دانلود کتاب On the Dynamics of Early Multilingualism: A Psycholinguistic Study

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Table of contents\nAcknowledgments\nList of figures\nPreface\n Structure of the book\nI. Theoretical background\n Theoretical underpinnings in early multilingual instruction\n 1. An Introduction to multilingualism\n 1.1 On the benefits of an early start\n 1.2 Cognitive consequences of being bi/multilingual\n 1.3 Recent trends in multilingualism research\n 1.4 The dynamics and complexities of multilingual learning and development\n 1.5 Third language learning and the role of meta- and crosslinguistic awareness\n 1.6 Third language learning and the effects of prior linguistic knowledge\n 2. The representation of language in the mind\n 2.1 Models of language representation: How are words and concepts represented and interconnected in the mind of bilingual and multilingual speakers?\n 2.2 The Word-Association and Concept Mediation Model\n 2.3 The Revised Hierarchical Model\n 2.4 The Distributed Feature Model\n 2.5 The Integrated Model: A model for bilingual language representation and processing\n 2.6 Lexical Access in bilingual and multilingual speakers: The language specific and language non-specific perspective\n 2.7 A dynamic view of the multilingual lexicon\n 3. Language processing\n 3.1 Is multilingual processing any different from monolingual or bilingual processing?\n 3.2 Language production\n 3.2.1 Levelt: A Monolingual Speech Model\n 3.2.2 Dell: Spreading Activation Model\n 3.3 Multilingual language production\n 3.3.1 Poulisse and Bongaerts’ Production Model\n 3.3.2 Myers-Scotton: A Matrix Language Frame\n 3.3.3 Grosjean: The Language Mode Hypothesis\n 3.3.4 Green: The Activation/Inhibition model\n 3.3.5 Clyne: The Plurilingual Model\n 3.3.6 De Bot: The Bilingual/Multilingual Production Model\n 3.4 Language comprehension\n 3.4.1 Visual language comprehension in bilingual and multilingual speakers: The BIA, the BIA+, and the MIA model\n 3.4.2 Auditory language processing in bilingual and multilingual speakers: The BIMOLA model for auditory speech comprehension\n 3.5 Language representation and processing from a dynamic systems perspective\n 4. Developmental models of second and third language learning\n 4.1 William & Hammarberg’s Model of L3 Production\n 4.2 The Dynamic Model of Multilingualism\n 4.3 The Biotic Model of Multilinguality\n 4.4 A dynamic model of expert-novice co-adaptation during language learning and acquisition\n 5. Memory, monitoring and fluency\n 5.1 Monitoring\n 5.2 Automaticity in L2/L3 acquisition\n 5.3 L2/L3 fluency\n 5.4 Psycholinguistic factors contributing to fluency in L2/L3\n 6. Multiple language acquisition in children\n 6.1 Cognitive development in children\n 6.2 Theories of child language acquisition\n 6.3 Early bilingual acquisition: One system or two?\n 6.4 The acquisition of morphosyntax in bi- and multilingual children\n 6.5 Code-mixing in bilingual and trilingual children\n 6.6 Phonological development in bilingual/multilingual children\n 7. Multilingual proficiency\n 8. Multilingual learning in the classroom\n 8.1 Is there anything to be gained from multilingual learning?\n 9. Multilingual awareness\n 9.1 Learning without awareness?\n 9.2 Language awareness and metalinguistic abilities\n 9.3 The emergence of metalinguistic awareness in monolingual children\n 9.4 Metalinguistic awareness in bilingual and multilingual children\n 9.5 Measuring components of metalinguistic awareness\nII. A South Tyrol case study\n Experimental findings in a multilingual setting\n 10. The aim of the study\n 11. Historical background\n 12. The sociolinguistic context: Language education in a bi/trilingual community\n 13. Multilingual educational programmes In South Tyrol\n 13.1 Subject matter instruction in L2 German\n 13.2 Multilingual education and L1 and L2 development\n 13.3 Riflessione lingua or reflection on language\n 14. Research questions and hypotheses\n 15. Participants\n 16. Theoretical and methodological framework and study design\n 16.1 The MAT-2\n 16.2 Metalinguistic Ability Test 2: A modified version\n 16.2.1 Acceptability\n 16.2.2 Ambiguity\n 16.2.3 Grammatical Function\n 16.2.4 Phonemic Segmentation\n 16.2.5 Syllable Scansion\n 16.2.6 Identification of Repeated Phonemes\n 16.2.7 Formation of Words\n 17. Data collection procedure and test administration\n 18. Scoring\n 19. Analysis and results\n 19.1 Results MAT-2: L questions and ML questions\n 19.1.1 L questions\n 19.1.2 ML questions\n 19.2 Summary and discussion of MAT-2 results\n 19.3 Results German and English test\n 19.4 Summary and discussion of the German and English test results\n 19.5 Discussion of overall results\n 19.5.1 Educational background mother\n 19.5.2 Educational background father\n 19.5.3 Languages spoken in the home\n 19.5.4 Language learning history\n 20. Some of the things multilingual children do\n 20.1 Qualitative data on cross-linguistic awareness\n 20.2 Qualitative data on multilingual productions\n 20.3 Mixing/Borrowing\n 20.4 Dialectal insertions and lexical inventions\n 20.5 L2 influences during L3 discourse\n 20.6 L3 influences during L2 discourse\n 20.7 Trilingual mixing\n 20.8 Learner language\n 20.9 Multilingual interaction\n 21. Reconceptualising language learning and teaching in South Tyrol. Final recommendations\n 22. Conclusion\nBibliography\nIndex