Why and How Grammar Matters for Post-puberty Immigrants with Limited Formal Schooling

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F22%3A00125636" target="_blank" >RIV/00216224:14210/22:00125636 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/chapter/10.1007/978-3-030-86963-2_18" target="_blank" >https://link.springer.com/chapter/10.1007/978-3-030-86963-2_18</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-030-86963-2_18" target="_blank" >10.1007/978-3-030-86963-2_18</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Why and How Grammar Matters for Post-puberty Immigrants with Limited Formal Schooling

Popis výsledku v původním jazyce

Grammar provides a basis for oral proficiency and reading comprehen- sion. Research indicates that second language learners—regardless of educational background and age—follow similar developmental routes. In this chapter, we explore the wealth of research from over more than half a century on the acquisition of grammar by post-puberty immigrants with and without formal schooling. To accomplish this, we cover seminal studies of older learners with varying levels of formal education and recent studies of immigrants with little or no formal education acquiring English or Italian. The cross-linguistic comparison between English and Italian shows the developmental progression in their acquisition of morphosyntax through comparable stages, even when one language is more highly inflected than the other. In both English and Italian, learners’ subconscious application of mental mechanisms to the input they receive prompts their creative construction of a new language, even after puberty. In understanding the processes responsible, practitio- ners can see how learners’ errors are a natural and encouraging sign of learners’ progression towards higher levels of second language (L2) competence.

Název v anglickém jazyce

Why and How Grammar Matters for Post-puberty Immigrants with Limited Formal Schooling

Popis výsledku anglicky

Grammar provides a basis for oral proficiency and reading comprehen- sion. Research indicates that second language learners—regardless of educational background and age—follow similar developmental routes. In this chapter, we explore the wealth of research from over more than half a century on the acquisition of grammar by post-puberty immigrants with and without formal schooling. To accomplish this, we cover seminal studies of older learners with varying levels of formal education and recent studies of immigrants with little or no formal education acquiring English or Italian. The cross-linguistic comparison between English and Italian shows the developmental progression in their acquisition of morphosyntax through comparable stages, even when one language is more highly inflected than the other. In both English and Italian, learners’ subconscious application of mental mechanisms to the input they receive prompts their creative construction of a new language, even after puberty. In understanding the processes responsible, practitio- ners can see how learners’ errors are a natural and encouraging sign of learners’ progression towards higher levels of second language (L2) competence.

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

60203 - Linguistics

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

English and Students with Limited or Interrupted Formal Education

ISBN

9783030869625

Počet stran výsledku

19

Strana od-do

321-339

Počet stran knihy

355

Název nakladatele

Springer

Místo vydání

Cham

Kód UT WoS kapitoly

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