L3 syntactic transfer :: models, new developments and implications /
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2017]
|
| Schriftenreihe: | Bilingual processing and acquisition ;
v. 5. |
| Schlagworte: | |
| Online-Zugang: | DE-862 DE-863 |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027265609 9027265607 |
| ISSN: | 2352-0531 ; |
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| 245 | 0 | 0 | |a L3 syntactic transfer : |b models, new developments and implications / |c edited by Tanja Angelovska, Angela Hahn. |
| 264 | 1 | |a Amsterdam ; |a Philadelphia : |b John Benjamins Publishing Company, |c [2017] | |
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| 490 | 1 | |a Bilingual Processing and Acquisition (BPA), |x 2352-0531 ; |v Volume 5 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher. | |
| 505 | 0 | |a Intro -- L3 Syntactic Transfer -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- L3 syntactic transfer -- an integrative approach -- References -- Part I. Refining the existing models on L3 syntactic transfer -- 1. Language control in the context of L3 acquisition -- Introduction -- Transfer as a probabilistic process -- Mechanisms of transfer: Representational change and use -- Sentence planning and execution in L3 -- Review and discussion -- Conclusion -- References -- 2. Toward a new understanding of syntactic CLI -- Fundamental questions -- What we already know -- Main models for L2 and their consequence for L3 acquisition -- Toward a new understanding of syntactic CLI -- Focus of this paper -- Two studies in EC identification in English -- First study: EC identification in restricted relative clauses -- Second study: EC identification in adverbial subordinate clauses -- The role of surface elements -- The role of abstract features -- Concluding remarks -- Conclusion -- References -- 3. Testing the current models of third language acquisition -- Introduction -- Topicalization in English, Basque and Spanish -- Null objects in Spanish English, and Basque -- Current L3 acquisition models, participant groups and predictions -- Experimental studies -- Discussion -- Conclusion -- References -- 4. The L2 status factor hypothesis revisited -- Introduction -- The D/P model and the role of metalinguistic knowledge -- Predictions from the D/P model on transfer in language learning -- The L2 status factor and its relation to MLK in both L2 and L1 -- The role of noticing, attention and working memory in non-native language learning -- Final remarks -- Acknowledgments -- References -- 5. Transfer or no transfer -- that is the question -- Introduction -- Literature review -- L2 Transfer -- L1 Transfer. | |
| 505 | 8 | |a L1 & L2 transfer (Mixed Transfer Theories) -- Summary -- The Developmentally Moderated Transfer Hypothesis -- The study -- Research questions -- Data -- Data analysis -- Results and discussion -- Comparison between English L3 and L2 acquisition from a processability perspective -- CLI in English L3 acquisition -- Conclusion -- Acknowledgements -- References -- part II. New empirical studies on L3 syntactic transfer -- 6. On pronouns that drop (out of German) -- Introduction -- Theories and models aiming at explaining transfer behavior in L3 learning -- The NSP in L3 learning research -- Research question -- Material and method -- Participants -- Procedure -- Instruments -- Coding -- Results -- Discussion -- Conclusion and implications for the future -- References -- 7. Transfer effects in the acquisition of double object constructions in English as an L3 -- Introduction -- Double object constructions in English, Spanish and Basque -- Previous research on the acquisition of double object constructions -- Transfer effects in L3 acquisition -- The study -- Participants -- Test materials -- Data collection procedure -- Results -- Accuracy results -- RT results -- Discussion -- Conclusion -- References -- 8. L3 morphosyntactic effects on L1 vs. L2 systems -- Introduction -- Regressive transfer -- L1 morphosyntactic attrition -- The Differential Stability Hypothesis -- Subject-to-subject raising across a dative experiencer in Spanish and Brazilian Portuguese -- Research questions and predictions -- Methodology -- Participants -- Acceptability judgment task -- Results -- Control data in Spanish and BP -- Spanish control and learner comparison -- Discussion -- L1 Spanish versus L2 Spanish morphosyntactic representations -- L1 versus L2 stability -- Individual variation -- The DSH across domains -- Future directions -- Conclusion -- Acknowledgements. | |
