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Discourse markers and (dis)fluency : forms and functions across languages and registers / / Ludivine Crible
| Discourse markers and (dis)fluency : forms and functions across languages and registers / / Ludivine Crible |
| Autore | Crible Ludivine |
| Pubbl/distr/stampa | Amsterdam, [Netherlands] ; ; Philadelphia, [Pennsylvania] : , : John Benjamins Publishing Company, , 2018 |
| Descrizione fisica | 1 online resource (253 pages) : illustrations, tables |
| Disciplina | 420.141 |
| Collana | Pragmatics & Beyond New Series |
| Soggetto topico |
Discourse markers
Pragmatics Language and languages - Study and teaching - Foreign speakers Fluency (Language learning) Functionalism (Linguistics) Contrastive lingusitics Functional discourse grammar |
| Soggetto genere / forma | Electronic books. |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ; List of figures -- ; List of tables -- ; List of abbreviations and acronyms -- ; Acknowledgments -- ; Introduction -- Fluency in time and space -- Background and objectives -- Preview of the book -- Definitions and corpus-based approaches to fluency and disfluency -- Disfluency or repair? Levelt's legacy -- Holistic definitions of fluency -- Componential approaches to fluency and disfluency -- Qualitative components of perception -- Quantitative components of production -- Gotz's qualitative-quantitative approach -- Synthesis : definition adopted in this work -- A usage-based account of (dis)fluency -- Key notions in usage-based linguistics -- From schemas to sequences of fluencemes -- Variation in context(s) -- Accessing fluency through frequency -- Summary and hypotheses -- Definitions and corpus-based approaches to discourse markers -- From connectives to pragmatic markers : defining the continuum a unique contribution to corpus-based pragmatics, discourse analysis and crosslinguistic fluency research. Discourse markers in contrastive linguistics -- Models of discourse marker functions -- Discourse relations in the Penn discourse TreeBank 2.0 -- The many scopes of DM functions -- "Fluent" vs. "disfluent" discourse markers -- DM features and (dis)fluency -- Previous corpus-based accounts of DMs and disfluency -- Summary and hypotheses -- Corpus and method -- The DisFrEn dataset -- Source corpora -- Comparable corpus design -- Corpus structure in situational features -- Discourse marker annotation -- Identification of DM tokens -- Functional taxonomy -- Three-fold positioning system -- Other variables -- Annotation procedure -- Disfluency annotation -- Simple fluencemes -- Compound fluencemes -- Related phenomena and diacritics -- Annotation procedure -- Macro-labels of sequences -- ; Summary -- Portraying the category of discourse markers -- Distribution across languages and registers -- General frequencycorpus-based pragmatics, discourse analysis and crosslinguistic fluency research. The status of tag questions -- Register variation -- A greater effect of register over language? -- DM expressions in contrast -- Diversity hypothesis -- Position of DMs : initiality in question -- Clause-initial DMs -- Utterance-initial DMs -- Turn-initial DMs -- Non-initial DMs -- Interim summary on position -- Domains and functions : frequency and diversity -- Single domains -- Single functions -- Double domains and functions -- Integrating syntax and pragmatics -- Co-occurrence of DMs -- Co-occurrence across languages and registers -- Co-occurrence across positions -- Integrated statistical model of co-occurrence -- ; Summary -- Interim discussion : the potential of bottom-up research -- Disfluency in interviews -- Data -- Fluenceme rates in English and French -- Number of tags -- Number of tokens -- Radio vs. face-to-face interviews -- Clustering tendencies -- Isolation vs. combination -- Most frequent clustersragmatics, discourse analysis and crosslinguistic fluency research. DMs in clusters -- Fluency as frequency -- Frequency and structural complexity -- Frequency and sequence length -- ; Summary -- The (dis)fluency of discourse markers -- Sequence types across registers -- "Cluster" -- "Sequence category" -- "Internal structure" -- Sequence-specific DMs -- Sequence types across DM features -- Disfluency and functional domain -- Disfluency, domain and position -- Synthesis of variables -- Potentially Disfluent Functions -- PDFs across registers -- PDFs and sequence types -- PDFs and sequence structure -- ; Summary -- Interim discussion : the "silence" of corpora -- Discourse markers in repairs -- Previous approaches to repair -- Reformulation and its markers : the French classics -- Contrastive perspectives on reformulation markers -- From reformulation to repair : levelt's (1983) typology of repair -- Research questions and hypotheses -- Data and method -- Selection criteria -- Repair categorytics, discourse analysis and crosslinguistic fluency research. Relation to annotated fluencemes -- Intra-annotator agreement -- Repair categories across languages -- DMs in repairs -- Position of the DMs -- DM lexemes -- Potentially disfluent functions in repairs -- Specification and enumeration -- DMs and modified repetitions -- ; Summary -- Interim discussion : low quantity, high quality? -- Conclusion -- Summary of the main findings -- General discussion -- Implications and research avenues -- ; Bibliography -- Appendices -- Discourse markers by register -- List of discourse markers in DisFrEn and their functions -- List of functions in DisFrEn and their discourse markers -- Top-five most frequent functions by register in DisFrEn -- ; Index. |
