The volume consists of articles on issues relating to the morphosyntactic development of foreign language learners from different L1 backgrounds, in many cases involving languages which are typologically distant from English, such has Polish, Greek and Turkish. It highlights areas which may be expected to be especially transfer-prone at both the interlingual and intralingual levels. The articles in the first part report empirical studies on word morphology and sentence patterns and also look at the interface of lexis and grammar in the discourse and syntactic processing of foreign language learners. The second part elaborates on pedagogical issues concerning the acquisition of difficult grammatical features such as the English article system or the ‘s’ ending in the third person singular. It also comments more generally on the way pedagogic grammar functions in the learning of the L2.
表中的内容
Preface
Contributors
Part 1: Studies on ESL/EFL Morphosyntactic Development
1. Focus Constructions and Meaning Transfer – Terence Odlin
2. Argument Realization and Information Packaging in Tough-movement Constructions – A Learner-Corpus-Based Investigation – Marcus Callies
3. L1 Syntactic Preferences of Polish Adolescents in Bilingual and Monolingual Education Programmes – Anna Ewert
4. MOGUL and Crosslinguistic Influence – Mike Sharwood-Smith and John Truscott
5. Syntactic Processing of a Multilingual Language User (A Case Study) – Danuta Gabrys-Barker
6. The Morphology -me in Modern Greek as L2: How German and Russian L2 Learners Interpret Verbal Constructions – Irini Kassotaki
7. Unaccusativity Marks – Konrad Szczesniak
8. To Move or not to Move: Acquisition of L2 English Syntactic Movement Parameter – Cem Can, Abdurrahman Kilimci and Esra Altunkol
9. Last to Acquire: On the Relation of Concession in Interpreting – Andrzej Lyda
10. Pragmatic (In) Competence in EFL Writing Learners – Ruediger Zimmermann
Part 2: Pedagogical Grammar in Promoting Acquisition of L2 Morphosyntax
11. The Role of Explicit Rule Presentation in Teaching English Articles to Polish Learners – Agnieszka Krol-Markefka
12. The Effect of Corrective Feedback on the Acquisition of the English Third Person- s Ending – Miroslaw Pawlak
13. The Acquisition of German Syntax by Polish Learners in Classroom Conditions – Barbara Sadownik
14. Introducing Language Interface in Pedagogical Grammar – Michal Paradowski
15. Towards Reflecting the Dynamic Nature of Grammar in Language Instruction: Expectations and Current Pedagogic Practice – Anna Mystkowska-Wiertelak
关于作者
Danuta Gabryś-Barker is Professor of English at the University of Silesia, Katowice, Poland, where she lectures and supervises MA and Ph D theses in applied linguistics and psycholinguistics, with a particular focus on second language acquisition and multilingualism. She has published numerous articles and books including The Affective Dimension in Second Language Acquisition (co-edited with Joanna Bielska, 2013) and Morphosyntactic Issues in Second Language Acquisition (2008). She is the co-editor of the International Journal of Multilingualism (Taylor & Francis) and the co-founder and the co-editor of the journal Theory and Practice of Second Language Acquisition (University of Silesia Press).
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