Language acquisition Books
Cambridge University Press First Language Acquisition
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£52.24
Cambridge University Press Exceptional Language Development in Down Syndrome
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£113.40
Cambridge University Press The Acquisition of Two Languages from Birth
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£119.70
Cambridge University Press Adult Language Acquisition
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£59.84
Cambridge University Press The Lexicon in Acquisition 65 Cambridge Studies in Linguistics Series Number 65
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£40.84
Cambridge University Press Acquiring Phonology A CrossGenerational CaseStudy 124 Cambridge Studies in Linguistics Series Number 124
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£94.01
Cambridge University Press Second Dialect Acquisition
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£51.30
Cambridge University Press The Linguistic Legacy of Spanish and Portuguese Colonial Expansion and Language Change Cambridge Approaches to Language Contact
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£29.44
Cambridge University Press The Bilingual Child Early Development and Language Contact Cambridge Approaches to Language Contact
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£28.99
Cambridge University Press secondlanguagevocabularyacquisition
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£42.88
Cambridge University Press Routes to Child Language
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£95.00
Cambridge University Press Language Acquisition and Conceptual Development 3 Language Culture and Cognition Series Number 3
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£52.24
Cambridge University Press Learning to Read and Write
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£103.55
Cambridge University Press Focus on Form in Classroom Second Language Acquisition
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£44.60
Cambridge University Press Bilingualism in Development
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£89.87
Cambridge University Press Bilingualism in Development Language Literacy and Cognition
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£35.14
Cambridge University Press Interfaces between Second Language Acquisition and Language Testing Research
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£44.60
Cambridge University Press Linguistic Evolution through Language Acquisition
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£104.50
Cambridge University Press MiddleClass African American English
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£21.84
Cambridge University Press Assessing Speaking
Book SynopsisAssessing Speaking takes teachers and language testers through the research on the assessment of speaking as well as through tests of speaking.Table of Contents1. Introduction; 2. The nature of speaking; 3. Speaking tasks; 4, Speaking scales; 5. Models; 6. Developing test specifications; 7. Examples of speaking tasks; 8. Ensuring reliable and valid speaking assessment
£42.25
Cambridge University Press Learning Vocabulary in Another Language
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£44.60
Cambridge University Press Topics in Ellipsis
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£95.00
Cambridge University Press The Bilingual Child Early Development and Language Contact Cambridge Approaches to Language Contact
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£59.85
Cambridge University Press Codeswitching
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£92.14
Cambridge University Press MiddleClass African American English
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£95.00
Cambridge University Press Explicit and Implicit Learning in Second Language Acquisition
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£17.00
Cambridge University Press First Language Acquisition
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£94.99
Cambridge University Press Language as Hope
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£90.25
Cambridge University Press Language Learning beyond English
Book SynopsisThis Element concerns language learning in the age of Global English. Learning just English fails to achieve the desired results. It proposes a new matrix of rationales for language learning, advocating an interconnected, socially embedded justification for language learning. This title is also available as Open Access on Cambridge Core.
