Crosslinguistic influence in L3 acquisition : bilingual heritage speakers in Germany /: bilingual heritage speakers in Germany. (2022)

• Record Type: Book
• Further Information: Note: Eliane Lorenz.
• Authors: Lorenz, Eliane
• Contents: Contents Acknowledgement Abbreviations List of figures List of tables Chapter 1: Introduction 1.1 Background and motivation 1.2 Setting the scene: second and third language acquisition 1.2.1 Language acquisition 1.2.2 Second versus third language acquisition 1.2.3 Third language learners 1.2.4 Transfer versus crosslinguistic influence 1.2.5 Advantages 1.3 Research questions 1.4 Structure of the book Chapter 2: Acquisition of English in Germany 2.1 The role of English in Germany 2.2 Heterogeneous and diverse foreign language classrooms 2.3 Monolingual versus multilingual teaching reality in Germany and beyond 2.4 Summary Chapter 3: Previous and current research on language acquisition 3.1 Terminology 3.2 Third versus second language acquisition 3.2.1 Emergence of the field 3.2.2 Crosslinguistic influence in third language acquisition 3.2.3 Evaluation 3.3 Bilingualism and heritage speakers 3.4 Third language acquisition of heritage bilinguals 3.5 Metalinguistic awareness 3.6 Bilingual advantages or effects 3.7 Summary Chapter 4: Tense and aspect 4.1 General properties of tense, aspect, aktionsart 4.1.1 Tense 4.1.2 Aspect 4.1.3 Aktionsart 4.2 Tense and aspect marking in English 4.3 Tense and aspect marking in German 4.4 Tense and aspect marking in Russian 4.5 Tense and aspect marking in Turkish 4.6 Tense and aspect marking in Vietnamese 4.7 Similarities and differences in tense and aspect marking Chapter 5: Acquisition of tense and aspect 5.1 Acquisition of tense and aspect by native speakers of English 5.2 Acquisition of tense and aspect by non-native speakers of English 5.2.1 General comments 5.2.2 The English progressive aspect 5.3 Specific foreign language learners of English 5.3.1 German learners of English 5.3.2 Russian learners of English 5.3.3 Turkish learners of English 5.3.4 Vietnamese learners of English 5.4 Summary Chapter 6: English learner corpus based on written and spoken stories 6.1 Research design and data collection 6.1.1 Written task 6.1.2 Oral task 6.1.3 Questionnaire 6.2 Corpus data coding scheme 6.3 Profile of participants 6.3.1 General 6.3.2 Background variables 6.4 Research objectives and predictions Chapter 7: Use of tense and aspect of monolinguals versus bilinguals 7.1 Frequency overview (written component of the learner corpus) 7.1.1 Text composition (sentences, words, verb) 7.1.2 Subject-verb-agreement 7.1.3 Copula verb be 7.1.4 Formal correctness and target-like meaning of verbs 7.2 Progressive aspect (written component of the learner corpus) 7.3 Present versus past time reference (written component of the learner corpus) 7.4 Written versus spoken production 7.4.1 Frequency overview: written texts versus oral recordings 7.4.2 Subject-verb-agreement 7.4.3 Copula verb be 7.4.4 Formal correctness and target-like meaning of verbs 7.4.5 Use of tenses and the progressive aspect 7.5 Summary Chapter 8: Use of tense and aspect versus social variables 8.1 Formal correctness and target-like meaning of verbs 8.1.1 Formal correctness 8.1.2 Target-like meaning 8.1.3 Subject-verb-agreement 8.2 Progressive aspect 8.2.1 Formal correctness 8.2.2 Target-like meaning 8.3 Present versus past time reference 8.4 Written versus spoken production 8.4.1 Formal correctness 8.4.2 Target-like meaning 8.4.3 Subject-verb-agreement 8.5 Limitations 8.6 Summary Chapter 9: Crosslinguistic influence in heritage speakers’ L3 production 9.1 Crosslinguistic influence in third language acquisition 9.2 Language dominance 9.3 Influence of (social) background variables 9.3.1 Type of school 9.3.2 Socio-economic status 9.3.3 Number of books per household 9.3.4 Age 9.3.5 Language task assessment: written versus spoken 9.3.6 Age of onset of acquiring German 9.3.7 Attitudes towards learning English 9.4 Shortcomings and limitations Chapter 10: Bi-/Multilingual advantages of heritage speakers 10.1 Advantages in foreign language acquisition? 10.2 Metalinguistic awareness 10.3 Learning environment in the English classroom in Germany 10.4 Implications for foreign language education Chapter 11: Conclusion and outlook 11.1 Summary of findings 11.2 Future directions of further research References
• Edition: 1st
• Publisher Details: London : Routledge
• Publication Date: 2022
• Extent: 1 online resource
• Subjects: 306.4460943; Multilingualism -- Germany; Second language acquisition; English language -- Study and teaching (Secondary) -- Germany
• Languages: English
• ISBNs: 9781000776393; 9781000776362; 9781003134336
• Related ISBNs: 9780367681210
• Notes: Note: Includes bibliographical references and index.; Note: Description based on CIP data; resource not viewed.
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