Transfer Effects in Multilingual Language Development.

By: Peukert, HagenSeries: Hamburg Studies on Linguistic DiversityPublisher: Amsterdam : John Benjamins Publishing Company, 2015Copyright date: ©2015Description: 1 online resource (363 pages)Content type: text Media type: computer Carrier type: online resourceISBN: 9789027268693Subject(s): Language transfer (Language learning);Interlanguage (Language learning);MultilingualismGenre/Form: Electronic books. Additional physical formats: Print version:: Transfer Effects in Multilingual Language DevelopmentDDC classification: 401.93 LOC classification: P118.25 -- .T736 2015ebOnline resources: Click to View
Contents:
Transfer Effects in Multilingual Language Development -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Acknowledgements -- Transfer effects in multilingual language development -- 1. Towards a new direction in the study of language transfer -- 2. Methodological challenges -- 3. A short note on concepts and definitions -- 4. Contributions of this volume in the arena of multilingualism and language transfer -- References -- Part 1. Psycholinguistic approachesto language transfer -- The relationship between L3 transfer and structural similarity across development -- 1. Introduction -- 2. Models of L3 morphosyntactic transfer and development -- 2.1 Absolute L1 transfer -- 2.2 The L2 status factor -- 2.3 The Cumulative Enhancement Model -- 2.4 The Typological Primacy Model -- 3. Subject raising across experiencers -- 4. Experiment 1: L3 transfer at the initial stages -- 4.1 Research question and predictions -- 4.2 Methodology -- 4.2.1 Participants -- 4.2.2 Grammaticality acceptability task -- 4.2.3 Results -- 5. Experiment 2: Feature reconfiguration and L3 development -- 5.1 Learning task and research question -- 5.1 Participants -- 5.2 Results -- 6. Discussion -- 6.1 L3 initial stages transfer -- 6.2 L3 ultimate attainment -- 6.3 L3 acquisition at a cost? -- 7. Conclusions -- References -- Segmental targets versus lexical interference -- 1. Introduction -- 2. The study of "first exposure" learners -- 3. The current study -- 3.1 Methodology -- 3.2 Procedures and stimuli -- 3.3 Initial analysis of production data and stimuli -- 3.4 Results -- 3.5 Discussion -- 4. Conclusions -- 5. Acknowledgements -- References -- Foreign accent in heritage speakers of Turkish in Germany -- 1. Introduction -- 2. The German-Turkish population in Germany -- 3. Foreign accent in simultaneous and successive bilinguals.
3.1 The phonological systems of Turkish and German -- 3.1.1 Vowels -- 3.1.2 Consonants -- 3.1.3 Prosody -- 3.1.4 Phonological processes -- 4. Foreign accent rating in German-Turkish bilinguals -- 4.1 Participants (speakers) -- 4.2 Preparation -- 4.3 Raters -- 4.4 Procedure -- 5. Foreign accent in German-Turkish bilinguals -- 5.1 Foreign accent -- 5.2 Accentedness features -- 5.3 Revisions -- 6. Discussion and conclusions -- References -- Part 2. Transfer in language learningand language contact -- Lexical cross-linguistic influence in third language development -- 1. Introduction -- 2. Word knowledge in non native languages -- 3. Lexical cross-linguistic influence -- 3.1 Formal CLI -- 3.2 Meaning-based CLI -- 4. The relationship between CLI and TL proficiency -- 5. CLI in the Italian L3 of intermediate and advanced learners -- 6. Concluding remarks -- References -- Effects of cross-linguistic influence in word formation -- 1. Introduction -- 2. Cross-linguistic influence (CLI) -- 2.1 Definition, outcomes and constraints -- 2.2 Effects of CLI in L2 morphology and word-formation -- 3. Case study: Data, methodology, aims and hypotheses -- 4. Results and discussion -- 5. Conclusion -- References -- Transfer effects in the acquisition of English as an additional language by bilingual children in Germany -- 1. Introduction -- 1.1 Methodology -- 1.2 Preliminary results -- 1.3 Subject-verb-agreement -- 1.4 Article use -- 1.5 Summary of results -- 1.6 Discussion of results -- 1.7 Concluding remarks -- References -- Let's fix it? Cross-linguistic influence in word order patterns of Russian heritage speakers in Germany -- 1. Russian as a heritage language in Germany -- 2. Word order in Russian and German - A contrastive overview -- 3. Evidence for cross-linguistic influence on word order in multilingual settings.