| Record Nr. | UNINA-9910478922703321 |
Crible Ludivine
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| Amsterdam, [Netherlands] ; ; Philadelphia, [Pennsylvania] : , : John Benjamins Publishing Company, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Discourse, ideology and heritage language socialization : micro and macro perspectives / / Martin Guardado
| Discourse, ideology and heritage language socialization : micro and macro perspectives / / Martin Guardado |
| Autore | Guardado Martin |
| Pubbl/distr/stampa | Boston ; ; Berlin : , : De Gruyter Mouton, , [2018] |
| Descrizione fisica | 1 online resource (284 pages) : illustrations |
| Disciplina | 404.2 |
| Collana | Contributions to the sociology of language |
| Soggetto topico |
Linguistic minorities - Social aspects
Heritage language speakers Language acquisition - Social aspects Sociolinguistics Ethnicity Language and languages - Study and teaching - Foreign speakers Multilingualism Muttersprache Diskurs Spracherhaltung Spracherwerb Minderheitensprache Mehrsprachigkeit |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-5015-0073-2
1-61451-384-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Preface -- Contents -- 1. Introduction -- Part I: Setting the stage -- 2. Overview of heritage language studies -- 3. Language socialization -- 4. Language ideologies -- Part II: The discursive construction of heritage language development -- 6. Discourses of heritage language development I: A preliminary typology -- 7. Discourses II: Mapping the literature -- 8. Discourses III: Problematizing the discourse typology -- Part III: Socializing strategies and metapragmatic practices -- 9. The role of community -- 10. Family language and literacy practices -- 11. Family language policy and language regulation -- 12. Heritage language regulation -- Part IV: Family, community and education in global perspective -- 13. A cosmopolitan turn in heritage language studies? -- 14. From multiculturalism to cosmopolitanism -- 15. Final reflections and ways forward -- References -- Subject index |
| Record Nr. | UNINA-9910464444503321 |
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Guardado Martin
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| Boston ; ; Berlin : , : De Gruyter Mouton, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Discourse, ideology and heritage language socialization : micro and macro perspectives / / Martin Guardado
| Discourse, ideology and heritage language socialization : micro and macro perspectives / / Martin Guardado |
| Autore | Guardado Martin |
| Pubbl/distr/stampa | Boston ; ; Berlin : , : De Gruyter Mouton, , [2018] |
| Descrizione fisica | 1 online resource (284 pages) : illustrations |
| Disciplina | 404.2 |
| Collana | Contributions to the sociology of language |
| Soggetto topico |
Linguistic minorities - Social aspects
Heritage language speakers Language acquisition - Social aspects Sociolinguistics Ethnicity Language and languages - Study and teaching - Foreign speakers Language and languages - Study and teaching Multilingualism Muttersprache Diskurs Spracherhaltung Spracherwerb Minderheitensprache Mehrsprachigkeit |
| Soggetto non controllato |
Applied Linguistics
Bilingualism Multilingualism |
| ISBN |
1-5015-0073-2
1-61451-384-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Preface -- Contents -- 1. Introduction -- Part I: Setting the stage -- 2. Overview of heritage language studies -- 3. Language socialization -- 4. Language ideologies -- Part II: The discursive construction of heritage language development -- 6. Discourses of heritage language development I: A preliminary typology -- 7. Discourses II: Mapping the literature -- 8. Discourses III: Problematizing the discourse typology -- Part III: Socializing strategies and metapragmatic practices -- 9. The role of community -- 10. Family language and literacy practices -- 11. Family language policy and language regulation -- 12. Heritage language regulation -- Part IV: Family, community and education in global perspective -- 13. A cosmopolitan turn in heritage language studies? -- 14. From multiculturalism to cosmopolitanism -- 15. Final reflections and ways forward -- References -- Subject index |
| Record Nr. | UNINA-9910788816403321 |
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Guardado Martin
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| Boston ; ; Berlin : , : De Gruyter Mouton, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Discourse, ideology and heritage language socialization : micro and macro perspectives / / Martin Guardado
| Discourse, ideology and heritage language socialization : micro and macro perspectives / / Martin Guardado |
| Autore | Guardado Martin |
| Pubbl/distr/stampa | Boston ; ; Berlin : , : De Gruyter Mouton, , [2018] |
| Descrizione fisica | 1 online resource (284 pages) : illustrations |
| Disciplina | 404.2 |
| Collana | Contributions to the sociology of language |