| 505 | 8 | |a The role of individual differences -- The role of a multilingual lexical-conceptual system -- Conclusion -- References -- 12. From theory to practice in multilingualism -- General introduction -- Background -- Practical implications for the language classroom -- Extensions from Rothman and Cabrelli Amaro (2010) -- Moving from knowledge to practice -- Conclusions -- References -- 13. Input-Practice-Output -- Introduction -- Starting point: Previous implications for L3 teaching -- Teaching and learning framework -- Action research approach -- Flipped Classroom approach -- Applications of the IPO-method -- The INPUT-Phase of the IPO-method -- The PRACTICE-phase of the IPO-method -- Activity 1: Scramble sentence-constituents -- Activity 2: Card-Matching "pictures" with "adverbials" -- Activity 3: Matching pictures with oral input sentences / discourse -- The OUTPUT phase of the IPO-method -- Activity 1: Describing silent acting out -- Activity 2: Retelling -- Activity 3: Picture-based retelling -- Implications -- Implications for the development of language teaching materials -- Implications for lesson planning -- Implications for classroom research -- Conclusion -- Acknowledgements -- References -- About the contributors -- Index. | |
| 650 | 0 | |a Language transfer (Language learning) |0 http://id.loc.gov/authorities/subjects/sh85074571 | |
| 650 | 0 | |a Interlanguage (Language learning) |0 http://id.loc.gov/authorities/subjects/sh85067284 | |
| 650 | 0 | |a Multilingualism. |0 http://id.loc.gov/authorities/subjects/sh85088352 | |
| 650 | 0 | |a Language acquisition. |0 http://id.loc.gov/authorities/subjects/sh85074511 | |
| 650 | 2 | |a Language Development |0 https://id.nlm.nih.gov/mesh/D007804 | |
| 650 | 6 | |a Transfert (Apprentissage d'une langue) | |
| 650 | 6 | |a Interlangue (Apprentissage des langues) | |
| 650 | 6 | |a Multilinguisme. | |
| 650 | 6 | |a Langage |x Acquisition. | |
| 650 | 7 | |a FOREIGN LANGUAGE STUDY |x Multi-Language Phrasebooks. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Alphabets & Writing Systems. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Grammar & Punctuation. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Linguistics |x General. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Readers. |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x Spelling. |2 bisacsh | |
| 650 | 7 | |a Interlanguage (Language learning) |2 fast | |
| 650 | 7 | |a Language acquisition |2 fast | |
| 650 | 7 | |a Language transfer (Language learning) |2 fast | |
| 650 | 7 | |a Multilingualism |2 fast | |
| 700 | 1 | |a Angelovska, Tanja. | |
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Datensatz im Suchindex
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| author_facet | Angelovska, Tanja Hahn, Angela (Professor) |
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| contents | Intro -- L3 Syntactic Transfer -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- L3 syntactic transfer -- an integrative approach -- References -- Part I. Refining the existing models on L3 syntactic transfer -- 1. Language control in the context of L3 acquisition -- Introduction -- Transfer as a probabilistic process -- Mechanisms of transfer: Representational change and use -- Sentence planning and execution in L3 -- Review and discussion -- Conclusion -- References -- 2. Toward a new understanding of syntactic CLI -- Fundamental questions -- What we already know -- Main models for L2 and their consequence for L3 acquisition -- Toward a new understanding of syntactic CLI -- Focus of this paper -- Two studies in EC identification in English -- First study: EC identification in restricted relative clauses -- Second study: EC identification in adverbial subordinate clauses -- The role of surface elements -- The role of abstract features -- Concluding remarks -- Conclusion -- References -- 3. Testing the current models of third language acquisition -- Introduction -- Topicalization in English, Basque and Spanish -- Null objects in Spanish English, and Basque -- Current L3 acquisition models, participant groups and predictions -- Experimental studies -- Discussion -- Conclusion -- References -- 4. The L2 status factor hypothesis revisited -- Introduction -- The D/P model and the role of metalinguistic knowledge -- Predictions from the D/P model on transfer in language learning -- The L2 status factor and its relation to MLK in both L2 and L1 -- The role of noticing, attention and working memory in non-native language learning -- Final remarks -- Acknowledgments -- References -- 5. Transfer or no transfer -- that is the question -- Introduction -- Literature review -- L2 Transfer -- L1 Transfer. L1 & L2 transfer (Mixed Transfer Theories) -- Summary -- The Developmentally Moderated Transfer Hypothesis -- The study -- Research questions -- Data -- Data analysis -- Results and discussion -- Comparison between