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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: Task Complexity, Learning Opportunities, and Korean Efl Learners’ Question Development
Author: YouJin Kim
Institution: Georgia State University
Linguistic Field: Language Acquisition
Subject Language: English
Abstract: Building on the cognitive and interactive perspectives of task research, the cognition hypothesis states that increasing task complexity promotes greater interaction and feedback and thus facilitates second language (L2) development (Robinson, b, a). To date, very little research has explored this claim during learner-learner interactions in English as a foreign language (EFL) classroom contexts in which a task-based syllabus is implemented. The purpose of this study was to examine the effects of task complexity on the occurrence of interaction-driven learning opportunities and question development in such a classroom context. Korean university students (N = 191) from four intact English classes were randomly assigned to one comparison group and three experimental groups with various task-complexity levels (i.e., simple, +complex, and ++complex) based on Robinson’s framework. Their interactions were audiorecorded, and occurrences of learning opportunities, operationalized as language-related episodes (LREs), were identified. Question development was identified between pretest and posttests on the basis of the learners’ stage advancement using Pienemann and Johnston’s () developmental sequence. Results indicated that more complex tasks promoted a greater number of LREs and particularly led to LREs targeting developmentally advanced question structures, which result in question development.

CUP at LINGUIST

This article appears in Studies in Second Language Acquisition Vol. 34, Issue 4, which you can read on Cambridge's site or on LINGUIST .



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