| Soggetto topico |
Linguistic minorities - Social aspects
Heritage language speakers Language acquisition - Social aspects Sociolinguistics Ethnicity Language and languages - Study and teaching - Foreign speakers Language and languages - Study and teaching Multilingualism Muttersprache Diskurs Spracherhaltung Spracherwerb Minderheitensprache Mehrsprachigkeit |
| Soggetto non controllato |
Applied Linguistics
Bilingualism Multilingualism |
| ISBN |
1-5015-0073-2
1-61451-384-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Preface -- Contents -- 1. Introduction -- Part I: Setting the stage -- 2. Overview of heritage language studies -- 3. Language socialization -- 4. Language ideologies -- Part II: The discursive construction of heritage language development -- 6. Discourses of heritage language development I: A preliminary typology -- 7. Discourses II: Mapping the literature -- 8. Discourses III: Problematizing the discourse typology -- Part III: Socializing strategies and metapragmatic practices -- 9. The role of community -- 10. Family language and literacy practices -- 11. Family language policy and language regulation -- 12. Heritage language regulation -- Part IV: Family, community and education in global perspective -- 13. A cosmopolitan turn in heritage language studies? -- 14. From multiculturalism to cosmopolitanism -- 15. Final reflections and ways forward -- References -- Subject index |
| Record Nr. | UNINA-9910823057203321 |
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Guardado Martin
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| Boston ; ; Berlin : , : De Gruyter Mouton, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Expanding individual difference research in the interaction approach : investigating learners, instructors, and other interlocutors / / edited by Laura Gurzynski-Weiss
| Expanding individual difference research in the interaction approach : investigating learners, instructors, and other interlocutors / / edited by Laura Gurzynski-Weiss |
| Pubbl/distr/stampa | Amsterdam, [Netherlands] ; ; Philadelphia, [Pennsylvania] : , : John Benjamins Publishing Company, , 2017 |
| Descrizione fisica | 1 online resource |
| Disciplina | 418.0071 |
| Collana | AILA Applied Linguistics Series (AALS) |
| Soggetto topico |
Language and languages - Study and teaching - Foreign speakers
Language teachers - Training of |
| Soggetto genere / forma | Electronic books. |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910467458003321 |
| Amsterdam, [Netherlands] ; ; Philadelphia, [Pennsylvania] : , : John Benjamins Publishing Company, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Input processing and processing instruction : the acquisition of Italian and modern standard Arabic / / Alessandro Benati, University of Hong Kong
| Input processing and processing instruction : the acquisition of Italian and modern standard Arabic / / Alessandro Benati, University of Hong Kong |
| Autore | Benati Alessandro G. |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] |
| Descrizione fisica | 1 online resource (203 pages) |
| Disciplina | 418.0071 |
| Collana | Bilingual Processing and Acquisition |
| Soggetto topico |
Language and languages - Study and teaching - Foreign speakers
Arabic language - Study and teaching - Foreign speakers Italian language - Study and teaching - Foreign speakers Second language acquisition |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Input Processing and Processing Instruction -- Editorial page -- Title page -- Copyright page -- Dedication page -- Table of contents -- Acknowledgements -- Prologue -- Part I. Input processing and processing instruction -- Chapter 1. Input processing theory: (with Khawlah Ahmed) -- 1.1 Introduction -- 1.2 The input processing theory -- 1.3 The Primacy of Meaning Principle and its sub-principles -- Content words -- Lexical preference -- Redundancy and meaningfulness -- Resources -- Location -- 1.4 The First Noun Principle and its subprinciples -- Lexical semantics -- Event probabilities -- 1.5 Conclusion -- References -- Chapter 2. Processing instruction research in Italian and modern standard Arabic -- 2.1 Introduction -- 2.2 Processing instruction -- 2.3 The effects of structured input practice on circumventing processing strategies -- The lexical preference principle -- The preference for non-redundancy principle -- The Sentence Location Principle -- The first noun principle -- 2.4 Measuring the effects of processing instruction on the acquisition of Italian -- Empirical studies on verbal and nominal morphology (Primacy of Meaning Principles and its subprinciples) -- Empirical studies on the first noun principle and its subprinciples -- 2.5 Measuring the effects of processing instruction on the acquisition of modern standard Arabic -- Empirical studies on the primacy of meaning principle and its sub-principles -- 2.6 Conclusion -- References -- Part II. The effects of structured input on the acquisition of Italian -- Chapter 3. Structured input vs. textual enhancement on the acquisition of Italian subjunctive of doubt: Sentence and discourse-level tasks (with Gaia Chiuchiu) -- 3.1 Introduction -- 3.2 Background -- The processing problem of non-meaningfulness, redundancy and location.
