Bi- and multilingualism from various perspectives of applied linguistics /

Bi- and multilingualism from various perspectives of applied linguistics / / edited by Zofia Chłopek and Przemysław E. Gębal.

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Bibliographic Details
Superior document:Interdisziplinäre Verortungen der Angewandten Linguistik
TeilnehmendeR:
Chłopek, Zofia,
Gębal, Przemysław E.,
Place / Publishing House:Göttingen, Germany : : V & R Unipress,, [2022]
©2022
Year of Publication:2022
Edition:1st ed.
Language:English
Series:Interdisziplinäre Verortungen der Angewandten Linguistik
Physical Description:1 online resource (339 pages)
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Table of Contents:
  • Intro
  • Title Page
  • Copyright
  • Table of Contents
  • Body
  • Acknowledgments
  • Introduction
  • References
  • List of Common Abbreviations
  • Part One: Discourse Communities: Languages in Contact
  • Paola Attolino: Chapter 1 - "Yo word is yo bond": Black Semantics, Discourse Communities, and Translanguaging Spaces
  • 1. Introduction and theoretical framework
  • 2. Translanguaging and Black Semantics
  • 3. Phraseology and African Americans
  • 4. Between nigga and wigga: nuances of racism in America
  • 5. Some closing remarks
  • References
  • Michael M. Kretzer: Chapter 2 - Touristscapes: (Multilingual) Language Policy and (Monolingual) Linguistic Landscape (LL) at Tourist Sites in Eastern Cape, South Africa
  • 1. Introduction
  • 2. Origins, areas, and scope of Linguistic Landscape (LL) research
  • 3. Language policy in South Africa
  • 4. Legislative regulations for LL in South Africa and the Eastern Cape
  • 5. Methodology
  • 6. Patterns of LL in touristic areas in the research area of Eastern Cape
  • 7. Conclusion
  • References
  • Miguel Luis Poveda Balbuena / Jose Belda-Medina: Chapter 3 - The Effects of Multilingualism in Medieval England: The Impact of French on Middle English Military Terminology
  • 1. Introduction
  • 2. English and French in England during the Middle English period
  • 3. The medieval military development and its effects on vocabulary
  • 4. Corpus of study, objectives, and methodology of the research
  • 5. Results of the research
  • 6. Discussion and conclusion
  • References
  • Quoted references
  • Dictionaries and databases used
  • Part Two: Languages in the Mind: Language Development and Language Use
  • Anita Buczek-Zawiła: Chapter 4 - L1 Sound Awareness (or Lack thereof?) in the Context of L2 Sound Training
  • 1. Introduction
  • 2. Literature review
  • 3. The study
  • 3.1. The material
  • 3.2. The self-reports.
  • 3.3. Discussion
  • 4. Conclusion
  • References
  • Jadwiga Cook: Chapter 5 - Locative Prepositions in Bilingual Children's Languages. Example of Polish-French Young Bilinguals
  • 1. Introduction
  • 2. Spatial relations in language
  • 3. Prepositions in language acquisition
  • 4. Prepositions in bilingual children's speech
  • 4.1. Methodology
  • 4.1.1. Participants
  • 4.1.2. Task
  • 4.2. Previous results for French
  • 4.3. Results for Polish
  • 4.3.1. Repertoire of prepositions
  • 4.3.2. Use of prepositions
  • 4.3.3. Effects of bilingualism
  • 5. Discussion and conclusions
  • References
  • Sources of illustrations
  • Games
  • Sources
  • Giovina Angela del Rosso: Chapter 6 - On Non-native Coarticulation: (New) Prospective Insights into (Old) Multilingualism- and Phonetics-Related Issues?
  • 1. Introduction
  • 2. Foreign accent
  • 3. Coarticulation
  • 4. The ostracism of coarticulation: Arguments and counterarguments
  • 4.1. The alleged universality of coarticulation patterns
  • 4.2. The quest for invariance within variability
  • 5. Non-native coarticulation research: State of the art
  • 6. A multidisciplinary approach to non-native coarticulation: strengths and challenges
  • 7. Conclusion
  • References
  • Monika Kowalonek-Janczarek: Chapter 7 - Attitudes toward Multilingualism in Poland and Japan from University Students' Perspective
  • 1. Introduction
  • 2. Multilingualism and the linguistic situation in Poland and in Japan
  • 3. The study
  • 3.1. Aim of the study and research questions
  • 3.2. Participants
  • 3.3. Method and procedure
  • 4. Results and discussion
  • 5. Conclusions and future research
  • References
  • Internet sources
  • Ewa Kujawska-Lis: Chapter 8 - The Splendors and Miseries of Multilingualism: The Case of Joseph Conrad
  • 1. Conrad's linguistic background: Polish, French, and English
  • 1.1. Polish
  • 1.2. French
  • 1.3. English.
  • 2. Outcomes of Conrad's multilingualism
  • 2.1. Pronunciation
  • 2.2. Creative achievements and difficulties
  • 2.3. Cross-linguistic influences in Conrad's writing
  • 3. Conclusions
  • References
  • Sources
  • Secondary literature
  • Rafał Krzysztof Matusiak / Grzegorz Wlaźlak: Chapter 9 - Effects of Receptive Multilingualism on the Knowledge of Legal Vocabulary: An Analysis of the Multilingual Competence of a Selected Group of Polish Lawyers
  • 1. Introductory remarks on multilingualism
  • 2. Defining receptive multilingualism
