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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: The Effects of Input Enhancement on Grammar Learning and Comprehension
Author: Paula Marie Winke
Email: click here to access email
Homepage: http://www.georgetown.edu/users/pmw2/
Institution: Michigan State University
Linguistic Field: Language Acquisition
Subject Language: English
Abstract: In his 2007 study “Effects of Textual Enhancement and Topic Familiarity on Korean EFL Students’ Reading Comprehension and Learning of Passive Form,” Lee demonstrated that learners were better able to correct written sentences that contained incorrect English passive forms after exposure to texts flooded with enhanced (versus nonenhanced) passive forms. But with enhanced forms, learners did worse on comprehension tests, which arguably demonstrated a trade-off: More attention to forms resulted in less to meaning. In this study, a conceptual replication of Lee’s using eye-movement data, I assessed how English passive construction enhancement affects English language learners’ (a) learning of the form (via pre- and posttest gains on passive construction tests) and (b) text comprehension. In contrast to Lee’s results, I found enhancement did not significantly increase form correction gain scores, nor did enhancement significantly detract from comprehension. There was no trade-off effect. Form learning and comprehension did not correlate. By recording learners’ eye movements while reading, I found enhancement significantly impacted learners’ noticing of the passive forms through longer gaze durations and rereading times. Thus, enhancement in this study functioned as intuitively and originally (Sharwood Smith, , 1993) proposed; it promoted noticing, but, in this case, without further explicit instruction, it appeared to have done little else.

CUP at LINGUIST

This article appears in Studies in Second Language Acquisition Vol. 35, Issue 2, which you can read on Cambridge's site or on LINGUIST .



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