Empirical research measuring structured input practice (enhanced and unenhanced) -- Empirical research measuring discourse-level effects -- The role of structured input -- 3.3 Motivation and research questions for the present study -- 3.4 Design -- Participants -- Target feature -- Procedure -- Instructional materials -- Textual enhancement -- Control -- Assessment tasks -- 3.5 Results -- Results from the sentence-level interpretation task -- Results from the sentence-level production task -- Results from the discourse-level interpretation task -- Summary of results -- 3.6 Discussion and conclusion -- References -- Chapter 4. Structured input vs. traditional instruction on the acquisition of Italian gender agreement: Interpretation discourse-level tasks -- 4.1 Introduction -- 4.2 Background -- Measuring the effects of processing instruction on Italian gender agreement -- Measuring the effects of processing instruction through different tasks -- Research measuring short and long-term effects for processing instruction -- 4.3 Motivation and research questions for the present study -- 4.4 Design -- Participants -- Target feature -- Procedure -- Instructional materials -- 4.5 Results -- Guided recall of the dialogue-based discourse-level -- Guided recall of the story-based discourse-level interpretation data -- 4.6 Discussion and conclusion -- References -- Chapter 5. Structured input vs. meaning output-based instruction on the acquisition of Italian passive constructions: An eye-tracking study -- 5.1 Introduction -- 5.2 Background -- Empirical research measuring the effects structured input versus meaning output-based instruction -- Empirical research measuring the effects structured input using online measurements -- 5.3 Motivation and research questions of the present study -- 5.4 Design -- Participants -- Target feature. Eye-tracking and language processing -- Procedure -- Instructional training -- The structured input training -- The meaning output-based instruction training -- Assessment tasks -- 5.5 Results -- Accuracy -- Eye-movement patterns -- Summary of findings -- 5.6 Discussion and conclusion -- Discussion of the findings -- Implications for theory and pedagogy -- Limitations and further research -- References -- Part III. The effects of structured input on the acquisition of modern standard Arabic -- Chapter 6. Processing modern standard Arabic transitive sentences: Investigating L1 transfer and First-Noun Principle effects (with Carl O Donoghue) -- 6.1 Introduction -- 6.2 Background -- The first noun principle -- L1 transfer -- Studies on NVN structures -- Other studies -- 6.3 Motivation and research questions for the present study -- 6.4 Design -- Participants -- Target feature -- Procedure -- Instructional materials -- Assessment task -- Data analysis procedures and scoring -- 6.5 Results -- Descriptive statistics -- Summary of results -- 6.6 Discussion and conclusion -- References -- Appendix A. Target sentences - NVN/SVO word order -- Appendix B. Target Sentences - VNN/VSO word order -- Appendix C. Distractor sentences -- Appendix D. Response sheet -- Chapter 7. Enhanced structured input vs. unenhanced structured input on the acquisition of modern standard Arabic gender agreement: Sentence and discourse-level tasks (with Ayah Farhat) -- 7.1 Introduction -- 7.2 Background -- The effects of textual or aural enhanced structured input -- Will enhanced and unenhanced structured input help learners process non-meaningful and redundant forms? -- Can enhanced structured input help push learners to process a meaningful form over a lexical item?. Will enhanced and unenhanced structured input help direct learners' attention to meaningful morphology in sentence final position? -- 7.3 Motivation and research questions in the present study -- 7.4 Design -- Participants -- The target feature -- Procedure -- Pedagogical materials -- Assessment tasks -- 7.5 Results -- Interpretation data