Discontinuity in Second Language Acquisition: The Switch between Statistical and Grammatical Learning
(eBook)

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Published
Channel View Publications, 2014.
ISBN
9781783092482
Status
Available Online

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Format
eBook
Language
English

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APA Citation, 7th Edition (style guide)

Stefano Rastelli., & Stefano Rastelli|AUTHOR. (2014). Discontinuity in Second Language Acquisition: The Switch between Statistical and Grammatical Learning . Channel View Publications.

Chicago / Turabian - Author Date Citation, 17th Edition (style guide)

Stefano Rastelli and Stefano Rastelli|AUTHOR. 2014. Discontinuity in Second Language Acquisition: The Switch between Statistical and Grammatical Learning. Channel View Publications.

Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)

Stefano Rastelli and Stefano Rastelli|AUTHOR. Discontinuity in Second Language Acquisition: The Switch between Statistical and Grammatical Learning Channel View Publications, 2014.

MLA Citation, 9th Edition (style guide)

Stefano Rastelli, and Stefano Rastelli|AUTHOR. Discontinuity in Second Language Acquisition: The Switch between Statistical and Grammatical Learning Channel View Publications, 2014.

Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.

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Grouped Work IDde3bfce0-84f4-21fe-49bc-ce08120815f1-eng
Full titlediscontinuity in second language acquisition the switch between statistical and grammatical learning
Authorrastelli stefano
Grouping Categorybook
Last Update2024-05-14 23:01:27PM
Last Indexed2024-06-29 03:35:39AM

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First LoadedMay 23, 2023
Last UsedJun 3, 2024

Hoopla Extract Information

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    [synopsis] => With a particular focus on the morphosyntactic features of second language, this book discusses the idea that language acquisition is a discontinuous and 'quantized' process and thus that some items might be learned twice, statistically and grammatically. It argues that the switch from one way of learning to another is statistically-driven and grammatically motivated. The volume brings together and discusses insights and evidence from learner corpora analysis and electrophysiological data in an attempt to provide the reader with a unified outlook and it suggests a new, developmentally-oriented interpretation of findings. The topics discussed will be of interest to researchers working in the field of psycho- and neurolinguistics and SLA.
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