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The Social Origins of Language

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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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Academic Paper


Title: A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners
Author: Natsuko Shintani
Email: click here to access email
Homepage: http://www.nie.edu.sg/profile/shintani-natsuko
Institution: Nanyang Technological University
Linguistic Field: Applied Linguistics; Language Acquisition
Abstract: The study reported in this article investigated the comparative effects of two types of treatment – one of which emphasized input and the other output – on the vocabulary acquisition of young EFL learners. In the input-based instruction, the students were not required to produce output whereas in the production-based instruction the students were required to produce output. Thirty-six Japanese children aged 6–8 were divided into three groups (input-based, productionbased and control group), received six weeks instruction and took four types of vocabulary tests as a pre-, post- and delayed post-test. The findings provide further evidence that both input-based and production-based instruction lead to both receptive and productive vocabulary knowledge. In general, the results show similar levels of effects for input-based and production-based instruction on vocabulary acquisition. However, an examination of process features indicates that the input-based tasks provided opportunities for richer interaction for the learners than the production-based activities. This may explain the better performance of the input-based group on the task-based comprehension test and the same levels of achievement in the production tests despite relatively fewer opportunities for second language (L2) production.
Type: Individual Paper
Status: Completed
Publication Info: Language Teaching Research 15(2), 137-158


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