sentence-level -- Interpretation data discourse-level -- Production data sentence-level -- 7.6 Discussions and conclusion -- Acknowledgements -- References -- Part IV. Conclusive remarks -- Chapter 8. Implications, limitations and further research -- 8.1 What is the role of input processing in second language acquisition? -- 8.2 What are the most effective components in processing instruction? -- 8.3 What are the results of offline research? -- a. Offline effects of processing instruction compared to other pedagogical interventions -- b. Offline effects of processing instruction at discourse level -- c. Offline durative effects of processing instruction -- d. Offline secondary effects of processing instruction -- e. Offline effects of structured input activities -- 8.4 What are the results of online research? -- Self-paced reading studies -- Eye-tracking studies -- 8.5 What is the role of explicit grammar instruction? -- 8.6 What are the limitations of research on processing instruction and avenues for further research? -- 8.7 Conclusion -- References -- Epilogue -- References -- Author index -- Subject index. |
| Record Nr. | UNINA-9910794529603321 |
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Benati Alessandro G.
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| Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Input processing and processing instruction : the acquisition of Italian and modern standard Arabic / / Alessandro Benati, University of Hong Kong
| Input processing and processing instruction : the acquisition of Italian and modern standard Arabic / / Alessandro Benati, University of Hong Kong |
| Autore | Benati Alessandro G. |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] |
| Descrizione fisica | 1 online resource (203 pages) |
| Disciplina | 418.0071 |
| Collana | Bilingual Processing and Acquisition |
| Soggetto topico |
Language and languages - Study and teaching - Foreign speakers
Arabic language - Study and teaching - Foreign speakers Italian language - Study and teaching - Foreign speakers Second language acquisition |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Input Processing and Processing Instruction -- Editorial page -- Title page -- Copyright page -- Dedication page -- Table of contents -- Acknowledgements -- Prologue -- Part I. Input processing and processing instruction -- Chapter 1. Input processing theory: (with Khawlah Ahmed) -- 1.1 Introduction -- 1.2 The input processing theory -- 1.3 The Primacy of Meaning Principle and its sub-principles -- Content words -- Lexical preference -- Redundancy and meaningfulness -- Resources -- Location -- 1.4 The First Noun Principle and its subprinciples -- Lexical semantics -- Event probabilities -- 1.5 Conclusion -- References -- Chapter 2. Processing instruction research in Italian and modern standard Arabic -- 2.1 Introduction -- 2.2 Processing instruction -- 2.3 The effects of structured input practice on circumventing processing strategies -- The lexical preference principle -- The preference for non-redundancy principle -- The Sentence Location Principle -- The first noun principle -- 2.4 Measuring the effects of processing instruction on the acquisition of Italian -- Empirical studies on verbal and nominal morphology (Primacy of Meaning Principles and its subprinciples) -- Empirical studies on the first noun principle and its subprinciples -- 2.5 Measuring the effects of processing instruction on the acquisition of modern standard Arabic -- Empirical studies on the primacy of meaning principle and its sub-principles -- 2.6 Conclusion -- References -- Part II. The effects of structured input on the acquisition of Italian -- Chapter 3. Structured input vs. textual enhancement on the acquisition of Italian subjunctive of doubt: Sentence and discourse-level tasks (with Gaia Chiuchiu) -- 3.1 Introduction -- 3.2 Background -- The processing problem of non-meaningfulness, redundancy and location.
