LEADER 05565nam 2200685Ia 450 001 9910791907903321 005 20230126204157.0 010 $a1-283-54898-4 010 $a9786613861436 010 $a90-272-7349-9 035 $a(CKB)2560000000091091 035 $a(EBL)997710 035 $a(OCoLC)810533780 035 $a(SSID)ssj0000701613 035 $a(PQKBManifestationID)12263513 035 $a(PQKBTitleCode)TC0000701613 035 $a(PQKBWorkID)10672452 035 $a(PQKB)10740891 035 $a(Au-PeEL)EBL997710 035 $a(CaPaEBR)ebr10593808 035 $a(CaONFJC)MIL386143 035 $a(MiAaPQ)EBC997710 035 $a(EXLCZ)992560000000091091 100 $a20120521d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aMultilingual individuals and multilingual societies$b[electronic resource] /$fedited by Kurt Braunmu?ller, Christoph Gabriel 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$d2012 215 $a1 online resource (490 p.) 225 0 $aHamburg studies on multilingualism (HSM) ;$v13 300 $aDescription based upon print version of record. 311 $a90-272-1933-8 320 $aIncludes bibliographical references and index. 327 $aMultilingual Individuals and Multilingual Societies; Editorial page; Title page; LCC data; Acknowledgement; Table of contents; Foreword; References; Part I. How language is acquired and lost in multilingual settings; Case marking in child L1 and early child L2 German; 1. Introduction; 2. The German case system; 2.1 Case forms in German; 2.2 Structural case vs. lexical case; 3. The acquisition of case in German; 3.1 An overview; 3.2 The study by Eisenbeiss et al. (2006): Case marking by monolingual German children; 3.3 The criteria used by Eisenbeiss et al. in their analysis of case 327 $a4. Spontaneous production data from successive bilingual children with L1 Turkish 5. Experimental data from monolingual and successive bilingual children; 6. Discussion; 7. Conclusions; References; First exposure learners make use of top-down lexical knowledge when learning words; 1. Experience and L1 knowledge in L2 word learning; 2. Segmenting sound forms, recognizing words and making form-meaning correspondences; 3. Why study first exposure learners?; 4. Our studies; 4.1 Methodology and stimuli; 4.2 Participants; 4.3 Results; 5. Discussion and conclusions; References; Wh-questions in Dutch 327 $a1. Introduction 2. Cross-linguistic influence in multilingual acquisition; 3. Wh-questions in Dutch, French and Italian; 3.1 Syntax of wh-questions in Dutch, French and Italian; 3.2 Monolingual acquisition of wh-questions in Dutch, French and Italian; 3.3 Multilingual acquisition of wh-questions; 4. Study; 4.1 Hypotheses; 4.2 Participants; 4.3 Experimental task; 4.4 Results; 5. Discussion and conclusions; References; The emergence of a new variety of Russian in a language contact situation; 1. Background; 1.1 The subject of the study; 1.2 Why negation?; 1.3 The functions of negation 327 $a1.4 Negation in Russian 1.5 Negation in Swedish; 2. Negation in Julia's data; 2.1 Pre-verbal negation: Gestures; 2.2 Verbal negation; 3. Discussion; 4. Conclusion; References; The acquisition of gender agreement marking in Polish; 1. Introduction; 2. Gender classes, gender agreement and gender assignment in Polish; 3. State of the art; 3.1 The acquisition of gender in Polish; 3.2 The acquisition of gender in bilingual children; 4. Design of the present study; 4.1 Participants; 4.2 Methods; 5. Results; 5.1 Correlation of age and correctness 327 $a5.2 Correctness of gender markings with typical, atypical and nonce nouns 5.3 Error analyses; 6. General discussion and conclusion; References; Discourse cohesion in the elicited narratives of early Russian-German sequential bilinguals; 1. Introduction; 1.1 Discourse cohesion and coherence in narratives; 1.2 Some facts about the acquisition of Russian; 2. Method; 3. Results and discussion; 4. Conclusion; Appendix; References; German segments in the speech of German-Spanish bilingual children; 1. Introduction; 2. The German voicing contrast; 2.1 Theoretical description and acquisition 327 $a2.2 The study 330 $aThe 25 contributions of this volume represent a selection from the more than 120 papers originally presented at the International Conference on "Multilingual Individuals and Multilingual Societies" (MIMS), held in Hamburg (October 2010) and organized by the Collaborative Research Center "Multilingualism" after twelve years of successful research. It presents a panorama of contemporary research in multilingualism covering three fields of investigation: (1) the simultaneous and successive acquisition of more than one language, including language attrition in multilingual settings, (2) historical 410 0$aHamburg Studies on Multilingualism 606 $aMultilingualism$xSocial aspects 606 $aLanguages in contact 606 $aSociolinguistics 615 0$aMultilingualism$xSocial aspects. 615 0$aLanguages in contact. 615 0$aSociolinguistics. 676 $a306.44/6 701 $aBraunmu?ller$b Kurt$f1948-$0422651 701 $aGabriel$b Christoph$0905681 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910791907903321 996 $aMultilingual individuals and multilingual societies$93760736 997 $aUNINA