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Titre: Some Unresolved Issues in an ELT New Media Age: Towards Building an Interlanguage Semantics Auteur:Selinker, Larry Editeur:
Sujet:Second Language Acquisition--Research ; Semantics ; Interlanguage (Language Learning) ; Education ; English Language--Study And Teaching--Foreign Speakers Description:
On May 10, 2011, students from Professor ZhaoHong Han’s Advanced Second Language Acquisition (SLA) class in Spring 2011 had the honor of attending an invited seminar in which Professor Larry Selinker, was the honorary speaker. A well-respected researcher who helped found the field of SLA with his Interlanguage Hypothesis 40 years ago, Professor Selinker has persistently sought to advance the research space vis-a-vis the second language (L2) learner’s developing system. His conception of interlanguage fossilization, in particular, has been a fundamental impetus for many existing strands of SLA research, including L2 learnability and teachability, as well as ultimate attainment....
10.7916/D87P8XZV (DOI); 1936-7384 (RELATED ISSN); (RELATED ISBN); (RELATED DOI)
Titre: Covariation between temporal interlanguage features and nonverbal event categorisation Auteur:Vanek, Norbert; Selinker, Larry Date:
This study investigates crosslinguistic influence and conceptual transfer in advanced Chinese learners of English on two levels: expression and categorisation. Specifically, it tests how patterns of temporal reference in learners’ linguistic expression co-vary with their nonverbal event categorisation. The key structural difference between the target and the source language is that achievements are compatible with grammatical ongoingness marking in English (the door is closing) but not in Chinese (*men zai guan). 42 learners were asked to retell videos with achievement-type events (throw away a frisbee) and activities (push a piano) in English. Before expression, the same learners judged which animation (action-biased vs. result-biased) looks most like the model clip (equidistant from event midpoints). Results from expression showed pronounced crosslinguistic influence in learners’ infrequent combination of ongoingness with achievements, when compared with the English controls. Categorisation...