Empirical research measuring structured input practice (enhanced and unenhanced) -- Empirical research measuring discourse-level effects -- The role of structured input -- 3.3 Motivation and research questions for the present study -- 3.4 Design -- Participants -- Target feature -- Procedure -- Instructional materials -- Textual enhancement -- Control -- Assessment tasks -- 3.5 Results -- Results from the sentence-level interpretation task -- Results from the sentence-level production task -- Results from the discourse-level interpretation task -- Summary of results -- 3.6 Discussion and conclusion -- References -- Chapter 4. Structured input vs. traditional instruction on the acquisition of Italian gender agreement: Interpretation discourse-level tasks -- 4.1 Introduction -- 4.2 Background -- Measuring the effects of processing instruction on Italian gender agreement -- Measuring the effects of processing instruction through different tasks -- Research measuring short and long-term effects for processing instruction -- 4.3 Motivation and research questions for the present study -- 4.4 Design -- Participants -- Target feature -- Procedure -- Instructional materials -- 4.5 Results -- Guided recall of the dialogue-based discourse-level -- Guided recall of the story-based discourse-level interpretation data -- 4.6 Discussion and conclusion -- References -- Chapter 5. Structured input vs. meaning output-based instruction on the acquisition of Italian passive constructions: An eye-tracking study -- 5.1 Introduction -- 5.2 Background -- Empirical research measuring the effects structured input versus meaning output-based instruction -- Empirical research measuring the effects structured input using online measurements -- 5.3 Motivation and research questions of the present study -- 5.4 Design -- Participants -- Target feature. Eye-tracking and language processing -- Procedure -- Instructional training -- The structured input training -- The meaning output-based instruction training -- Assessment tasks -- 5.5 Results -- Accuracy -- Eye-movement patterns -- Summary of findings -- 5.6 Discussion and conclusion -- Discussion of the findings -- Implications for theory and pedagogy -- Limitations and further research -- References -- Part III. The effects of structured input on the acquisition of modern standard Arabic -- Chapter 6. Processing modern standard Arabic transitive sentences: Investigating L1 transfer and First-Noun Principle effects (with Carl O Donoghue) -- 6.1 Introduction -- 6.2 Background -- The first noun principle -- L1 transfer -- Studies on NVN structures -- Other studies -- 6.3 Motivation and research questions for the present study -- 6.4 Design -- Participants -- Target feature -- Procedure -- Instructional materials -- Assessment task -- Data analysis procedures and scoring -- 6.5 Results -- Descriptive statistics -- Summary of results -- 6.6 Discussion and conclusion -- References -- Appendix A. Target sentences - NVN/SVO word order -- Appendix B. Target Sentences - VNN/VSO word order -- Appendix C. Distractor sentences -- Appendix D. Response sheet -- Chapter 7. Enhanced structured input vs. unenhanced structured input on the acquisition of modern standard Arabic gender agreement: Sentence and discourse-level tasks (with Ayah Farhat) -- 7.1 Introduction -- 7.2 Background -- The effects of textual or aural enhanced structured input -- Will enhanced and unenhanced structured input help learners process non-meaningful and redundant forms? -- Can enhanced structured input help push learners to process a meaningful form over a lexical item?. Will enhanced and unenhanced structured input help direct learners' attention to meaningful morphology in sentence final position? -- 7.3 Motivation and research questions in the present study -- 7.4 Design -- Participants -- The target feature -- Procedure -- Pedagogical materials -- Assessment tasks -- 7.5 Results -- Interpretation data sentence-level -- Interpretation data discourse-level -- Production data sentence-level -- 7.6 Discussions and conclusion -- Acknowledgements -- References -- Part IV. Conclusive remarks -- Chapter 8. Implications, limitations and further research -- 8.1 What is the role of input processing in second language acquisition? -- 8.2 What are the most effective components in processing instruction? -- 8.3 What are the results of offline research? -- a. Offline effects of processing instruction compared to other pedagogical interventions -- b. Offline effects of processing instruction at discourse level -- c. Offline durative effects of processing instruction -- d. Offline secondary effects of processing instruction -- e. Offline effects of structured input activities -- 8.4 What are the results of online research? -- Self-paced reading studies -- Eye-tracking studies -- 8.5 What is the role of explicit grammar instruction? -- 8.6 What are the limitations of research on processing instruction and avenues for further research? -- 8.7 Conclusion -- References -- Epilogue -- References -- Author index -- Subject index. |
| Record Nr. | UNINA-9910815957103321 |
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Benati Alessandro G.