English L3 and L2 acquisition from a processability perspective -- CLI in English L3 acquisition -- Conclusion -- Acknowledgements -- References -- part II. New empirical studies on L3 syntactic transfer -- 6. On pronouns that drop (out of German) -- Introduction -- Theories and models aiming at explaining transfer behavior in L3 learning -- The NSP in L3 learning research -- Research question -- Material and method -- Participants -- Procedure -- Instruments -- Coding -- Results -- Discussion -- Conclusion and implications for the future -- References -- 7. Transfer effects in the acquisition of double object constructions in English as an L3 -- Introduction -- Double object constructions in English, Spanish and Basque -- Previous research on the acquisition of double object constructions -- Transfer effects in L3 acquisition -- The study -- Participants -- Test materials -- Data collection procedure -- Results -- Accuracy results -- RT results -- Discussion -- Conclusion -- References -- 8. L3 morphosyntactic effects on L1 vs. L2 systems -- Introduction -- Regressive transfer -- L1 morphosyntactic attrition -- The Differential Stability Hypothesis -- Subject-to-subject raising across a dative experiencer in Spanish and Brazilian Portuguese -- Research questions and predictions -- Methodology -- Participants -- Acceptability judgment task -- Results -- Control data in Spanish and BP -- Spanish control and learner comparison -- Discussion -- L1 Spanish versus L2 Spanish morphosyntactic representations -- L1 versus L2 stability -- Individual variation -- The DSH across domains -- Future directions -- Conclusion -- Acknowledgements. The role of individual differences -- The role of a multilingual lexical-conceptual system -- Conclusion -- References -- 12. From theory to practice in multilingualism -- General introduction -- Background -- Practical implications for the language classroom -- Extensions from Rothman and Cabrelli Amaro (2010) -- Moving from knowledge to practice -- Conclusions -- References -- 13. Input-Practice-Output -- Introduction -- Starting point: Previous implications for L3 teaching -- Teaching and learning framework -- Action research approach -- Flipped Classroom approach -- Applications of the IPO-method -- The INPUT-Phase of the IPO-method -- The PRACTICE-phase of the IPO-method -- Activity 1: Scramble sentence-constituents -- Activity 2: Card-Matching "pictures" with "adverbials" -- Activity 3: Matching pictures with oral input sentences / discourse -- The OUTPUT phase of the IPO-method -- Activity 1: Describing silent acting out -- Activity 2: Retelling -- Activity 3: Picture-based retelling -- Implications -- Implications for the development of language teaching materials -- Implications for lesson planning -- Implications for classroom research -- Conclusion -- Acknowledgements -- References -- About the contributors -- Index. |
| ctrlnum | (OCoLC)992437777 |
| dewey-full | 418.0071 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.0071 |
| dewey-search | 418.0071 |
| dewey-sort | 3418.0071 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| format | Electronic eBook |
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publisher.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Intro -- L3 Syntactic Transfer -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- L3 syntactic transfer -- an integrative approach -- References -- Part I. 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| id | ZDB-4-EBA-ocn992437777 |
| illustrated | Not Illustrated |
| indexdate | 2025-04-11T08:43:50Z |
| institution | BVB |
| isbn | 9789027265609 9027265607 |
| issn | 2352-0531 ; |
| language | English |
| lccn | 2017030902 |
| oclc_num | 992437777 |
| open_access_boolean | |
| owner | MAIN DE-862 DE-BY-FWS DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-862 DE-BY-FWS DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EBA FWS_PDA_EBA ZDB-4-EBA |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | Bilingual processing and acquisition ; |
| series2 | Bilingual Processing and Acquisition (BPA), |
