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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 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: Between learning and playing? Exploring learners’ perceptions of corrective feedback in an immersive game for English pragmatics
Author: Frederik Cornillie
Institution: Interdisciplinary Research on Technology, University of Leuven
Author: Geraldine Clarebout
Institution: Interdisciplinary Research on Technology, University of Leuven
Author: Piet Desmet
Institution: Interdisciplinary Research on Technology, University of Leuven
Linguistic Field: Applied Linguistics; Pragmatics
Subject Language: English
Abstract: This paper aims to provide a rationale for the utility of corrective feedback (CF) in digital games designed for language learning, with specific reference to learners’ perceptions. Explicit and elaborate CF has the potential to increase learners’ understanding of language, but might not be found useful in a game-based learning environment where the primary focus for the learner is on meaningful interaction and experiential learning. Also, as CF can be perceived as a measure of performance, it could harm learners’ perception of competence. Eighty-three learners of English as a foreign language participated in a mixed-method experimental study that aimed to first explore the perceived usefulness of, and preferences for, explicit and implicit CF in an immersive educational game, and to secondly chart the relation between learners’ perceptions of CF as they pertain to three individual difference factors related to learners’ self-perception, namely intrinsic goal orientation, perceived competence and game experience. Survey and interview data showed that CF was found to be generally useful. A regression model indicated that the three measures of self-perception affected learners’ perceptions of explicit CF positively, and that there was no impact on perceptions of implicit CF. Further, learners reported having enjoyed the implicit CF, although they did not find it particularly useful for learning. These findings indicate that the type of CF should be considered in the design of effective and enjoyable educational games.

CUP at LINGUIST

This article appears in ReCALL Vol. 24, Issue 3, which you can read on Cambridge's site or on LINGUIST .



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