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Oxford Handbook of Corpus Phonology

Edited by Jacques Durand, Ulrike Gut, and Gjert Kristoffersen

Offers the first detailed examination of corpus phonology and serves as a practical guide for researchers interested in compiling or using phonological corpora


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The Languages of the Jews: A Sociolinguistic History

By Bernard Spolsky

A vivid commentary on Jewish survival and Jewish speech communities that will be enjoyed by the general reader, and is essential reading for students and researchers interested in the study of Middle Eastern languages, Jewish studies, and sociolinguistics.


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Indo-European Linguistics

New Open Access journal on Indo-European Linguistics is now available!


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Title: Writing in First and Second Language
Subtitle: Empirical studies on text quality and writing processes
Written By: Marion Tillema
Series Title: LOT dissertation series
Description:

This thesis is about writing proficiency among students of secondary education. Due to globalization, the ability to express oneself in a language other than the first language (L1) is increasingly becoming a condition for educational success. In The Netherlands, this ‘other’ or second language (L2) is usually English. Although secondary school students are already quite able to express themselves in English, their L2 essays are often of lower quality than their L1 essays, in terms of language use, but also in terms of organization. The research reported in this thesis is aimed at explaining this quality difference by comparing L1 and L2 relations between essay quality and writing processes. Analyses of writing processes involved cognitive activities such as reading the assignment, process planning, content planning, evaluating and revising. Results show that, in general, cognitive activities are relevant to essay quality at different stages of task execution during L1 and L2 writing. This means that writers need to distribute their attention differently across task execution during L1 and L2 writing. However, additional analyses show that if students’ general language proficiency levels are included in the analyses, this L1/L2 contrast disappears. For students with high general L2 proficiency, the demands of L2 writing in terms of how often cognitive activities are applied during certain stages of task execution are similar to the demands of L1 writing.

Publication Year: 2012
Publisher: Netherlands Graduate School of Linguistics / Landelijke (LOT)
Review: Not available for review. If you would like to review a book on The LINGUIST List, please login to view the AFR list.
BibTex: View BibTex record
Linguistic Field(s): Language Acquisition
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Versions:
Format: Paperback
ISBN-13: 9789460930829