Applied linguistics
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LIN.LA
Language acquisition
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LIN.EDUC
Language teaching
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Multilingualism
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What appears as an eclectic collection of papers at first is actually a very rich and interesting volume. All the papers illustrate a detailed analysis of different linguistic phenomena from several theoretical frameworks which may be overlooked in North-American publications. In many cases, the individual papers are part of larger, long term research projects with well thought-out goals, empirical and theoretical questions. In all cases, they underlie the complexity and wealth of issues facing researchers in both L1 and L2 acquisition.
Dalila Ayoun, University of Arizona on Linguist List 15.1862, 2004
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Susan H. Foster-Cohen
Foster-Cohen, Susan H.
Susan H.
Foster-Cohen
University of Canterbury
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A01
Simona Pekarek Doehler
Pekarek Doehler, Simona
Simona
Pekarek Doehler
University of Basel
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On the existence of scrambling in the grammar of Japanese elementary EFL learners
1
A01
Yoichi Miyamoto
Miyamoto, Yoichi
Yoichi
Miyamoto
Osaka University, Osaka, Japan
2
A01
Yuka Iijima
Iijima, Yuka
Yuka
Iijima
International Christian University, Tokyo, Japan
01
This paper examines the representation of English WH-phrase movement in the grammars of Japanese elementary and intermediate EFL learners. It argues that elementary level speakers allow movement of the kind *<i>How many<sub>i</sub> did Bill think t<sub>i</sub> students are smart?</i> and that this is because they treat WH-movement as scrambling. By contrast, intermediate EFL learners do not allow such movement. Given that scrambling is optional, the elementary subjects should also allow WH-phrases <i>in situ</i>. However, this is not the case for some of the speakers. It is suggested that in these cases, informants have an obligatory stylistic WH-fronting rule. It was also found that while the intermediate proficiency EFL learners have acquired the movement property of English WH-phrases, they have not acquired their quantificational force. It is argued that this follows if the F<sub>quant</sub> Absorption parameter proposed by Watanabe (2000) has not been reset from its Japanese value.
10
01
JB code
eurosla.3.05ito
29
56
28
Article
5
01
The interpretation of pronouns by Japanese Learners of English
The
interpretation of pronouns by Japanese Learners of English
1
A01
Myoko Ito
Ito, Myoko
Myoko
Ito
Tsuda College/Daito Bunka University
01
The purpose of this paper is to examine whether adult L2 learners of English have the same kinds of problem interpreting pronouns as L1 learning children do. Based on Reinhart and Reuland’s (1993) ‘Reflexivity’ and Grodzinsky and Reinhart’s (1993) ‘Rule I’, specific error patterns were predicted for 58 Japanese high school students, as compared to 14 English native controls, and 40 Japanese native controls. The experimental sentences included simple as well as complex sentences with both quantified and referential antecedents. Results indicate that L2 learners <i>do</i> have similar problems to L1 learning children. Specifically, they can use syntactic and lexical knowledge of English pronouns in interpreting pronoun reference but they have difficulty using the pragmatic principle Rule I.
10
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JB code
eurosla.3.06gav
57
75
19
Article
6
01
L2 root infinitives uprooted and revisited
1
A01
Elena Gavruseva
Gavruseva, Elena
Elena
Gavruseva
University of Iowa
01
Recent work on child L2 acquisition of English demonstrates that root infinitives (RIs) abound in early language (Gavruseva and Lardière 1996, Haznedar and Schwarz 1997). This paper aims to show that current approaches to RIs (Rizzi 1993/94, Prévost and White 2000) fail to account for the correlations between a predicate’s <i>Aktionsart</i> and its finiteness status. For example, it is shown that statives and punctual eventives are quite consistently finite, whereas non-punctual eventives are ‘optionally’ finite in the L2 data from five children (mean age 7;5). An alternative account of the RI effect is developed, suggesting that verbs in the English lexicon are specified either for an inherent telicity feature or a compositional telicity feature and that the respective features are checked in the aspectual projections with different properties. The central assumption is that syntactic aspectual features are underspecified in early child L2 syntax. The child L2 data are shown to be consistent with this hypothesis.
10
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JB code
eurosla.3.07wes
77
101
25
Article
7
01
Unlearning V2
Transfer, markedness, and the importance of input cues in the acquisition of word order in English by Norwegian children
1
A01
Marit Westergaard
Westergaard, Marit
Marit
Westergaard
University of Tromsø
01
This study investigates how child speakers of a verb second (V2) language acquire the supposedly more basic SVO word order of English. Data comes from approximately 100 Norwegian school children aged 7 to 12 in their acquisition of three related syntactic constructions. The focus of the investigation is the extent of language transfer from the L1, related to questions of markedness. It is shown that there is considerable transfer of Norwegian word order, and the children need to ‘unlearn’ the V2 rule acquired for their first language in the process of learning English. In a cue-based approach to second language acquisition, the input cues that are necessary to reorganize the children’s internalized grammar are identified, and the frequency of these cues is argued to be responsible for the order of acquisition of the various constructions.
