It was about one and a half years ago that I finally I arrived where I had always wanted to be and do what I had always wanted-- teach students, support small language communities and conduct research on African languages on my doorstep. The University of Cape Town and my new colleagues welcomed my efforts to establish the Centre for African Language Diversity-- CALDi as well as The African Language Archive-- TALA and I was recently appointed the Mellon Research Chair: African Language Diversity this initiative. The main aim of CALDi is to train young African scholars in descriptive linguistics and open up space for research into African languages at UCT with the hopes of countering the dominance of African linguistics outside the continent. It has been a great challenge for which my whole career has been a form of preparation...Read more
The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders.
The trouble with inflection for adult learners of Dutch
A study of the L1-L2 interplay of morphosyntactic and phonetic-phonological factors
Children seem to acquire their mother tongue usually without special effort, though this cannot be said of adults acquiring a new language. More particularly, adult L2 learners have difficulties in the realisation of (ad)nominal and verbal inflection. The question as to why adult L2 learners of Dutch have these difficulties is the topic of this book. Traditionally, morphosyntactic explanations have been given to clarify the difficulties L2 learners have in acquiring L2 inflectional morphology. Here , it is claimed that morphosyntactic accounts alone cannot explain all problems L2 learners have in acquiring inflectional morphology. Phonetic-phonological constraints should be taken into account as well. To investigate this claim, a corpus study was done and two processing experiments were conducted to test lower-educated Turkish, Moroccan Arabic and Mandarin Chinese learners of Dutch on their command of Dutch inflectional morphology. The use of both production and perception data, the systematic incorporation of different L1 backgrounds and L2 proficiency levels and the large number of participants included make the design of this study truly unique. This study is of interest to scholars working in the field of L2 acquisition, inflectional morphology, phonology, and morphosyntax as well as to educators working with L2 learners. It shows that the acquisition of inflectional morphology in a second language comprises more than applying a grammatical rule. Accurate perception and production of the phonemes serving as morphemes are of crucial importance as well.