The Lexicon–Syntax Interface in Second Language Acquisition

Editors
| University of Nijmegen
| University of Amsterdam
| University of Amsterdam
| University of Salford
HardboundAvailable
ISBN 9789027224996 (Eur) | EUR 99.00
ISBN 9781588114181 (USA) | USD 149.00
 
e-Book
ISBN 9789027296450 | EUR 99.00 | USD 149.00
 
Second language acquisition has to integrate the totality of the SLA process, which includes both the learning of the core syntax of a language and the learning of the lexical items that have to be incorporated into that syntax. But these two domains involve different kinds of learning. Syntax is learnt through a process of implementing a particular set of universal structures, whereas the learning of lexis is characterised by the building up of associations (or connections). Yet these two systems must come together in the creation of a whole linguistic system in the mind of an individual. This book is designed to state the implications of these two paradigms in as clear a way as possible through examples of the research carried out within each paradigm and to examine how they can be made to inter-relate in a way which would enable us to explain better the overall process of SLA.
[Language Acquisition and Language Disorders, 30]  2003.  viii, 234 pp.
Publishing status: Available
Table of Contents
Acknowledgments
1. Introduction: Second language acquisition research in search of an interface
Richard J. Towell
1–20
2. Locating the source of defective past tense marking in advanced L2 English speakers
Roger Hawkins and Sarah Ann Liszka
21–44
3. Perfect projections
Norbert Corver
45–68
4. L1 features in the L2 output
Ineke van de Craats
69–95
5. Measures of competent gradience
Nigel Duffield
97–127
6. Lexical storage and retrieval in bilinguals
Ton Dijkstra
129–150
7. Inducing abstract linguistic representations: Human and connectionist learning of noun classes
John N. Williams
151–174
8. Neural substrates of representation and processing of a second language
Laura L. Sabourin and Marco Haverkort
175–195
9. Neural basis of lexicon and grammar in L2 acquisition: The convergence hypothesis
David W. Green
197–218
10. The interface: Concluding remarks
Roeland van Hout, Aafke Hulk and Folkert Kuiken
219–226
Name index
227–228
Subject index
229–232
“This work represents the latest developments in the generative/psycholinguistic studies of second language acquisition. It will certainly advance our understanding of this important area of study.”
“All of the chapters are well written, discuss important questions in L2 acquisition research, and use a variety of research methodologies and populations. For these reasons, this book makes an excellent contribution to linguistics, psychology and L2 acquisition. I highly recommend it for graduate students and researchers interested in any of these fields or approaches to L2 acquisition and bilingualism. The editors should be applauded for attempting to bridge the gap between these two often competing approaches to L2 acquisition and for showing that there is much to be gained by bringing the two perspectives together. I hope this book encourages more dialogue and collaboration between researchers in linguistics and psychology.”
“The volume is an insightful and meticulously selected and organised collection of papers on the latest developments in the generative/psycholinguistic studies of L2 grammar. Towell's introduction to the volume goes much beyond an ordinary introduction to papers in a collection: it beautifully contextualises the contributions in generative and psychological paradigms of research in general and the implications for SLA research in particular.”
Cited by

Cited by other publications

HERSCHENSOHN, JULIA & DEBORAH ARTEAGA
2009. Tense and verb raising in advanced L2 French. Journal of French Language Studies 19:3  pp. 291 ff. Crossref logo
Hopp, Holger, Teresa Kieseier, Markus Vogelbacher & Dieter Thoma
2018.  In Foreign Language Education in Multilingual Classrooms [Hamburg Studies on Linguistic Diversity, 7],  pp. 305 ff. Crossref logo
HWANG, Hyesung G. & Lori MARKSON
2018. Locals don't have accents: children weigh phonological proficiency over syntactic or semantic proficiency when categorizing individuals. Journal of Child Language 45:4  pp. 1018 ff. Crossref logo
Shi, Lu-Feng
2011. How “Proficient” Is Proficient? Subjective Proficiency as a Predictor of Bilingual Listeners’ Recognition of English Words. American Journal of Audiology 20:1  pp. 19 ff. Crossref logo

This list is based on CrossRef data as of 01 may 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2003051906