£17.00
Cambridge University Press Second Language Phonology
Book Synopsis
£17.00
Cambridge University Press Interpreting as Translanguaging
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£47.49
Cambridge University Press Applied Cognitive Linguistics and L2 Instruction
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£47.49
Cambridge University Press Language Learning beyond English
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£47.49
Cambridge University Press The Dark Matter of Pragmatics
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£47.49
Cambridge University Press Language Teacher Emotions
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£52.25
Cambridge University Press Second Language Phonology
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£47.49
Cambridge University Press Sign Language Phonology
A concise overview of key findings and ideas in sign language phonology and its contributions to related fields, including historical linguistics, morphology, prosody, language acquisition and language creation. Working on sign languages not only provides important new insights on familiar issues, but also poses a whole new set of questions about phonology, because of the use of the visual communication modality. This book lays out the properties needed to recognize a phonological system regardless of its modality. Written by a leading expert in sign language research, the book describes the current state of the field and addresses a range of issues that students and researchers will encounter in their work, as well as highlighting the significant impact that the study of sign languages has had on the field of phonology as a whole. It includes lists of further reading materials, and a full glossary, as well as helpful illustrations that demonstrate the important aspects of sign languag
£23.74
Cambridge University Press Working with English Grammar
Book SynopsisThis clear and concise introduction offers students of linguistics and English language a comprehensive overview of English grammar, including word structure, major and minor word classes, phrases, clauses and sentences. Based on twenty years'' teaching practice, Louise Cummings adopts a unique approach of using three real-world contexts - first language acquisition, language disorders and non-standard dialects - as a pedagogical tool to make grammatical concepts meaningful to students and to improve engagement and understanding. In seven accessible chapters, students are encouraged to develop the analytical skills they require to give a comprehensive description of the grammar of the English language. A range of supportive learning aids is used, including: Learning objectives and section ''key points'' summaries Varied examples from world Englishes and print media Homework assignments, exercises and revision questions Targeted further reading suggestions and ''special topics'' boxTrade Review'… innovative and unique, and a delight to use in the classroom.' Seth Mehl, University of Sheffield'At last, an introduction to English grammar which presents the real thing! Packed with carefully chosen examples of the grammatical features of real Englishes - local and global, developing and stable, impaired and unimpaired - this book engages students through discovery and sustained practice. Louise Cummings' direct and compelling exposition, presenting Standard English as a frame of reference rather than the 'source code', will inspire students to approach grammar as a living system, relevant to their own experiences.' Christopher J. Hall, York St John University'… a wonderful resource for those whose focus is the understanding of and the use of English grammar …' Owen G. Mordaunt, International DialogueTable of ContentsList of figures and tables; List of exercises; List of special topics; Preface; Acknowledgements; 1. The study of grammar; 2. Word structure; 3. Major word classes; 4. Minor word classes; 5. Phrases; 6. Clauses; 7. Sentences; Answers; Appendices; Glossary; Bibliography; Index.
£25.99
Cambridge University Press The Cambridge Handbook of Language Learning
Book SynopsisProviding a comprehensive survey of cutting-edge work on second language learning, this Handbook, written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are covered and organised thematically across sections dealing with skill development, individual differences, pedagogical interventions and approaches, and context and environment. This state-of-the-art volume will interest researchers in second language studies and language education, and will also reach out to advanced undergraduate and graduate students in these and other related areas.Trade Review'This volume has both breadth and depth. It covers both theoretical and applied issues from multiple perspectives. Implications of theory and research for learning and teaching are not dealt with as an afterthought, but are thoroughly discussed by leading experts. Many chapters and lists of references will be consulted by colleagues and graduate students for years to come.' Robert DeKeyser, University of Maryland'The vitality of the language