Contributed by linguistics scholars from the US, Europe, and Israel, the 11 essays in this volume examine crosslinguistic influence and interaction in multilingual language learning. They provide case studies describing children and adolescents speaking English, Italian, French, Dutch, Finnish, and German; the analysis of crosslinguistic influence in cognate guessing tasks using random forests as a statistical tool; the role of metalinguistic awareness in third-language acquisition and cross-language speech perception; the role of linguistic landscapes in crosslinguistic influence and multilingualism, particularly early exposure to different writing systems in multilingual children's literacy development; the role of non-native language German in processing Danish; mechanisms used by multilinguals when processing an unknown language that is similar to the languages they already know; and the role of subjects' perceptions of language relatedness in written text production. Annotation ©2016 Ringgold, Inc., Portland, OR (protoview.com)
Which strategies do multilingual learners use when confronted with languages they don't yet know? Which factors are involved in activating prior linguistic knowledge in multilingual learning? This volume offers valuable insights into recent research in multilingualism, crosslinguistic influence and crosslinguistic interaction. Experts in the field examine the role of background languages in multilingual learning. All the chapters point to the heart of the question of what the «multilingual mind» is. Does learning one language actually help you learn another, and if so, why?
This volume looks at languages and scenarios beyond English as a second language - Italian, Gealic, Dutch and German, amongst others, are covered, as well as instances of third and additional language learning. Research into crosslinguistic influence and crosslinguistic interaction essentially contributes to our understanding of how language learning works when there are three or more languages in contact.
Number of Pages: 260
Genre: Language + Art + Disciplines, Education
Sub-Genre: Educational Psychology
Publisher: Bloomsbury USA Academic
Street Date: October 22, 2015
Item Number (DPCI): 247-50-5354