  • 3. Strategies in multilingual communication
  • 4. Polish legal language
  • 5. Goals, research questions, participants, and method
  • 6. Results and discussion
  • 7. Conclusions
  • References
  • Appendix: Test of receptive multilingualism
  • Jacek Pradela: Chapter 10 - The Development of English Spelling through Dictation in a Polish-English Non-native Bilingual Child
  • 1. Introduction
  • 2. Early bilingualism
  • 2.1. Non-native bilingualism as a form of early bilingualism
  • 3. Developing writing
  • 3.1. Writing skills
  • 3.2. Previous studies on the development of writing in bilingual children
  • 4. Research design
  • 4.1. Aims of the study and research questions
  • 4.2. The NNB child language biography
  • 4.3. Research method
  • 4.3.1. Dictation of individual words
  • 4.3.2. Text dictation
  • 4.3.3. The procedure
  • 5. Results
  • 5.1. Stage one - individual words
  • 5.1.1. Letter omission
  • 5.1.2. Letter substitution
  • 5.1.3. Letter insertion
  • 5.1.4. Transposition
  • 5.1.5. Unidentified errors
  • 5.2. Stage two - text dictation
  • 6. Discussion
  • 7. Conclusions
  • References
  • Internet sources
  • Boris Yelin: Chapter 11 - Cross-linguistic Influence in Trilingual Language Switching: Effects of Dominance
  • 1. Introduction
  • 2. The multilingual lexicon
  • 2.1. Lexical access studies.
  • 3. Cross-linguistic influence studies
  • 3.1. CLI's link to lexical access
  • 4. Current study
  • 5. Methods
  • 5.1. Participants and languages
  • 5.2. Stimuli
  • 5.2.1. Carrier phrase creation
  • 5.2.2. Object selection
  • 5.3. Procedure
  • 5.4. Coding
  • 6. Results and discussion
  • 7. Conclusion
  • References
  • Part Three: Language Education: Supporting Multilingual Development
  • Moira De Iaco: Chapter 12 - A Multilingual Perspective on Metaphoric Gestures for Language Education Purposes
  • 1. Introduction
  • 2. Metaphoric gestures we live and learn by
  • 3. Metaphoric gestures in language education
  • 4. Three examples of metaphoric gestures
  • 4.1. Scissor hand gesture: An example of a metaphoric gesture which may teach conceptual metaphors and related verbal expressions
  • 4.2. Future and past gestures as tools to teach contents through metaphorizing processes
  • 4.3. Explanatory gestures for the Italian expression fare la scarpetta: An example of the use of metaphoric gestures as tools for teaching FL vocabulary
  • 5. Conclusions
  • References
  • Dana Hanesová: Chapter 13 - University - an Inspiring Educational Environment for the Development of Students' Multilingual Competence
  • 1. Introduction
  • 2. Multilingual competence and its development
  • 2.1. Key concept of multilingualism and plurilingualism as its alternative
  • 2.2. The developable nature of multilingual competence
  • 2.3. A holistic approach to the development of multilingualism at university
  • 3. Research description
  • 3.1. Research problem and suggestions for investigation
  • 3.2. Research methodology
  • 3.2.1. Description of the intervention in the experiment
  • 3.2.2. Quasi-experiment
  • 4. Research results
  • 5. Discussion
  • 6. Limitations of the research and threats
  • 7. Conclusion
  • Acknowledgements
  • References.
  • Radosław Kucharczyk: Chapter 14 - Strategic Development of Plurilingual Competence in the Polish Educational Context
  • 1. Introduction
  • 2. Operationalization of the concept of plurilingual competence
  • 3. Components of the original model of strategic development of plurilingual competence
  • 3.1. Metacognition and the development of plurilingual competence
  • 3.2. Affectivity and the development of plurilingual competence
  • 3.3. Reflectivity and the development of plurilingual competence
  • 3.4. The development of plurilingual competence strategies
  • 3.5. Ability to use positive inter-linguistic transfer
  • 4. Research Study
  • 4.1. Background of the study
  • 4.2. Study participants
  • 4.3. Observation of the focus-group discussions
  • 4.3.1. The study - 1st trimester
  • 4.3.2. The study - 2nd trimester
  • 4.3.3. The study - 3rd trimester
  • 5. Discussion
  • 6. Conclusions
  • References
  • Beatriz López Medina: Chapter 15 - Plurilingual Outcomes in Plurilingual CLIL Settings: A Case Study of Translanguaging in Secondary Education in Latvia
  • 1. Introduction
  • 2. Literature review
  • 3. Method
  • 3.1. Research questions
  • 3.2. Context
  • 3.3. Description of the task
  • 3.4. Participants
  • 3.5. Instruments
  • 3.6. Procedure
  • 4. Results
  • 5. Discussion
  • 6. Limitations of the study
  • 7. Conclusion
  • Acknowledgments
  • References
  • Jacopo Saturno: Chapter 16 - Effect of Bridge Language Status in the Intercomprehension-Based Learning of L2 Polish by Speakers of Russian
  • 1. Introduction
  • 1.1. Intercomprehension
  • 1.2. Transfer studies
  • 1.3. Target structure
  • 1.4. Research question
  • 2. Methodology
  • 2.1. Procedure
  • 2.2. EIT rationale
  • 2.3. Participants
  • 3. Results
  • 4. Discussion
  • 5. Conclusion
  • References
  • Notes on Contributors.

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