| spelling | L3 syntactic transfer : models, new developments and implications / edited by Tanja Angelovska, Angela Hahn. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2017] 1 online resource text txt rdacontent computer n rdamedia online resource nc rdacarrier Bilingual Processing and Acquisition (BPA), 2352-0531 ; Volume 5 Includes bibliographical references and index. Print version record and CIP data provided by publisher. Intro -- L3 Syntactic Transfer -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- L3 syntactic transfer -- an integrative approach -- References -- Part I. Refining the existing models on L3 syntactic transfer -- 1. Language control in the context of L3 acquisition -- Introduction -- Transfer as a probabilistic process -- Mechanisms of transfer: Representational change and use -- Sentence planning and execution in L3 -- Review and discussion -- Conclusion -- References -- 2. Toward a new understanding of syntactic CLI -- Fundamental questions -- What we already know -- Main models for L2 and their consequence for L3 acquisition -- Toward a new understanding of syntactic CLI -- Focus of this paper -- Two studies in EC identification in English -- First study: EC identification in restricted relative clauses -- Second study: EC identification in adverbial subordinate clauses -- The role of surface elements -- The role of abstract features -- Concluding remarks -- Conclusion -- References -- 3. Testing the current models of third language acquisition -- Introduction -- Topicalization in English, Basque and Spanish -- Null objects in Spanish English, and Basque -- Current L3 acquisition models, participant groups and predictions -- Experimental studies -- Discussion -- Conclusion -- References -- 4. The L2 status factor hypothesis revisited -- Introduction -- The D/P model and the role of metalinguistic knowledge -- Predictions from the D/P model on transfer in language learning -- The L2 status factor and its relation to MLK in both L2 and L1 -- The role of noticing, attention and working memory in non-native language learning -- Final remarks -- Acknowledgments -- References -- 5. Transfer or no transfer -- that is the question -- Introduction -- Literature review -- L2 Transfer -- L1 Transfer. L1 & L2 transfer (Mixed Transfer Theories) -- Summary -- The Developmentally Moderated Transfer Hypothesis -- The study -- Research questions -- Data -- Data analysis -- Results and discussion -- Comparison between English L3 and L2 acquisition from a processability perspective -- CLI in English L3 acquisition -- Conclusion -- Acknowledgements -- References -- part II. New empirical studies on L3 syntactic transfer -- 6. On pronouns that drop (out of German) -- Introduction -- Theories and models aiming at explaining transfer behavior in L3 learning -- The NSP in L3 learning research -- Research question -- Material and method -- Participants -- Procedure -- Instruments -- Coding -- Results -- Discussion -- Conclusion and implications for the future -- References -- 7. Transfer effects in the acquisition of double object constructions in English as an L3 -- Introduction -- Double object constructions in English, Spanish and Basque -- Previous research on the acquisition of double object constructions -- Transfer effects in L3 acquisition -- The study -- Participants -- Test materials -- Data collection procedure -- Results -- Accuracy results -- RT results -- Discussion -- Conclusion -- References -- 8. L3 morphosyntactic effects on L1 vs. L2 systems -- Introduction -- Regressive transfer -- L1 morphosyntactic attrition -- The Differential Stability Hypothesis -- Subject-to-subject raising across a dative experiencer in Spanish and Brazilian Portuguese -- Research questions and predictions -- Methodology -- Participants -- Acceptability judgment task -- Results -- Control data in Spanish and BP -- Spanish control and learner comparison -- Discussion -- L1 Spanish versus L2 Spanish morphosyntactic representations -- L1 versus L2 stability -- Individual variation -- The DSH across domains -- Future directions -- Conclusion -- Acknowledgements. The role of individual differences -- The role of a multilingual lexical-conceptual system -- Conclusion -- References -- 12. From theory to practice in multilingualism -- General introduction -- Background -- Practical implications for the language classroom -- Extensions from Rothman and Cabrelli Amaro (2010) -- Moving from knowledge to practice -- Conclusions -- References -- 13. Input-Practice-Output -- Introduction -- Starting point: Previous implications for L3 teaching -- Teaching and learning framework -- Action research approach -- Flipped Classroom approach -- Applications of the IPO-method -- The INPUT-Phase of the IPO-method -- The PRACTICE-phase of the IPO-method -- Activity 1: Scramble sentence-constituents -- Activity 2: Card-Matching "pictures" with "adverbials" -- Activity 3: Matching pictures with oral input sentences / discourse -- The OUTPUT phase of the IPO-method -- Activity 1: Describing silent acting out -- Activity 2: Retelling -- Activity 3: Picture-based retelling -- Implications -- Implications for the development of language teaching materials -- Implications for lesson planning -- Implications for classroom research -- Conclusion -- Acknowledgements -- References -- About the contributors -- Index. Language transfer (Language learning) http://id.loc.gov/authorities/subjects/sh85074571 Interlanguage (Language learning) http://id.loc.gov/authorities/subjects/sh85067284 Multilingualism. http://id.loc.gov/authorities/subjects/sh85088352 Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Language Development https://id.nlm.nih.gov/mesh/D007804 Transfert (Apprentissage d'une langue) Interlangue (Apprentissage des langues) Multilinguisme. Langage Acquisition. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Interlanguage (Language learning) fast Language acquisition fast Language transfer (Language learning) fast Multilingualism fast Angelovska, Tanja. Hahn, Angela (Professor) https://id.oclc.org/worldcat/entity/E39PCjqWHvQJRDXXfqGd39DbYd http://id.loc.gov/authorities/names/n2017037320 Print version: L3 syntactic transfer. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2017] 9789027243768 (DLC) 2017007485 Bilingual processing and acquisition ; v. 5. http://id.loc.gov/authorities/names/no2017014360 |
| spellingShingle | L3 syntactic transfer : models, new developments and implications / Bilingual processing and acquisition ; Intro -- L3 Syntactic Transfer -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- L3 syntactic transfer -- an integrative approach -- References -- Part I. Refining the existing models on L3 syntactic transfer -- 1. Language control in the context of L3 acquisition -- Introduction -- Transfer as a probabilistic process -- Mechanisms of transfer: Representational change and use -- Sentence planning and execution in L3 -- Review and discussion -- Conclusion -- References -- 2. Toward a new understanding of syntactic CLI -- Fundamental questions -- What we already know -- Main models for L2 and their consequence for L3 acquisition -- Toward a new understanding of syntactic CLI -- Focus of this paper -- Two studies in EC identification in English -- First study: EC identification in restricted relative clauses -- Second study: EC identification in adverbial subordinate clauses -- The role of surface elements -- The role of abstract features -- Concluding remarks -- Conclusion -- References -- 3. Testing the current models of third language acquisition -- Introduction -- Topicalization in English, Basque and Spanish -- Null objects in Spanish English, and Basque -- Current L3 acquisition models, participant groups and predictions -- Experimental studies -- Discussion -- Conclusion -- References -- 4. The L2 status factor hypothesis revisited -- Introduction -- The D/P model and the role of metalinguistic knowledge -- Predictions from the D/P model on transfer in language learning -- The L2 status factor and its relation to MLK in both L2 and L1 -- The role of noticing, attention and working memory in non-native language learning -- Final remarks -- Acknowledgments -- References -- 5. Transfer or no transfer -- that is the question -- Introduction -- Literature review -- L2 Transfer -- L1 Transfer. L1 & L2 transfer (Mixed Transfer Theories) -- Summary -- The Developmentally Moderated Transfer Hypothesis -- The study -- Research questions -- Data -- Data analysis -- Results and discussion -- Comparison between English L3 and L2 acquisition from a processability perspective -- CLI in English L3 acquisition -- Conclusion -- Acknowledgements -- References -- part II. New empirical studies on L3 syntactic transfer -- 6. On pronouns that drop (out of German) -- Introduction -- Theories and models aiming at explaining transfer behavior in L3 learning -- The NSP in L3 learning research -- Research question -- Material and method -- Participants -- Procedure -- Instruments -- Coding -- Results -- Discussion -- Conclusion and implications for the future -- References -- 7. Transfer effects in the acquisition of double object constructions in English as an L3 -- Introduction -- Double object constructions in English, Spanish and Basque -- Previous research on the acquisition of double object constructions -- Transfer effects in L3 acquisition -- The study -- Participants -- Test materials -- Data collection procedure -- Results -- Accuracy results -- RT results -- Discussion -- Conclusion -- References -- 8. L3 morphosyntactic effects on L1 vs. L2 systems -- Introduction -- Regressive transfer -- L1 morphosyntactic attrition -- The Differential Stability Hypothesis -- Subject-to-subject raising across a dative experiencer in Spanish and Brazilian Portuguese -- Research questions and predictions -- Methodology -- Participants -- Acceptability judgment task -- Results -- Control data in Spanish and BP -- Spanish control and learner comparison -- Discussion -- L1 Spanish versus L2 Spanish morphosyntactic representations -- L1 versus L2 stability -- Individual variation -- The DSH