4. Verb placement in heritage speakers of Russian in Germany -- 4.1 Background of the present study -- 4.2 Participants -- 4.3 Data collection -- 4.4 Research questions and hypotheses -- 5. Analysis of the data -- 5.1 Data included in the analysis -- 5.2 Verb placement in declarative main clauses -- 5.2.1 Classification according to the position of the verb -- 5.2.2 Placement of verb in relation to other main sentence constituents -- 5.3 Verb placement in subordinate clauses -- 6. Conclusions -- References -- Part 3. Transfer in applied linguistics -- Assessing foreign language speech rhythm in multilingual learners -- 1. Introducing the field: Multilingual transfer and foreign language learning -- 2. How different is Mandarin Chinese? -- 3. Speech rhythm in multilingual settings -- 4. Empirical study -- 4.1 Hypotheses -- 4.2 Methodology -- 4.3 Results -- 4.4 Discussion -- 5. Concluding remarks -- References -- Appendix: Materials recorded -- Mandarin Chinese: Fable The North Wind and the Sun -- 北 与太 -- Běi fēng hé tàiyáng -- French: Short story from textbook (Jouvet 2006: 7, slightly adapted) -- Amandine fait du sport -- Cross-linguistic transfer of academic language in multilingual adolescents -- 1. Introduction: Identifying relevant linguistic indicators for (multilingual) later language development -- 2. On registers and lexicon in the phase of later language development -- 3. Academic language and cross-linguistic transfer -- 4. Influences of multilingual later language development -- 5. Research methodology and design -- 5.1 Sample description -- 5.2 Measures -- 5.2.1 Measures for language proficiency -- 5.2.2 Background variables -- 5.3 Data analysis -- 6. Results: Characterizing German academic language and its predictors -- 7. Discussion -- 8. Summary of findings and outlook -- References -- Bilingual resources and school context.
1. Introduction -- 2. Literate skills and the school context -- 3. The LAS-project -- 3.1 General framework -- 3.2 Methodology of the linguistic tests -- 3.3 Data elicitation -- 4. Nominal phrases as indicators of literate language production: A typological perspective -- 4.1 Nominal phrase structure in German -- 4.2 Nominal phrase structure in Kurdish -- 4.3 Nominal phrase structure in Turkish -- 5. Nominal structures in L1/L2: Empirical findings -- 5.1 Nominal structures in the texts: Analysis of German as first and second language -- 5.2 Nominal structures in the texts from students in Turkey -- 5.2.1 Analysis of Turkish as first and second language -- 5.2.2 Analysis of Kurdish as first language -- 5.3 Turkish L1 in country-comparison -- 6. Summary and conclusions -- References -- Appendix -- Part 4. Methodology on transfer: Issues and solutions -- Do immigrant children profit from heritage language proficiencies? -- 1. Research questions -- 2. Methods -- 2.1 Data -- 2.2 Instruments -- 2.3 Results 1: Establishing a model for cross-linguistic transfer for Turkish-German Children -- 2.4 Results 2: Re-examining transfer effects by including other heritage languages -- 2.4 Discussion and outlook -- References -- Appendix A -- Appendix B -- Automated L1 identification in English learner essays and its implications for language transfer -- 1. Introduction -- 2. Previous research on transfer in automated L1 identification -- 3. Methods -- 3.1 The design of TOEFL11 -- 3.2 Automated classification and feature selection -- 4. Results -- 4.1 Results of the classification task -- 4.2 Features for classifying English texts in TOEFL11 for L1 German and L1 Italian -- 5. Possible transfer effects from L1 German and L1 Italian -- 5.1 Hypotheses of transfer from L1 German -- 5.2 Hypotheses of transfer from L1 Italian -- 6. Conclusion -- References.
