Books

In this volume, second language (L2) acquisition researchers and creolists engage in a dialogue, focusing on processes at work in L2 acquisition and creole genesis. The volume opens with an overview of the relationship between L2 acquisition and pidgins/creoles (Siegel). The first group of papers addresses current language contact at a societal or an individual level (Smith; Terrill and Dunn; Bruhn de Garavito and Atoche; Liceras et al.; Müller). The second section focuses on processes characterizing various stages of L2 acquisition and creole genesis: relexification and transfer from the L1 and their role in the initial state (Sprouse; Schwartz; Kouwenberg; Aboh; Ionin). Chapters in the third section discuss processes involved in developing grammars, namely, reanalysis and restructuring (Sánchez; Brousseau and Nikiema; Steele and Brousseau). The final section concentrates on fossilization and the end state (Cornips and Hulk; Montrul; Lardiere). Between them, the chapters cover lexical, morphological, phonological, semantic and syntactic properties of interlanguage grammars and creole grammars.

This book is the first edited volume to compile up-to-date scholarship that discusses frontier knowledge on second language (L2) collaborative writing (CW) and highlights technology-mediated solutions to it. The volume consists of conceptual papers and empirical studies that explore theoretical, methodological, and pedagogical approaches to CW in face-to-face, online, and hybrid learning contexts. The ten chapters of the book are divided into three sections: (1) theoretical perspectives and a methodological review of CW; (2) empirical research addressing the processes, products, and effects pertaining to CW; (3) pedagogical aspects relevant to CW, namely task design, technology use, and assessment. By examining the implementation of various CW tasks across modes, genres, and L2 learning settings, this book re-evaluates the practices of CW and illustrates how diverse forms of CW can facilitate students’ L2 learning and writing development.

To date, the field of L3 acquisition research has had a heavy focus on the initial state of the L3 grammar. While this initial state research is critical to understanding L3 acquisition as a whole, in order for an explanatory understanding of language acquisition in the multilingual mind, the field needs to expand its scope beyond this area of focus. This volume brings together L3 acquisition and multilingualism researchers in order to discuss the state of the field and introduce new ideas related to the development of post-initial L3 knowledge, and the relationship among languages in the multilingual mind. It includes contributions related to syntactic, phonological, and lexical development beyond the L3 initial state. The purpose of this volume is to expand the current academic discussions within this field, by emphasizing the role of the developmental process in an L3 context, with the hope of inspiring further research in this domain.

Die Frage nach der Laien in der Philosophie des späteren Mittelalters wurde bis jetzt kaum oder gar nicht thematisiert. Entweder beschränkte sich die philosophiehistorische Forschung auf die Erschliessung der Texte aus der gelehrten und universitären Tradition des Philosophierens oder unterließ es, den Stand der Philosophierenden oder Adressaten zu berücksichtigen. Indessen zeigt bereits ein sehr oberflächlicher Blick auf die im späteren Mittelalter produzierten Texte philosophischen Inhalts, daß es sich lohnt, die Frage nach den »Laien« und ihrer Beziehung zur Philosophie aufzuwerfen: Es läßt sich in der Tat eine stattliche Zahl von Texten identifizieren, die für Laien geschrieben worden sind. Nicht weniger bedeutsam sind jene Texte, die von Laien verfaßt wurden. Es genügt, an Dante, Lull und Christine von Pisan zu erinnern. Sind diese Fakten für die Philosophiehistorie belanglos oder eröffnen sie den Zugang zu einer anderen Wahrnehmung der Philosophie im Mittelalter? In den fünf Studien dieses Bandes wird dafür plädiert, daß es sich lohnt, die Frage nach dem Verhältnis von Laien und Philosophie genauer zu untersuchen. Dank einer sehr reichhaltigen Dokumentation eröffnet dieser Band den Zugang zu einer bisher völlig vernachlässigten Welt der mittelalterlichen Philosophie, von der die Philosophiegeschichte in Zukunft nicht mehr wird abstrahieren können. Mit gutem Recht kann hier von der Entdeckung eines anderen philosophischen Mittelalters gesprochen werden.

The relationship between landscape and culture seen through language is an exciting and increasingly explored area. This ground-breaking book contributes to the linguistic examination of both cross-cultural variation and unifying elements in geographical categorization. The study focuses on the contrastive lexical semantics of certain landscape words in a number of languages. The aim is to show how geographical vocabulary sheds light on the culturally and historically shaped ways people see and think about the land around them.