learning field is evident in this volume. It is packed with theoretical perspectives and research reviews. It is the first place that I will recommend my students go for an up-to-date treatment of topics germane to their interests.' Diane Larsen-Freeman, University of Michigan'This comprehensive and up-to-date Handbook is bound to be a key source of references for years to come. It covers an impressive range of research activity, while offering refreshing insights and pointing readers in new directions. The focus on language learning in a wide range of settings is admirable and the leitmotif of language teaching is a welcome theme.' Roy Lyster, McGill University, Montreal'This Handbook is an exciting treatise of the vibrant intersections between second language acquisition and language teaching. Seminal researchers across areas offer expert syntheses of what is known about second language development in formal learning contexts. As co-editors, Schwieter and Benati have achieved an admirable breadth, balancing theories and methods and covering all relevant classroom and instruction angles. A must read!' Lourdes Ortega, Georgetown University, Washington DC'This well-edited title summarizes the voluminous literature on second language acquisition, exploring key factors and processes involved in learning and, where applicable, identifying implications for teaching … Graduate students will find the 'Looking Ahead' and 'Further Research' sections particularly valuable, as authors note research gaps and areas of interest … This volume is recommended for its breadth of coverage …' J. Adlington, Choice'The volume approaches SLA [second language acquisition] from various perspectives; from theoretical and pedagogical approaches and methodological treatments to skills development, individual differences as well as context and environmental factors which affect and contribute to LL. Each chapter familiarises readers with the key concepts, offers literature overviews and relevant research findings and highlights topics for future research. In each case, implications for teaching are highlighted. The research studies referenced provide useful pedagogical insights and, consequently, links SLA to teaching. The volume is useful source of reference to second language researchers, educators and (postgraduate) students.' Alexandra Galani, LINGUIST ListTable of ContentsIntroduction John W. Schwieter and Alessandro Benati; Part I. Theories: 1. Formal linguistic approaches to adult L2 acquisition and processing Jason Rothman, Fatih Bayram, Ian Cunnings and Jorge González Alonso; 2. Cognitive approaches to second language acquisition Nick C. Ellis and Stefanie Wulff; 3. The qualitative science of Vygotskian sociocultural psychology Rémi A. Van Compernolle; 4. Theoretical frameworks in L2 acquisition John Truscott and Michael Sharwood Smith; Part II. Methods: 5. Qualitative classroom methods Peter I. De Costa, Wendy Li and Hima Rawal; 6. Experimental studies in L2 classrooms Charlene Polio and Jongbong Lee; 7. Action research: developments, characteristics, and future directions Anne Burns; 8. Classroom observational research Nina Spada; 9. Psycholinguistic and neurolinguistic methods Leah Roberts; Part III. Skill Development: 10. Interaction in L2 learning Jaemyung Goo; 11. Speaking Dustin Crowther and Susan M. Gass; 12. Second language listening: current ideas, current issues John Field; 13. Contemporary perspectives on L2 upper-register text processing Elizabeth B. Bernhardt and Cici Malik Leffell; 14. Language learning through writing: theoretical perspectives and empirical evidence Rosa M. Manchón and Olena Vasylets; Part IV. Individual Differences: 15. Working memory in language learning and processing Zhisheng Wen and Shaofeng Li; 16. Language aptitudes in L2 acquisition Gisela Granena; 17. Language learner motivation: what motivates motivation researchers? Stephen Ryan; 18. A new look at age: young and old L2 learners Carmen Muñoz; 19. Identity Ron Darvin and Bonny Norton; Part V. Pedagogical Interventions and Approaches: 20. Pedagogical interventions to L2 grammar instruction Alessandro Benati and John W. Schwieter; 21. Task-based language learning Michael H. Long, Jiyong Lee and Kyoko Kobayashi Hillman; 22. Task and syllabus design for morphologically-complex languages Roger Gilabert and Joan Castellví; 23. Proficiency guidelines and frameworks David Little; 24. Technology-mediated language learning Carol Chapelle; 25. Content-based L2 teaching Hossein Nassaji and Eva Kartchava; 26. Conceptions of L2 learning in critical language pedagogy Graham Crookes; Part VI. Context and Environment: 27. Bilingual education and policy Christine Hélot and Ofelia García; 28. Heritage language instruction Kim Potowski and Sarah J. Shin; 29. Minority languages at home and abroad: education and acculturation Aline Ferreira, Viola G. Miglio and John W. Schwieter; 30. Study abroad and immersion Jane Jackson and John W. Schwieter; 31. Teacher education: past, present, and future Peter Swanson; Part VII. Moving Forward: 32. Future directions in language learning and teaching Susan M. Gass.