across domains -- Future directions -- Conclusion -- Acknowledgements. The role of individual differences -- The role of a multilingual lexical-conceptual system -- Conclusion -- References -- 12. From theory to practice in multilingualism -- General introduction -- Background -- Practical implications for the language classroom -- Extensions from Rothman and Cabrelli Amaro (2010) -- Moving from knowledge to practice -- Conclusions -- References -- 13. Input-Practice-Output -- Introduction -- Starting point: Previous implications for L3 teaching -- Teaching and learning framework -- Action research approach -- Flipped Classroom approach -- Applications of the IPO-method -- The INPUT-Phase of the IPO-method -- The PRACTICE-phase of the IPO-method -- Activity 1: Scramble sentence-constituents -- Activity 2: Card-Matching "pictures" with "adverbials" -- Activity 3: Matching pictures with oral input sentences / discourse -- The OUTPUT phase of the IPO-method -- Activity 1: Describing silent acting out -- Activity 2: Retelling -- Activity 3: Picture-based retelling -- Implications -- Implications for the development of language teaching materials -- Implications for lesson planning -- Implications for classroom research -- Conclusion -- Acknowledgements -- References -- About the contributors -- Index. Language transfer (Language learning) http://id.loc.gov/authorities/subjects/sh85074571 Interlanguage (Language learning) http://id.loc.gov/authorities/subjects/sh85067284 Multilingualism. http://id.loc.gov/authorities/subjects/sh85088352 Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Language Development https://id.nlm.nih.gov/mesh/D007804 Transfert (Apprentissage d'une langue) Interlangue (Apprentissage des langues) Multilinguisme. Langage Acquisition. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Interlanguage (Language learning) fast Language acquisition fast Language transfer (Language learning) fast Multilingualism fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85074571 http://id.loc.gov/authorities/subjects/sh85067284 http://id.loc.gov/authorities/subjects/sh85088352 http://id.loc.gov/authorities/subjects/sh85074511 https://id.nlm.nih.gov/mesh/D007804 |
| title | L3 syntactic transfer : models, new developments and implications / |
| title_auth | L3 syntactic transfer : models, new developments and implications / |
| title_exact_search | L3 syntactic transfer : models, new developments and implications / |
| title_full | L3 syntactic transfer : models, new developments and implications / edited by Tanja Angelovska, Angela Hahn. |
| title_fullStr | L3 syntactic transfer : models, new developments and implications / edited by Tanja Angelovska, Angela Hahn. |
| title_full_unstemmed | L3 syntactic transfer : models, new developments and implications / edited by Tanja Angelovska, Angela Hahn. |
| title_short | L3 syntactic transfer : |
| title_sort | l3 syntactic transfer models new developments and implications |
| title_sub | models, new developments and implications / |
| topic | Language transfer (Language learning) http://id.loc.gov/authorities/subjects/sh85074571 Interlanguage (Language learning) http://id.loc.gov/authorities/subjects/sh85067284 Multilingualism. http://id.loc.gov/authorities/subjects/sh85088352 Language acquisition. http://id.loc.gov/authorities/subjects/sh85074511 Language Development https://id.nlm.nih.gov/mesh/D007804 Transfert (Apprentissage d'une langue) Interlangue (Apprentissage des langues) Multilinguisme. Langage Acquisition. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. bisacsh LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. bisacsh LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. bisacsh LANGUAGE ARTS & DISCIPLINES Linguistics General. bisacsh LANGUAGE ARTS & DISCIPLINES Readers. bisacsh LANGUAGE ARTS & DISCIPLINES Spelling. bisacsh Interlanguage (Language learning) fast Language acquisition fast Language transfer (Language learning) fast Multilingualism fast |
| topic_facet | Language transfer (Language learning) Interlanguage (Language learning) Multilingualism. Language acquisition. Language Development Transfert (Apprentissage d'une langue) Interlangue (Apprentissage des langues) Multilinguisme. Langage Acquisition. FOREIGN LANGUAGE STUDY Multi-Language Phrasebooks. LANGUAGE ARTS & DISCIPLINES Alphabets & Writing Systems. LANGUAGE ARTS & DISCIPLINES Grammar & Punctuation. LANGUAGE ARTS & DISCIPLINES Linguistics General. LANGUAGE ARTS & DISCIPLINES Readers. LANGUAGE ARTS & DISCIPLINES Spelling. Language acquisition Multilingualism |
| work_keys_str_mv | AT angelovskatanja l3syntactictransfermodelsnewdevelopmentsandimplications AT hahnangela l3syntactictransfermodelsnewdevelopmentsandimplications |