The nature of the initial state of child L2 grammar -- 1. Introduction -- 2. Object clitics in Albanian -- 3. Object pronominalization patterns -- 4. Object types in English and Albanian -- 5. Accounts of the initial state of L2 grammar -- 6. Accounts of clitics in L2 acquisition -- 7. Prediction -- Study 1 -- Participants -- Materials -- Analysis -- Results of recording -- Study 2 -- Participants -- Materials and procedure -- Results -- Results from spontaneous speech sample -- Bilingual group -- Monolingual group -- Results from elicited production task -- Bilingual group -- 8. Discussion and conclusions -- References -- Subject Index -- Name Index.
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Transfer Effects in Multilingual Language Development -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Acknowledgements -- Transfer effects in multilingual language development -- 1. Towards a new direction in the study of language transfer -- 2. Methodological challenges -- 3. A short note on concepts and definitions -- 4. Contributions of this volume in the arena of multilingualism and language transfer -- References -- Part 1. Psycholinguistic approachesto language transfer -- The relationship between L3 transfer and structural similarity across development -- 1. Introduction -- 2. Models of L3 morphosyntactic transfer and development -- 2.1 Absolute L1 transfer -- 2.2 The L2 status factor -- 2.3 The Cumulative Enhancement Model -- 2.4 The Typological Primacy Model -- 3. Subject raising across experiencers -- 4. Experiment 1: L3 transfer at the initial stages -- 4.1 Research question and predictions -- 4.2 Methodology -- 4.2.1 Participants -- 4.2.2 Grammaticality acceptability task -- 4.2.3 Results -- 5. Experiment 2: Feature reconfiguration and L3 development -- 5.1 Learning task and research question -- 5.1 Participants -- 5.2 Results -- 6. Discussion -- 6.1 L3 initial stages transfer -- 6.2 L3 ultimate attainment -- 6.3 L3 acquisition at a cost? -- 7. Conclusions -- References -- Segmental targets versus lexical interference -- 1. Introduction -- 2. The study of "first exposure" learners -- 3. The current study -- 3.1 Methodology -- 3.2 Procedures and stimuli -- 3.3 Initial analysis of production data and stimuli -- 3.4 Results -- 3.5 Discussion -- 4. Conclusions -- 5. Acknowledgements -- References -- Foreign accent in heritage speakers of Turkish in Germany -- 1. Introduction -- 2. The German-Turkish population in Germany -- 3. Foreign accent in simultaneous and successive bilinguals.

3.1 The phonological systems of Turkish and German -- 3.1.1 Vowels -- 3.1.2 Consonants -- 3.1.3 Prosody -- 3.1.4 Phonological processes -- 4. Foreign accent rating in German-Turkish bilinguals -- 4.1 Participants (speakers) -- 4.2 Preparation -- 4.3 Raters -- 4.4 Procedure -- 5. Foreign accent in German-Turkish bilinguals -- 5.1 Foreign accent -- 5.2 Accentedness features -- 5.3 Revisions -- 6. Discussion and conclusions -- References -- Part 2. Transfer in language learningand language contact -- Lexical cross-linguistic influence in third language development -- 1. Introduction -- 2. Word knowledge in non native languages -- 3. Lexical cross-linguistic influence -- 3.1 Formal CLI -- 3.2 Meaning-based CLI -- 4. The relationship between CLI and TL proficiency -- 5. CLI in the Italian L3 of intermediate and advanced learners -- 6. Concluding remarks -- References -- Effects of cross-linguistic influence in word formation -- 1. Introduction -- 2. Cross-linguistic influence (CLI) -- 2.1 Definition, outcomes and constraints -- 2.2 Effects of CLI in L2 morphology and word-formation -- 3. Case study: Data, methodology, aims and hypotheses -- 4. Results and discussion -- 5. Conclusion -- References -- Transfer effects in the acquisition of English as an additional language by bilingual children in Germany -- 1. Introduction -- 1.1 Methodology -- 1.2 Preliminary results -- 1.3 Subject-verb-agreement -- 1.4 Article use -- 1.5 Summary of results -- 1.6 Discussion of results -- 1.7 Concluding remarks -- References -- Let's fix it? Cross-linguistic influence in word order patterns of Russian heritage speakers in Germany -- 1. Russian as a heritage language in Germany -- 2. Word order in Russian and German - A contrastive overview -- 3. Evidence for cross-linguistic influence on word order in multilingual settings.