£36.99
Cambridge University Press Phonetics and Speech Science
Book SynopsisWritten in a clear, approachable way, this textbook provides an introduction to the science of phonetics: how speech sounds are produced, how we classify them, and how they are processed to allow the rapid transmission of language-based messages. Comprehensive yet accessible, it is ideal for a beginner to the field.Trade Review'MacKay's book is an impressive combination of rigorous pedagogy and an accessible writing style.' Aaron Kaplan, Department of Linguistics, University of Utah'This valuable textbook is a comprehensive and authoritative resource for anyone seeking to deepen their understanding of speech sounds and their production. What sets this book apart from others is its comprehensive coverage of both articulatory and acoustic phonetics without sacrificing detail in either area. MacKay has done a commendable job of presenting complex concepts in a clear and accessible manner, making the material easy to understand and apply.' Amanda Dalola, University of MinnesotaTable of ContentsList of figures; List of tables; Acknowledgments; 1. Phonetics and language; 2. Phonetic transcription; 3. Anatomy and physiology of speech; 4. Air pressure and aerodynamics; 5. Consonants; 6. Vowels; 7. Sounds of North American English; 8. Voice, phonation, and nasality; 9. Airstream mechanisms: clicks, implosives, ejectives, esophageal speech; 10. Speech dynamics; 11. Suprasegmentals; 12. Acoustics; 13. Interlocutors: talkers and hearers; Glossary; References; Index.
£28.49
Cambridge University Press Multilingualism and Identity
Book SynopsisThe analysis and understanding of multilingualism, and its relationship to identity in the face of globalization, migration and the increasing dominance of English as a lingua franca, makes it a complex and challenging problem that requires insights from a range of disciplines. With reference to a variety of languages and contexts, this book offers fascinating insights into multilingual identity from a team of world-renowned scholars, working from a range of different theoretical and methodological perspectives. Three overarching themes are explored situatedness, identity practices, and investment and detailed case studies from different linguistic and cultural contexts are included throughout. The chapter authors'' consideration of ''multilingualism-as-resource'' challenges the conception of ''multilingualism-as-problem'', which has dogged so much political thinking in late modernity. The studies offer a critical lens on the types of linguistic repertoire that are celebrated and valTable of Contents1. Towards interdisciplinarity in multilingual identity research: Differing perspectives and common ground Wendy Ayres-Bennett and Linda Fisher; Part I. Situated Multilingualism and Identity: 2. 'Every line is a lie': The geographical and cognitive mapping of multilingualism and identity John E. Joseph; 3. Beyond 'narrating the nation': Cultural producers and multilingualism in wartime Ukraine Rory Finnin and Ivan Kozachenko; 4. Metrolingual practices and distributed identities: People, places, things and languages Alastair Pennycook and Emi Otsuji; 5. Migrants' identities in multilingual cities: Plurilingualism as transformative social asset Cécile Sabatier Bullock; 6. Indexicalities in the multilingual city: Listeners' perceptions of urban vernacular French Janice Carruthers and Daniel McAuley; 7. Multilingualism and identity in Ningbo, China: A case study Hui Zhao; Part II. Multilingual Identity Practices: 8. Decolonizing languages in rural settings: Towards equatorial epistemologies Alison Phipps; 9. Seeking methodological rigour in language and identity research: Applying a version of positioning theory to a research interview excerpt David Block; 10. Translation, identity and translanguaging: Perspectives from a global literacy initiative Liam Doherty, Bonny Norton and Espen Stranger-Johannessen; 11. The complexity of identities: Insights from EMI educators' multilingual identities Sarah Mercer and Kyle Read Talbot; 12. Narrating heterogeneous identities in multilingual communities Sabina Perrino and Stanton Wortham; Part III. Multilingual Identity And Investment: 13. Multilingualism(s), globalization, and identity: Learning 'Chinese' as an additional language Patricia A. Duff; 14. Who are the multilinguals?: Pupils' definitions, self-perceptions and the public debate Asta Haukas; 15. Multilingual identity construction through participative reflective practice in the languages classroom Angela Gayton and Linda Fisher; 16. Young children's language attitudes with implications for identity in a US dual-language immersion classroom Alison L. Bailey; 17. Language, identity and empowerment in endangered language contexts: Māori and guernesiais Julia Sallabank and Jeanette King; 18. Afterword: The complementarity of multilingualist and 4T approaches John E. Joseph.
