English Syntax, Language Acquisition, Contrastive Grammar Research Papers (original) (raw)

This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective -sociolinguistic, psycholinguistic, neurolinguistic, etc. -deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers and teachers in general whose interests include a second language acquisition component.

Belladonna, n.: In Italian a beautiful lady; in English a deadly poison. A striking example of the essential identity of the two tongues.

Information about Noun and Four Basic Tenses in English Grammar

AWEJ Volume.5 Number.2, 2014 Pp.187 -... more

В статье проанализированы особенности структуры, семантики и употребления вопросительных предложений в современной художественной прозе. Доказано, что неинвертированные вопросы являются нормативными, а не отклонением от языковой нормы.
The article analyzes the structural and semantic features as well as the use of interrogative sentences in modern fiction. It is proved that non-inverted questions are normative, rather than a deviation from the linguistic norm.

w społeczeństwie informacyjnym -nowe wyzwania dla dydaktyki języków obcych: 125-44. Lublin: Towarzystwo Naukowe KUL.

This paper questions the role of grammar in language teaching and learning. Firstly it identifies the constituencies in academic language teaching, and their often conflicting notions of language programs. Several kinds of learners are discussed, with particular attention to the large group who are uncomfortable with any technical analysis, including formal grammars. Some conventional ideas about what a natural language grammar actually is are challenged. The consequences of a connectionist view of language processing are briefly explored. The power of collocation sets is identified as a key to language acquisition. Language is set in the broader cognitive context of memory processes and patterns of generalization. Pedagogical grammars are viewed as forced external generalizations with little organic presence in memory, but some suggestions are made about how to make use of them. Actual student language memory, as well as teacher self-insight into L1 are both contrasted with the idealized patterns assumed by academic language programs. Finally, the stubborn problem of average teacher behaviour is set against the real ways in which people appear to use grammars and learn languages.