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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: 'Allocation of Attention to Second Language Form and Meaning'
Author: KaraMorgan-Short
Email: click here to access email
Institution: 'University of Illinois at Chicago'
Author: JeanneHeil
Institution: 'University of Illinois at Chicago'
Author: AndreaBotero-Moriarty
Institution: 'University of Illinois at Chicago'
Author: ShaneEbert
Email: click here to access email
Homepage: 'http://uic.academia.edu/ShaneEbert'
Institution: 'University of Illinois at Chicago'
Linguistic Field: 'Language Acquisition'
Abstract: The aims of the present study were twofold. The study addressed the issues of simultaneous attention to form and meaning in second language (L2) written input and reactivity of think-alouds. Specifically, the study examined the comprehension of L2 learners of Spanish who either attended to lexical or grammatical forms while reading for meaning or read for meaning alone. Learners completed these tasks while either thinking aloud or not. Results indicated only a minimal effect for thinking aloud that did not appear to compromise the internal validity of the study. Additionally, results showed that attending to grammatical or lexical form while reading for meaning did not affect comprehension. Indeed, learners who processed these forms more deeply evidenced greater comprehension. These findings are considered in light of methodological issues and the larger issue of simultaneous attention to form and meaning in a L2.

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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