Notably, the study presents landscape concepts as anchored in a human-centred perspective, based on our cognition, vision, and experience in places. The Natural Semantic Metalanguage (NSM) approach allows an analysis of meaning which is both fine-grained and transparent. The book is aimed, first of all, at scholars and students of linguistics. Yet it will also be of interest to researchers in geography, environmental studies, anthropology, cultural studies, Australian Studies, and Australian Aboriginal Studies because of the book’s cultural take.

Few literary phenomena are as elusive and yet as persistent as realism. While it responds to the perennial impulse to use literature to reflect on experience, it also designates a specific set of literary and artistic practices that emerged in response to Western modernity. Landscapes of Realism is a two-volume collaborative interdisciplinary investigation of this vast territory, bringing together leading-edge new criticism on the realist paradigms that were first articulated in nineteenth-century Europe but have since gone on globally to transform the literary landscape. Tracing the manifold ways in which these paradigms are developed, discussed and contested across time, space, cultures and media, this second volume shows in its four core essays and twenty-four case studies four major pathways through the landscapes of realism: The psychological pathways focusing on emotion and memory, the referential pathways highlighting the role of materiality, the formal pathways demonstrating the dynamics of formal experiments, and the geographical pathways exploring the worlding of realism through the encounters between European and non-European languages from the nineteenth century to the present.

Les lois générales gouvernant la formation des théories sont valable dans la pragmatique comme partout ailleurs où se manifeste l’ambition théorique. La méthodologie adequate, ici come ailleurs, est plutôt celle de la reconstruction et de la découverte que celle de la description et de l’interpretation. Il faut que la noyau théorique, évalué par les critères internes d’adéquation, de cohérence et de simplicité, ait une dynamique reconstructiviste d’expansion. La question à résoudre n’est pas: quel est l’object de ma science, mais bien plutôt: comment est l’object de ma science si ma théorie a de telles propriétés, une telle structure interne? Telle est d’ailleurs le perspective qui oriente le présent volume.

Language Acquisition and the Form of the Grammar attempts to re-think the ideal organization of the grammar, given its need to be learned. The book proposes a fundamental connection between the form of the adult grammar and the sequence of grammars which the child adopts in first language acquisition. Challenging the conventional division between language acquisition and syntax, this influential work constructs a new understanding of phrase structure, bringing syntactic data to bear on phrase structure composition. Two new phrase structure composition operations are proposed, Adjoin-α, which adjoins adjuncts into the structure, and Project-α, which fuses open class and closed class structures. The author also introduces the novel concept of subgrammars, successively larger grammars that take the child from the initial state to the adult grammar. This work will be of interest to those in the areas of syntax, language acquisition, learnability, and cognitive science in general.

Language Acquisition in CLIL and Non-CLIL Settings builds a bridge between Second Language Acquisition and Learner Corpus Research (LCR) methodologies to take the evaluation of Content and Language Integrated Learning (CLIL) to a new level. The study innovates in two main ways. First, it is based on a highly diversified L2 database which includes learner corpus data as well as experimental data from the same learners. These linguistic components of the database are complemented with extensive information on learner variables, including cognitive and affective factors, which are rarely studied in LCR. Second, the study relies on multifactorial statistical analyses to assess the effectiveness of CLIL itself as well as the impact of the selectivity inherent in the CLIL system, which has frequently been ignored. The linguistic focus of the study is the English passive, which is investigated in CLIL and non-CLIL teaching materials, and subsequently related to learner output.

This publication constitutes essential reading for academics, teachers and language policy makers wanting to understand, plan, and implement an educational language program involving learner mobility.

The book provides data and analyses from a long-term program of research on study abroad (the SALA Project), which looked into the short and long-term effects of instructional and mobility contexts on language and cultural development from two perspectives: the participants’ language acquisition development over 2,5 years, and the practitioners’ perspective in relation to the design and implementation of a mobility program. The book is innovative in the longitudinal data it offers, the light it sheds on (i) an array of language skills, both productive and receptive, oral and written, tapping into phonology, lexis, grammar and discourse, (ii) the role of individual differences (including attitudes, motivation, beliefs, and intercultural awareness), and (iii) the insights on the effects of length of stay. In sum, this book represents a welcome addition to previous research on the outcomes of mobility policies to promote L2 learners’ linguistic development and the individual and educational conditions that appear to facilitate success in study abroad programs.