£104.50
Cambridge University Press The Cambridge Handbook of Heritage Languages and
Book SynopsisWith contributions from world-renowned experts, this is a pioneering survey of heritage languages, focusing on issues ranging from individual language knowledge to broader societal, educational and policy concerns in a global context. It will be welcomed by researchers and language professionals in a wide range of fields.Table of ContentsIntroduction – heritage languages, heritage speakers, heritage linguistics Silvina Montrul and Maria Polinsky; Part I. Heritage Languages Around the World: 1. Slavic heritage languages around the globe Bernhard Brehmmer; 2. Heritage languages in Europe Tanja Kupisch; 3. Heritage languages in Southeastern Europe Natalia Pavlou and Kleanthes K. Grohmann; 4. Heritage languages in China Linda Tsung and Lubei Zhang; 5. Heritage languages in Japan and Korea Hyun-Sook Kang and James Hye Suk Yoon; 6. Heritage languages in Israel Natalia Meir, Susan Joffe, Ronald Shabtaev, Joel Walters and Sharon Armon-Lotem; 7. Heritage languages in New Zealand and Australia Corinne Seals; 8. Heritage languages in Canada Naomi Nagy; 9. Asian heritage languages in the United States – Chinese and Hindi language communities Shereen Bhalla, Na Liu and Terence G. Wiley; 10. The vitality of Spanish as a heritage language in the United States Maria M. Carreira; 11. Germanic heritage varieties in the Americas – social and linguistic perspectives Janne Bondi Johannessen and Joseph Salmons; 12. Arabic in North America Abdulkafi Albirini; 13. Heritage languages in South America John M. Lipski; 14. Language attrition and heritage language reversal in returnees Cristina Flores and Neal Snape; Part II. Research Approaches to Heritage Languages: 15. Heritage language research and theoretical linguistics Elabbas Benmamoun; 16. The emergence of heritage language – a case study from Korean William O'Grady and Chae-Eun Kim; 17. Sociolinguistic approaches to heritage languages Andrew Lynch and Netta Avineri; 18. The psycholinguistics of heritage languages Jill Jegerski and Irina Sekerina; 19. Contact linguistics and heritage languages Itxaso Rodríguez-Ordóñez and Lorena Sainzmaza-Lecanda; 20. A narrative-ethnographic approach to research on heritage language development Agnes Weiyun He; 21. Corpus-based methodologies in the study of heritage languages Olesya Kisselev; 22. Current trends and emerging methodologies in charting heritage language grammars Fatih Bayram, Grazia Di Pisa, Jason Rothman and Roumyana Slabakova; Part III. Grammatical Aspects of Heritage Languages: 23. Phonetics and phonology Charles B. Chang; 24. Morphology Michael Putnam, Lara Schwarz and Andrew Hoffman; 25. Syntax Terje Lohndal; 26. Semantics of heritage languages Tania Ionin; 27. Discourse and information structure in heritage languages Oksana Laleko; 28. Pragmatics in heritage languages Irina Dubinina; Part IV. Heritage Language Education: 29. Elementary school heritage language educational options and outcomes Kim Potowski; 30. Community-organized heritage language programs Jin Sook Lee and Huay Chen; 31. Curricular and programmatic language development opportunities for university-level heritage language learners Sara Beaudrie; 32. Instructed heritage language acquisition Melissa A. Bowles and Julio Torres; 33. Issues and practices in community-based experiential learning for heritage speakers in the United States Paola Guerrero-Rodriguez, Adriana Ojeda and Diego Pascual y Cabo; 34. Developing Spanish heritage language biliteracy María Cecilia Colombi; 35. Heritage language assessment Kimi Kondo-Brown; 36. Embracing opportunity in heritage language revitalization Maria Schwedhelm, Kate Stemper and Kendall King; 37. Heritage language planning and policy Terrence G. Wiley.
£47.49
Cambridge University Press The Cambridge Handbook of TaskBased Language
Book SynopsisWritten by leading international experts, this handbook provides an accessible resource to task-based language teaching for teachers, as well as academic researchers. Chapters in the volume are presented in a reader-friendly style, with ideas made accessible through case studies, questions for discussion, and suggested further readings.
