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Latin: A Linguistic Introduction

By Renato Oniga and Norma Shifano

Applies the principles of contemporary linguistics to the study of Latin and provides clear explanations of grammatical rules alongside diagrams to illustrate complex structures.


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The Ancient Language, and the Dialect of Cornwall, with an Enlarged Glossary of Cornish Provincial Words

By Frederick W.P. Jago

Containing around 3,700 dialect words from both Cornish and English,, this glossary was published in 1882 by Frederick W. P. Jago (1817–92) in an effort to describe and preserve the dialect as it too declined and it is an invaluable record of a disappearing dialect and way of life.


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Linguistic Bibliography for the Year 2013

The Linguistic Bibliography is by far the most comprehensive bibliographic reference work in the field. This volume contains up-to-date and extensive indexes of names, languages, and subjects.


Academic Paper


Title: Attention when?: An Investigation of the Ordering Effect of Input and Interaction
Author: Susan M. Gass
Email: click here to access email
Homepage: https://www.msu.edu/~gass/
Institution: Michigan State University, USA
Author: María José Alvarez Torres
Institution: Michigan State University
Linguistic Field: Language Acquisition
Subject Language: Spanish
Abstract: This paper investigates the effects of input and interaction as separate entities and in combination. We further investigate these effects as a function of different language areas. One hundred two learners of L2 Spanish were provided with input on (a) Spanish gender agreement (noun + adjective), (b) estar + location, and (c) seven vocabulary items. There were four conditions: (a) material focused solely on input, (b) material focused solely on interaction, (c) input-focused material followed by interaction, and (d) interaction-focused material followed by input. A control group completed a pretest and posttest. In general, greatest improvement from pretest to posttest for all conditions was noted for vocabulary. Learners exposed to input and interaction in combination showed greater improvement than those in conditions with only input or only interaction. In the two grammatical areas (gender agreement and estar + location), learners who received interaction followed by input showed greatest improvement. We consider issues such as complexity and abstractness to account for the findings of differential effects on language areas.

CUP at LINGUIST

This article appears in Studies in Second Language Acquisition Vol. 27, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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