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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: Second language assessment and morphosyntactic development
Author: Patti Spinner
Institution: Michigan State University
Linguistic Field: Applied Linguistics; Language Acquisition; Psycholinguistics
Subject Language: English
Abstract: The purpose of this study is to begin work toward a grammatical assessment measure that could bridge the gap between theoretical work on grammatical development, on the one hand, and tools such as the Michigan Test (which uses multiple-choice questions on vocabulary and grammar) or the American Council on the Teaching of Foreign Languages scale (which uses holistic descriptions of grammar use), on the other hand. Such a measure would need to be practical to administer with large groups. Two proposals of grammatical development (processability theory, Pienemann, 1998, 2005; and organic grammar, Vainikka & Young-Scholten, 2006) were applied to short samples of spontaneous production data from 48 adult second-language learners of English from mixed first-language backgrounds. The rapid profile scale successfully accounted for the learners’ development but is of somewhat limited use with short samples of data. The organic grammar placement scale may need to be further refined, but it includes important indicators of grammatical development. A preliminary proposal for using a combined measure with a rubric is presented.

CUP AT LINGUIST

This article appears IN Studies in Second Language Acquisition Vol. 33, Issue 4, which you can READ on Cambridge's site .



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