£33.24
Cambridge University Press Learning through Language
Book SynopsisLearning language and using language to learn is at the core of any educational activity. Bringing together a globally representative team of experts, this volume presents an innovative and empirically robust collection of studies that examine the role of language in education, with a particular emphasis on features of school-relevant language in middle childhood and adolescents, and its precursors in early childhood. It addresses issues such as how children''s linguistic and literacy experiences at home prepare them for school, how the classroom functions as a language-mediated learning environment, and how schools can support language minority students in academic attainment. Set in three parts - Early Childhood, Middle Childhood and Adolescence and Learning in Multilingual Contexts - each part features a discussion from experts in the field to stimulate conversation and further routes for research. Its structure will make it useful for anyone interested in ongoing efforts towards buTrade Review'Highly recommended for practice-based researchers and classroom teachers to support instructional interventions in the multilingual classroom.' D. Pellegrino, ChoiceTable of Contents1. Learning through language Vibeke Grøver, Paola Uccelli, Meredith L. Rowe and Elena Lieven; Part I. Learning through Language during the Preschool and Early Elementary School Years: 2. Input, interaction and learning in early language development Elena Lieven; 3. Infants want input Paul L. Harris; 4. Learning more than language through language during early childhood Meredith L. Rowe; 5. Food for thought: turning everyday family practices into opportunities to develop rich language and literacy abilities in Latino children Diana Leyva and Lauren Skorb; 6. Theory- and evidence-based language learning and teaching for young children: promoting interactive talk in the classroom Young-Suk Grace Kim and Joonmo Yun; 7. The relationship between early childhood development and later elementary school performance in Chile Andrea Rolla, Macarena Alvarado, Bernardo Atuesta, Marcela Marzolo, Ernesto Treviño, Hirokazu Yoshikawa and Marycatherine Arbour; Discussion: reflections on learning through language from infancy to preschool and early elementary school years Ageliki Nicolopoulou; Part II. Learning through Language during the Middle School and Early Adolescent Years: 8. Learning the language for school literacy: research insights and a vision for a cross-linguistic research program Paola Uccelli; 9. Observational research on vocabulary and comprehension in upper elementary school classrooms Rebecca D. Silverman and Anna M. Hartranft; 10. Improving struggling readers' literacy skills through talk about text Lowry Hemphill, James Kim and Margaret Troyer; 11. Classroom conversations as support for vocabulary learning: examining teacher talk as input for student learning Evelyn Ford-Connors and Catherine O'Connor; 12. Measurement of reading comprehension processing and growth Gina Biancarosa; Discussion 1: time, complexity, and the enduring importance of words: key themes in language learning in the middle years P. David Pearson; Discussion 2: the road – via education – to humane social relationships is driven by language (and literacy) Robert L. Selman; Part III. Learning through More than One Language: 13. Young bilinguals' extended discourse skills: the role of perspective-taking Vibeke Grøver; 14. How does vocabulary instruction during book reading help Chinese young minority children learn vocabulary in two languages? Si Chen; 15. Young monolingual and bilingual children's exposure to academic language as related to language development and school achievement: the DASH-project Paul P. M. Leseman, Lotte F. Henrichs, Elma Blom and Josje Verhagen; 16. Cross-linguistic relations among bilingual and biliterate learners C. Patrick Proctor and Qianqian Zhang-Wu; 17. Pushing the limits: dual language proficiency and reading development in the US and Canada Yuuko Uchikoshi and Stefka H. Marinova-Todd; Discussion 1: bilingualism as action Sara Rutherford-Quach and Kenji Hakuta; Discussion 2: multilingualism and socioeconomic development Robert A. LeVine.