10
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JB code
eurosla.3.08nav
103
129
27
Article
8
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Long-term effects of an earlier start
An analysis of EFL written production
1
A01
Teresa Navés
Navés, Teresa
Teresa
Navés
M. Rosa Torras M. Luz Celaya Universitat de Barcelona
2
A01
Maria Rosa Torras
Torras, Maria Rosa
Maria Rosa
Torras
3
A01
M. Luz Celaya
Celaya, M. Luz
M. Luz
Celaya
01
The aim of this paper is to analyse the development of the written production of six groups of learners (N=520) in a formal instruction setting and to investigate the effects of onset and age on the levels of attainment in writing performance. The written production was measured after 200, 416 and 726 hours of instruction. Both intragroup and intergroup analyses were carried out (a) to analyse the long-term effects of an earlier start in second language writing in a school setting, (b) to analyse the patterns of development between the four writing component measures depending on learners’ age, and (c) to test whether the relationships found between the measures in the four areas of writing differ depending on learners’ age group. This study concludes that (a) at the end of the instructional period Early Starters still have not surpassed Late Starters, (b) there seem to be two patterns of writing performance depending on learners’ age, and (c) the correlations found between the writing component indicators change depending on learners’ age group.
10
01
JB code
eurosla.3.09ras
131
156
26
Article
9
01
Towards a characterisation of saliency on first exposure to a second language
1
A01
Rebekah Rast
Rast, Rebekah
Rebekah
Rast
UMR 7023 (CNRS & Université Paris VIII) and The American University of Paris
2
A01
Jean-Yves Dommergues
Dommergues, Jean-Yves
Jean-Yves
Dommergues
Université Paris VIII
01
This paper attempts to shed light on the question of what in the input is perceived and processed by the learner, and how it is processed upon first contact with a target language. Subjects were French learners of Polish who had had no contact with Polish or any other Slavic language before the onset of the project. They were tested on a sentence repetition task before receiving any Polish instruction, after 4 hours of instruction, and again after 8 hours. The results suggest that even as little as 8 hours of exposure induces a recognizable interlanguage; that the influence of global input can be predicted by word length, word stress, phonemic distance, transparency, position and frequency; and that the role these factors play evolves over time. Together the results suggest a way to characterise the notion of saliency in the input.
10
01
JB code
eurosla.3.10box
157
181
25
Article
10
01
Native-like attainment in L2 syntax
1
A01
Sonja van Boxtel
Boxtel, Sonja van
Sonja van
Boxtel
University of Nijmegen
2
A01
Theo Bongaerts
Bongaerts, Theo
Theo
Bongaerts
University of Nijmegen
3
A01
Peter-Arno Coppen
Coppen, Peter-Arno
Peter-Arno
Coppen
University of Nijmegen
01
In this study, we test the prediction, derived from the Critical Period Hypothesis, that a native-level of attainment in L2 grammar cannot be reached by learners who start acquiring a second language after the onset of puberty. We selected 30 very advanced German and French late learners (age of arrival less than or equal to 12 years) of Dutch and compared their performance on a grammar test with that of 44 (highly educated) native speakers of Dutch. The test consisted of two tasks: an elicited imitation task and a relative grammaticality judgement task. In these tasks, participants were tested on their knowledge of dummy subject constructions. These construction types were chosen because they are known to be very hard to acquire for learners of Dutch as a second language. The results show that it is possible to attain a native level of proficiency for learners who start acquiring a second language (long) after puberty.
10
01
JB code
eurosla.3.11stu
183
206
24
Article
11
01
Linguistic structure and information organisation
The case of very advanced learners
1
A01
Christiane von Stutterheim
Stutterheim, Christiane von
Christiane
von
Stutterheim
University of Heidelberg
01
This paper addresses the factors that distinguish <i>very</i> 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).
10
01
JB code
eurosla.3.12dau
207
228
22
Article
12
01
Producing and learning to produce utterances in social interaction
1
A01
Ulrich Dausendschön-Gay
Dausendschön-Gay, Ulrich
Ulrich
Dausendschön-Gay
University of Bielefeld
01
Developmental research on first and second language acquisition is mainly concerned with cognitive, linguistic or pragmatic aspects of individual speech production treated separately and based on the tenets of separate disciplines or approaches (psycholinguistics, psychology of language, constructivism, conversation analysis). However, some studies try to integrate questions of language acquisition into the much broader context of social interaction in general. This paper argues in favour of such integration, taking a conversationalist perspective on speech and discourse production in social — face-to-face — interaction. In particular, it argues for the systematic integration of all kinds of body movements (traditionally called gestures) and prosody into the analysis of empirical data as a fundamental basis for the development of an interactional grammar and its study in an acquisitional research framework.
10
01
JB code
eurosla.3.13mcn
229
238
10
Article
13
01
Tearing us apart again
The paradigm wars and the search for validity
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Tim F. McNamara
McNamara, Tim F.
Tim F.
McNamara
The University of Melbourne
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Language testing research is an increasingly divided field, as it responds to the paradigm shifts in broader applied linguistics research. One the one hand, language testing validation research places a fundamental emphasis on the generalisability of results and the appropriateness of inferences based on observed learner performances. This involves a rigorous interrogation of the elicitation instruments, judgments, and observations used to make inferences about individual test takers. At the same time, input from non-measurement traditions are leading to the exploration of new insights into the limitations of such inferences, and to a greater understanding of the social values which imbue tests. This epistemological ferment is as much productive as problematic, and its implications extend to research in other areas of applied linguistics, including SLA.
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