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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: 'The puzzle of language learning: From child''s play to ‘linguaphobia’'
Author: AlisonWray
Institution: 'Cardiff University'
Linguistic Field: 'Applied Linguistics; Language Acquisition'
Abstract: A new education policy for England, announced in Spring 2007, aims to introduce the learning of a foreign language to all children from the age of 8 by the year 2010. But there was a similar initiative in the 1960s and it didn't work then, so why should it now? This presentation explores the reasons underlying the belief that children can ‘naturally’ learn another language if they begin young enough, and considers reasons why classroom learning may not always tap into whatever natural language learning skills children have. Drawing on a range of previously published research and my own recent empirical studies, I suggest that, unless we are careful, our primary-age children will be flung into an adult-style learning approach, which they are too immature to handle. How, then, can young children's learning potential be exploited most effectively? The role of multiword sequences as a form of lexis is considered, making reference to my model of formulaic language processing e.g. Wray 2002. Consideration is given to how memorising useful wordstrings may assist children in developing a view of language knowledge that promotes effective learning.

CUP at LINGUIST

This article appears in Language Teaching Vol. 41, Issue 2, which you can read on Cambridge's site or on LINGUIST .



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