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| Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Isms in language education / / edited by Damian J. Rivers, Karin Zotzmann
| Isms in language education / / edited by Damian J. Rivers, Karin Zotzmann |
| Pubbl/distr/stampa | Berlin, [Germany] ; ; Boston, [Massachusetts] : , : De Gruyter Mouton, , 2017 |
| Descrizione fisica | 1 online resource (282 pages) : illustrations |
| Disciplina | 418.0071 |
| Collana | Language and Social Life |
| Soggetto topico |
Second language acquisition - Social aspects
Language and languages - Study and teaching - Foreign speakers Language and culture |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-5015-0296-4
1-5015-0308-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Acknowledgements -- Contents -- Contributors -- Introduction. Bringing the ISMs into focus -- 1. The -isms as interpretive prisms: A pedagogically useful concept -- 2. Intersectionality from a critical realist perspective: A case study of Mexican teachers of English -- 3. Elitism in language learning in the UK -- 4. Native-speakerism and the betrayal of the native speaker language-teaching professional -- 5. Against ethnocentrism and toward translanguaging in literacy and English education -- 6. Cutting across the ideological split of capitalism/communism: Shcherba’s insights on foreign language education -- 7. Methodism versus teacher agency in TESOL -- 8. Academicism in language: “A Shelob’s web that devours and kills from inside” -- 9. Scientism as a linchpin of oppressing isms in language education research -- 10. Languaging and isms of reinforced boundaries across settings: Multidisciplinary ethnographical explorations -- 11. Heterosexism: A pedagogy of homophobic oppression -- 12. Occidental romanticism and English language education -- Index -- Addresses |
| Record Nr. | UNINA-9910466759203321 |
| Berlin, [Germany] ; ; Boston, [Massachusetts] : , : De Gruyter Mouton, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Language acquisition in CLIL and non-CLIL settings : learner corpus and experimental evidence on passive constructions / / Verena Moller
| Language acquisition in CLIL and non-CLIL settings : learner corpus and experimental evidence on passive constructions / / Verena Moller |
| Autore | Möller Verena <1975-> |
| Pubbl/distr/stampa | Amsterdam, [Netherlands] ; ; Philadelphia, [Pennsylvania] : , : John Benjamins Publishing Company, , 2017 |
| Descrizione fisica | 1 online resource |
| Disciplina | 418.0071 |
| Collana | Studies in Corpus Linguistics |
| Soggetto topico |
Language and languages - Study and teaching - Foreign speakers
Language arts - Correlation with content subjects Grammar, Comparative and general - Passive voice Second language acquisition |
| Soggetto genere / forma | Electronic books. |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910467088103321 |
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Möller Verena <1975->
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| Amsterdam, [Netherlands] ; ; Philadelphia, [Pennsylvania] : , : John Benjamins Publishing Company, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Language learners in study abroad contexts [[electronic resource] /] / edited by Margaret A. DuFon and Eton Churchill
| Language learners in study abroad contexts [[electronic resource] /] / edited by Margaret A. DuFon and Eton Churchill |
| Pubbl/distr/stampa | Clevedon, England ; ; Buffalo, NY, : Multilingual Matters, c2006 |
| Descrizione fisica | 1 online resource (343 p.) |
| Disciplina | 418 |
| Altri autori (Persone) |
DuFonMargaret A. <1950->
ChurchillEton <1964-> |
| Collana | Second language acquisition ; 15 |
| Soggetto topico |
Second language acquisition
Language and languages - Study and teaching - Foreign speakers Language and culture Intercultural communication Sociolinguistics |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-84769-950-2
1-280-50169-3 9786610501694 1-85359-853-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Evolving threads in study abroad research / Eton Churchill and Margaret A. DuFon -- Learning to take leave in social conversations : a diary study / Tim Hassall -- Learning to say 'you' in German : the acquisition of sociolinguistic competence in a study abroad context / Anne Barron -- The socialization of taste during study abroad in Indonesia / Margaret A. DuFon -- Joint construction of folk beliefs by JFL learners and Japanese host families / Haruko Minegishi Cook -- Norms of interaction in a Japanese homestay setting : toward two-way flow of linguistic and cultural resources / Masakazu Iino -- Negotiation in a Japanese study abroad setting / Abigail McMeekin -- Variability in the study abroad classroom and learner competence / Eton Churchill -- Study abroad social networks, motivation, and attitudes : implications for second language acquisition / Christina L. Isabelli-García -- Language learning strategies in the study abroad context / Rebecca Adams. |
| Record Nr. | UNINA-9910450989103321 |
| Clevedon, England ; ; Buffalo, NY, : Multilingual Matters, c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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