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Vowel Length From Latin to Romance

By Michele Loporcaro

This book "draws on extensive empirical data, including from lesser known varieties" and "puts forward a new account of a well-known diachronic phenomenon."


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Letter Writing and Language Change

Edited By Anita Auer, Daniel Schreier, and Richard J. Watts

This book "challenges the assumption that there is only one 'legitimate' and homogenous form of English or of any other language" and "supports the view of different/alternative histories of the English language and will appeal to readers who are skeptical of 'standard' language ideology."


Academic Paper


Title: The Automatic Cognate Form Assumption: Evidence for the parasitic model of vocabulary development
Paper URL: http://www.reference-global.com/doi/abs/10.1515/iral.2002.008
Author: Christopher J. Hall
Email: click here TO access email
Homepage: www.yorksj.ac.uk/c.hall
Institution: York St John University
Linguistic Field: Applied Linguistics; Psycholinguistics
Abstract: The Parasitic Hypothesis, formulated to account for early stages of vocabulary/L/development in second language learners, claims that on initial exposure/L/to a word, learners automatically exploit existing lexical material in the L1/L/or L2 in order to establish an initial memory representation. At the level of/L/phonological and orthographic form, it is claimed that significant overlaps/L/with existing forms, i.e. cognates, are automatically detected and new forms/L/are subordinately connected to them in the mental lexicon. In the study reported here, English nonwords overlapping with real words in Spanish (pseudocognates), together with noncognate nonwords, were presented to Spanish-speaking learners of English in a word familiarity task. Participants reported significantly higher levels of familiarity with the pseudocognates and showed greater consistency in providing translations for them. These results, together with measures of the degree of overlap between nonword stimuli and translations, were interpreted as evidence for the automatic use of cognates in early word learning.
Type: Individual Paper
Status: Completed
Publication Info: IRAL - International Review of Applied Linguistics in Language Teaching. Vol. 40, No. 2, 69–87.
URL: http://www.reference-global.com/doi/abs/10.1515/iral.2002.008


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