Grammar acquisition and processing instruction: Secondary and cumulative effects

Research on Processing Instruction has so far investigated the primary effects of Processing Instruction. In this book, the results of a series of experimental studies investigating possible secondary and cumulative effects of Processing Instruction on the acquisition of French, Italian and English as a second language will be presented. The results of the three experiments have demonstrated that Processing Instruction not only provides learners the direct or primary benefit of learning to process and produce the morphological form on which they received instruction, but also a secondary benefit in that they transferred that training to processing and producing another morphological form on which they had received no instruction.

Key terms in second language acquisition

Key Terms in Second Language Acquisition includes definitions of key terms within second language acquisition, and also provides accessible summaries of the key issues within this complex area of study. The final section presents a list of key readings in second language acquisition that signposts the reader towards classic articles and also provides a springboard to further study.

Addressing time intervals

One of the fundamental questions regarding the temporal ontology is what is time composed of. While the traditional time structure is based on a set of points, a notion that has been prevalently adopted in classical physics and mathematics, it has also been noticed that intervals have been widely adopted for expre~sion of common sense temporal knowledge, especially in the domain of artificial intelligence. However, there has been a longstanding debate on how intervals should be addressed, leading to two different approaches to the treatment of intervals. In the first, intervals are addressed as derived objects constructed from points, e.g., as sets of points, or as pairs of points. In the second, intervals are taken as primitive themselves. This article provides a critical examination of these two approaches. By means of proposing a definition of intervals in terms of points and types, we shall demonstrate that, while the two different approaches have been viewed as rivals in the literature, they are actually reducible to logically equivalent expressions under some requisite interpretations, and therefore they can also be viewed as allies.

Japanese language teaching: a communicative approach

Japanese Language Teaching examines the practical aspects of the acquisition of Japanese as a second language, underpinned by current theory and research. Each chapter examines the theory and practice of language teaching, and progresses to a consideration of the practical design of tasks for teaching. The final section applies theory and practice to an empirical case study, drawn from a classroom with Japanese as a second language. With its emphasis on practice underpinned by contemporary theory, this book will be of interest to postgraduates studying second language acquisition and applied linguistics. [Source: publisher's description].