4. Verb placement in heritage speakers of Russian in Germany -- 4.1 Background of the present study -- 4.2 Participants -- 4.3 Data collection -- 4.4 Research questions and hypotheses -- 5. Analysis of the data -- 5.1 Data included in the analysis -- 5.2 Verb placement in declarative main clauses -- 5.2.1 Classification according to the position of the verb -- 5.2.2 Placement of verb in relation to other main sentence constituents -- 5.3 Verb placement in subordinate clauses -- 6. Conclusions -- References -- Part 3. Transfer in applied linguistics -- Assessing foreign language speech rhythm in multilingual learners -- 1. Introducing the field: Multilingual transfer and foreign language learning -- 2. How different is Mandarin Chinese? -- 3. Speech rhythm in multilingual settings -- 4. Empirical study -- 4.1 Hypotheses -- 4.2 Methodology -- 4.3 Results -- 4.4 Discussion -- 5. Concluding remarks -- References -- Appendix: Materials recorded -- Mandarin Chinese: Fable The North Wind and the Sun -- 北 与太 -- Běi fēng hé tàiyáng -- French: Short story from textbook (Jouvet 2006: 7, slightly adapted) -- Amandine fait du sport -- Cross-linguistic transfer of academic language in multilingual adolescents -- 1. Introduction: Identifying relevant linguistic indicators for (multilingual) later language development -- 2. On registers and lexicon in the phase of later language development -- 3. Academic language and cross-linguistic transfer -- 4. Influences of multilingual later language development -- 5. Research methodology and design -- 5.1 Sample description -- 5.2 Measures -- 5.2.1 Measures for language proficiency -- 5.2.2 Background variables -- 5.3 Data analysis -- 6. Results: Characterizing German academic language and its predictors -- 7. Discussion -- 8. Summary of findings and outlook -- References -- Bilingual resources and school context.

1. Introduction -- 2. Literate skills and the school context -- 3. The LAS-project -- 3.1 General framework -- 3.2 Methodology of the linguistic tests -- 3.3 Data elicitation -- 4. Nominal phrases as indicators of literate language production: A typological perspective -- 4.1 Nominal phrase structure in German -- 4.2 Nominal phrase structure in Kurdish -- 4.3 Nominal phrase structure in Turkish -- 5. Nominal structures in L1/L2: Empirical findings -- 5.1 Nominal structures in the texts: Analysis of German as first and second language -- 5.2 Nominal structures in the texts from students in Turkey -- 5.2.1 Analysis of Turkish as first and second language -- 5.2.2 Analysis of Kurdish as first language -- 5.3 Turkish L1 in country-comparison -- 6. Summary and conclusions -- References -- Appendix -- Part 4. Methodology on transfer: Issues and solutions -- Do immigrant children profit from heritage language proficiencies? -- 1. Research questions -- 2. Methods -- 2.1 Data -- 2.2 Instruments -- 2.3 Results 1: Establishing a model for cross-linguistic transfer for Turkish-German Children -- 2.4 Results 2: Re-examining transfer effects by including other heritage languages -- 2.4 Discussion and outlook -- References -- Appendix A -- Appendix B -- Automated L1 identification in English learner essays and its implications for language transfer -- 1. Introduction -- 2. Previous research on transfer in automated L1 identification -- 3. Methods -- 3.1 The design of TOEFL11 -- 3.2 Automated classification and feature selection -- 4. Results -- 4.1 Results of the classification task -- 4.2 Features for classifying English texts in TOEFL11 for L1 German and L1 Italian -- 5. Possible transfer effects from L1 German and L1 Italian -- 5.1 Hypotheses of transfer from L1 German -- 5.2 Hypotheses of transfer from L1 Italian -- 6. Conclusion -- References.

The nature of the initial state of child L2 grammar -- 1. Introduction -- 2. Object clitics in Albanian -- 3. Object pronominalization patterns -- 4. Object types in English and Albanian -- 5. Accounts of the initial state of L2 grammar -- 6. Accounts of clitics in L2 acquisition -- 7. Prediction -- Study 1 -- Participants -- Materials -- Analysis -- Results of recording -- Study 2 -- Participants -- Materials and procedure -- Results -- Results from spontaneous speech sample -- Bilingual group -- Monolingual group -- Results from elicited production task -- Bilingual group -- 8. Discussion and conclusions -- References -- Subject Index -- Name Index.

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