£29.44
John Wiley and Sons Ltd Kisisi Our Language
Book SynopsisRecognized as a finalist for the CAE 2018 Outstanding Book Award!Part historic ethnography, part linguistic case study and part a mother's memoir, Kisisi tells the story of two boys (Colin and Sadiki) who, together invented their own language, and of the friendship they shared in postcolonial Kenya. Documents and examines the invention of a new' language between two boys in postcolonial Kenya Offers a unique insight into child language development and use Presents a mixed genre narrative and multidisciplinary discussion that describes the children's border-crossing friendship and their unique and innovative private language Beautifully written by one of the foremost scholars in child development, language acquisition and education, the book provides a seamless blending of the personal and the ethnographic The story of Colin and Sadiki raises profound questions and haTrade Review"The book is a fascinating account of the genesis of the language in a region where relatively rich American and European settlers and researchers interact with the economically challenged locals. They cooperate with each other, despite experiences of separation, habitats with invisible physical boundaries, sentiments of contempt and respect, situations of embarrassment, and the feeling that it is impossible to change this society with so little social justice and legal equality. The author does not condemn anyone, but she shows her indignation about the hidden and overt racism and the unjust distribution of privileges. These boys were able to transgress the symbolic borders, breaking all the unwritten rules, among others by creating a new language with its own structure. The book is worth reading both for the social aspects of life in Kenya and for the linguistic aspects."--Peter Bakker, Journal of Pidgin and Creole Langauges 32.2 "The book stands in contrast to many of the prevailing theories at the time about the formation of new languages. Throughout the book, the author looks critically at linguistic theories of language formation that were prevalent at the time and contrasts them the development of a language between her son Colin and his Kenyan friend, Sadiki. This comparison is used to show how the field of linguistics developed to the point where language creation among children, with no outside help from adults, would be seen as possible. Thus, her research adds to the scholarship on language development in children, a research area that is lacking in linguistics literature."--Eric Baptiste, Anthropology Book Forum Table of ContentsAcknowledgments ix Map xiii Prologue xv 1 Uweryumachini!: A Language Discovered 1 2 Herodotus Revisited: Language Origins, Forbidden Experiments, New Languages, and Pidgins 17 3 Lorca’s Miracle: Play, Performance, Verbal Art, and Creativity 35 4 Kekopey Life: Transcending Linguistic Hegemonic Borders and Racialized Postcolonial Spaces 58 5 Kisisi: Language Form, Development, and Change 93 Epilogue 132 In Memoriam 137 Notes 138 References 146 Index 157
£55.95
John Wiley and Sons Ltd Research Methods in Child Language
Book SynopsisThis is a comprehensive and accessible guide to the methods researchers use to study child language, written by experienced scholars in the study of language development. Presents a comprehensive survey of laboratory and naturalistic techniques used in the study of different domains of language, age ranges, and populations, and explains the questions addressed by each technique Presents new research methods, such as the use of functional Near Infrared Spectroscopy (fNIRS) to study the activity of the brain Expands on more traditional research methods such as collection, transcription, and coding of speech samples that have been transformed by new hardware and software Trade Review“Furthermore, the information presented throughout the book will be of immense benefits to an institution‘s library or to a lecturer or supervisor to provide for their students and researchers. Hence, Research Methods in Child Language is an essential tool for all in the field of child language.” (Infant & Child Development, 1 January 2014) “This book, though perhaps of limited use to individuals interested to learn more about a single method of research, since much of the book