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Formal linguistics and language educ...

Kupisch, Tanja.

Formal linguistics and language educationnew empirical perspectives /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Formal linguistics and language educationedited by Andreas Trotzke, Tanja Kupisch.
Reminder of title:	new empirical perspectives /
other author:	Trotzke, Andreas.
Published:	Cham :Springer International Publishing :2020.
Description:	viii, 221 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Linguistics.
Online resource:	https://doi.org/10.1007/978-3-030-39257-4
ISBN:	9783030392574$q(electronic bk.)

Formal linguistics and language educationnew empirical perspectives /
Formal linguistics and language educationnew empirical perspectives /[electronic resource] :edited by Andreas Trotzke, Tanja Kupisch. - Cham :Springer International Publishing :2020. - viii, 221 p. :ill., digital ;24 cm. - Educational linguistics,v.431572-0292 ;. - Educational linguistics ;v.15..

Formal linguistics and language education: Bridging the gap; Andreas Trotzke & Tanja Kupisch -- Part I: Conceptual Foundations -- Formal linguistics and language education: A view from bilingualism research; Fatih Bayram & Jason Rothman -- Grammatical concepts for pedagogical grammar; Tom Rankin & Melinda Whong -- Part II: Native Language Settings -- Teaching word order variation with a constraint-based view on grammar; Daniel Gutzmann & Katharina Turgay -- Grammar is irrelevant: The role of epistemological beliefs in students' learning success; Daniela Elsner -- Shaking students' beliefs about grammar: Some thoughts on the academic education of future language teachers; Sandra Doring -- Do linguistic landscapes influence the spelling competence of orthographic beginners? Two case studies; Bjorn Rothstein -- Part III: Second/Third Language Settings -- The present tense in English, again; Amber Dudley & Roumyana Slabakova -- Explicit and implicit knowledge of article semantics in Belarusian learners of English: Implications for teaching; Anders Agebjorn -- Post-instruction processing of generics in English by Japanese L2 learners; Neal Snape -- L2 influence in L3 acquisition: The role of the L3; Rosalinde Stadt, Aafke Hulk & Petra Sleeman.

This volume focuses on work that has its origin and motivation in formal linguistics and theory-driven research on the acquisition of grammar, and on this basis tries to establish links to language pedagogy, including students' and teachers' beliefs about what 'grammar' actually is. The contributions to this volume cover a wide range of empirical linguistic domains and concern aspects of morphosyntax, including word order, inflectional morphology, article systems, pronouns, compounding patterns, as well as orthography and students' general beliefs about grammar. "There are very few volumes which include work for language education by researchers in formal linguistics. This volume does just that, looking at grammar both in terms of the teaching of grammar in general, and with treatment of specific areas of grammar. As such it is a welcome contribution to our understanding of language education, and the role of grammar in language teaching." (Melinda Whong, The Hong Kong University of Science and Technology, Hong Kong)

ISBN: 9783030392574$q(electronic bk.)

Standard No.: 10.1007/978-3-030-39257-4doiSubjects--Topical Terms:

176897
Linguistics.

LC Class. No.: P121 / .F676 2020

Dewey Class. No.: 410

Formal linguistics and language educationnew empirical perspectives /
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505 0 $a Formal linguistics and language education: Bridging the gap; Andreas Trotzke & Tanja Kupisch -- Part I: Conceptual Foundations -- Formal linguistics and language education: A view from bilingualism research; Fatih Bayram & Jason Rothman -- Grammatical concepts for pedagogical grammar; Tom Rankin & Melinda Whong -- Part II: Native Language Settings -- Teaching word order variation with a constraint-based view on grammar; Daniel Gutzmann & Katharina Turgay -- Grammar is irrelevant: The role of epistemological beliefs in students' learning success; Daniela Elsner -- Shaking students' beliefs about grammar: Some thoughts on the academic education of future language teachers; Sandra Doring -- Do linguistic landscapes influence the spelling competence of orthographic beginners? Two case studies; Bjorn Rothstein -- Part III: Second/Third Language Settings -- The present tense in English, again; Amber Dudley & Roumyana Slabakova -- Explicit and implicit knowledge of article semantics in Belarusian learners of English: Implications for teaching; Anders Agebjorn -- Post-instruction processing of generics in English by Japanese L2 learners; Neal Snape -- L2 influence in L3 acquisition: The role of the L3; Rosalinde Stadt, Aafke Hulk & Petra Sleeman.
520 $a This volume focuses on work that has its origin and motivation in formal linguistics and theory-driven research on the acquisition of grammar, and on this basis tries to establish links to language pedagogy, including students' and teachers' beliefs about what 'grammar' actually is. The contributions to this volume cover a wide range of empirical linguistic domains and concern aspects of morphosyntax, including word order, inflectional morphology, article systems, pronouns, compounding patterns, as well as orthography and students' general beliefs about grammar. "There are very few volumes which include work for language education by researchers in formal linguistics. This volume does just that, looking at grammar both in terms of the teaching of grammar in general, and with treatment of specific areas of grammar. As such it is a welcome contribution to our understanding of language education, and the role of grammar in language teaching." (Melinda Whong, The Hong Kong University of Science and Technology, Hong Kong)
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