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The Social Origins of Language

By Daniel Dor

Presents a new theoretical framework for the origins of human language and sets key issues in language evolution in their wider context within biological and cultural evolution


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Preposition Placement in English: A Usage-Based Approach

By Thomas Hoffmann

This is the first study that empirically investigates preposition placement across all clause types. The study compares first-language (British English) and second-language (Kenyan English) data and will therefore appeal to readers interested in world Englishes. Over 100 authentic corpus examples are discussed in the text, which will appeal to those who want to see 'real data'


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Free Access 4 You

Free access to several Brill linguistics journals, such as Journal of Jewish Languages, Language Dynamics and Change, and Brill’s Annual of Afroasiatic Languages and Linguistics.


Academic Paper


Title: Learned attention in adult language acquisition
Author: Nick C. Ellis
Institution: University of Michigan
Author: Nuria Sagarra
Email: click here to access email
Homepage: http://span-port.rutgers.edu/personnel/30-faculty/452-nuria-sagarra
Institution: Rutgers University
Linguistic Field: Language Acquisition; Psycholinguistics
Subject Language: Chinese, Mandarin
English
Latin
Russian
Spanish
Abstract: This study investigates associative learning explanations of the limited attainment of adult compared to child language acquisition in terms of learned attention to cues. It replicates and extends Ellis and Sagarra (2010) in demonstrating short- and long-term learned attention in the acquisition of temporal reference in Latin. In Experiment 1, salient adverbs were better learned than less salient verb inflections, early experience of adverbial cues blocked the acquisition of verbal morphology, and, contrariwise—but to a lesser degree—early experience of tense reduced later learning of adverbs. Experiment 2 demonstrated long-term transfer: Native speakers of Chinese (no tense morphology) were less able than native speakers of Spanish or Russian (rich morphology) to acquire inflectional cues from the same language experience where adverbial and verbal cues were equally available. Learned attention to tense morphology in Latin was continuous rather than discrete, ordered with regard to first language: Chinese < English < Russian < Spanish. A meta-analysis of the combined results of Ellis and Sagarra and the current study separates out positive and negative learned attention effects: The average effect size for entrenchment was large (+1.23), whereas that for blocking was moderate (–0.52).

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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