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Andreas edita un llibre amb Tanja Kupisch

Trotzke, Andreas and Tanja Kupisch (eds.) (2020): Formal Linguistics and Language Education, Educational Linguistics, Cham, Springer International Publishing, doi:10.1007/978-3-030-39257-4

Nou article de Lisa, Laia i Xavier a Discourse Processes

Brunetti, Lisa, Laia Mayol y Xavier Villalba (2020): «Bridging strength, monotonicity, and word order choices in Catalan», Discourse Processes, https://doi.org/10.1080/0163853X.2020.1768623

Xavier publica un capítol amb Ingo Feldhausen

Feldhausen, I., & Villalba, X. (2020). "5.4 Modality and Information Structure: Focus, Dislocation, Interrogative and Exclamatory Sentences". In Manual of Catalan Linguistics. Berlin, Boston: De Gruyter. doi: https://doi.org/10.1515/9783110450408-009

Andreas edita un llibre amb Tanja Kupisch

Trotzke, Andreas and Tanja Kupisch (eds.) (2020): Formal Linguistics and Language Education, Educational Linguistics, Cham, Springer International Publishing, doi:10.1007/978-3-030-39257-4

Trotzke, Andreas and Tanja Kupisch (eds.) (2020): Formal Linguistics and Language Education, Educational Linguistics, Cham, Springer International Publishing, doi:10.1007/978-3-030-39257-4

Introduction

This volume focuses on work that has its origin and motivation in formal linguistics and theory-driven research on the acquisition of grammar, and on this basis tries to establish links to language pedagogy, including students’ and teachers’ beliefs about what ‘grammar’ actually is. The contributions to this volume cover a wide range of empirical linguistic domains and concern aspects of morphosyntax, including word order, inflectional morphology, article systems, pronouns, compounding patterns, as well as orthography and students’ general beliefs about grammar.
 

"There are very few volumes which include work for language education by researchers in formal linguistics. This volume does just that, looking at grammar both in terms of the teaching of grammar in general, and with treatment of specific areas of grammar. As such it is a welcome contribution to our understanding of language education, and the role of grammar in language teaching." (Melinda Whong, The Hong Kong University of Science and Technology, Hong Kong)

Table of contents

  1. Front Matter
    Pages i-viii

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  2. Formal Linguistics and Language Education: Bridging the Gap

    Andreas Trotzke, Tanja Kupisch

    Pages 1-8

  3. Conceptual Foundations

    1. Front Matter
      Pages 9-9

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    2. Formal Linguistics and Language Education: A View from Bilingualism Research

      Fatih Bayram, Jason Rothman

      Pages 11-19

    3. Grammatical Concepts for Pedagogical Grammar

      Tom Rankin, Melinda Whong

      Pages 21-41

  4. Native Language Settings

    1. Front Matter
      Pages 43-43

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    2. Teaching Word Order Variation with a Constraint-Based View on Grammar

      Daniel Gutzmann, Katharina Turgay

      Pages 45-68

    3. Grammar Is Irrelevant – The Role of Epistemological Beliefs in Students’ Learning Success

      Daniela Elsner

      Pages 69-90

    4. Shaking Students’ Beliefs About Grammar: Some Thoughts on the Academic Education of Future Language Teachers

      Sandra Döring

      Pages 91-110

    5. Do Linguistic Landscapes Influence the Spelling Competence of Orthographic Beginners? Two Case Studies

      Björn Rothstein

      Pages 111-129

  5. Second/Third Language Settings

    1. Front Matter
      Pages 131-131

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    2. The Present Tense in English, Again

      Amber Dudley, Roumyana Slabakova

      Pages 133-154

    3. Post-instruction Processing of Generics in English by Japanese L2 Learners

      Neal Snape

      Pages 155-178

    4. Explicit and Implicit Knowledge of Article Semantics in Belarusian Learners of English: Implications for Teaching

      Anders Agebjörn

      Pages 179-201

    5. L2 Influence in L3 Acquisition: The Role of the L3

      Rosalinde Stadt, Aafke Hulk, Petra Sleeman

      Pages 203-221

 

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