would therefore be irrelevant, will undoubtedly prove to be an invaluable resource for an institution’s library or for a lecturer or supervisor to provide for their students and researchers.” (Linguist, 2 July 2012)Table of ContentsList of Figures vii List of Plates viii Notes on Contributors ix Acknowledgments xv Preface xvi Part I Studying Infants and Others Using Nonverbal Methods 1 1 Habituation Procedures 3 Christopher T. Fennell 2 Intermodal Preferential Looking 17 Janina Piotroski and Letitia R. Naigles 3 The Looking-While-Listening Procedure 29 Daniel Swingley 4 Neuroimaging Methods 43 Ioulia Kovelman 5 Methods for Studying Language in Infants: Back to the Future 60 Roberta Michnick Golinkoff and Kathryn Hirsh-Pasek Part II Assessing Language Knowledge and Processes in Children Who Talk 77 6 Assessing Phonological Knowledge 79 Cynthia Core 7 Assessing Vocabulary Skills 100 Barbara Alexander Pan 8 Assessing Grammatical Knowledge (with Special Reference to the Graded Grammaticality Judgment Paradigm) 113 Ben Ambridge 9 Assessing Children's Narratives 133 Elaine Reese, Alison Sparks, and Sebastian Suggate 10 Using Judgment Tasks to Study Language Knowledge 149 David A. McKercher and Vikram K. Jaswal 11 Using Priming Procedures with Children 162 Marina Vasilyeva, Heidi Waterfall, and Ligia Gómez 12 Studying Language Processing Using Eye Movements 177 John C. Trueswell Part III Capturing Children's Language Experience and Language Production 191 13 Recording, Transcribing, and Coding Interaction 193 Meredith L. Rowe 14 Studying Gesture 208 Erica A. Cartmill, Özlem Ece Demir, and Susan Goldin-Meadow 15 Dense Sampling 226 Elena Lieven and Heike Behrens 16 Not Sampling, Getting It All 240 Letitia R. Naigles 17 Approaches to Studying Language in Preschool Classrooms 254 David K. Dickinson 18 Using the CHILDES Database 271 Roberta Corrigan Part IV Studying Multiple Languages and Special Populations 285 19 Crosslinguistic Research 287 Aylin C. Küntay 20 Studying Children in Bilingual Environments 300 Erika Hoff and Rosario Luz Rumiche 21 Studying Children with Language Impairment 317 Karla K. McGregor 22 Studying the Language Development of Children with Intellectual Disabilities 330 Leonard Abbeduto, Sara T. Kover, and Andrea McDuffie Index 347
£48.64
John Wiley and Sons Ltd The Earliest Stages of Language Learning
Book SynopsisTo understand the nature of language learning, the factors that influence it, and the mechanisms that govern it, it is crucial to study the very earliest stages of language learning. This volume provides a state-of-the art overview of what we know about the cognitive and neurobiological aspects of the adult capacity for language learning.Table of Contents1. The Earliest Stages of Language Learning: Introduction (Peter Indefrey & Marianne Gullberg). 2. Adult Language Learning after Minimal Exposure to an Unknown Natural Language (Marianne Gullberg, Leah Roberts, Christine Dimroth, Kim Veroude, & Peter Indefrey). 3. Neurocognition of New Word Learning in the Native Tongue: Lessons from the Ancient Farming Equipment Paradigm (Matti Laine & Riitta Salmelin). 4. A Complementary Systems Account of Word Learning in L1 and L2 (Shane Lindsay & M. Gareth Gaskell). 5. The Role of Linguistic Input in the First Hours of Adult Language Learning (Rebekah Rast). 6. Learned Attention Effects in Second Language Acquisition (L2A) of Temporal Reference in Latin and Spanish: The First Hour and the Next Eight Semesters (Nick C. Ellis & Nuria Sagarra). 7. Short-term Grammatical Plasticity in Adult Language Learners (Douglas J. Davidson). 8. Brain Potentials Reveal Discrete Stages of L2 Grammatical Learnin (Judith McLaughlin, Darren Tanner, Ilona Pitkänen, Cheryl Frenck-Mestre, Kayo Inoue, Geoffrey Valentine, & Lee Osterhout). 9. Cognitive and Neural Mechanisms Sustaining Rule Learning from Speech (Ruth de Diego-Balaguer & Diana Lopez-Barroso). 10. Artificial Language Learning in Adults and Children (Vasiliki Folia, Julia Uddén, Meinou de Vries, Christian Forkstam, & Karl Magnus Petersson). 11. Initial Incidental Acquisition of Word Order Regularities: Is It Just Sequence Learning? (John N. Williams). 12. Implicit Artificial Grammar, and Incidental Natural Second Language Learning: How Comparable Are They? (Peter Robinson). Author Index. Subject Index.
£34.95
