Download Cross-Linguistic Structures in Simultaneous Bilingualism by Susanne Döpke PDF

By Susanne Döpke

This quantity explores the consequences of cross-linguistic buildings in simultaneous bilingualism. It goals to discover cognitive causes for the presence or absence of cross-linguistic constructions that transcend the controversy of ‘one approach or two’. The individuals current syntactic, morphological and phonological good points which are present in bilingual young ones, yet are untypical of monolingual improvement, and speak about pertinent methodological matters. The orientation of this quantity sticks out from competing volumes within the box in that the point of interest isn't restricted to similarities among monolingual and bilingual first language acquisition. the quantity could be of curiosity to researchers within the box of bilingualism and first language acquisition, language theorists, and pros operating with bilingual populations.

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Extra resources for Cross-Linguistic Structures in Simultaneous Bilingualism

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They show that at both levels, items may be stored in a common store across languages while others may be stored separately. Stroop tests have equally pointed in the direction of imperfect inhibition of the second language. In a classical Stroop test, subjects are given colour words printed in a colour which does not always correspond to the referent of the colour word (like blue written in red ink). They have then to name the colour of the ink. This is an old test in monolinguals, which shows that the verbal information interacts with the visual information.

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1986. “The acquisition of case morphology in German”. Linguistics 24: 47–78. Tracy, Rosemarie. 1987. “The acquisition of verb placement”. In P. Griffith, J. Local, & A. Mills (eds), Proceedings of the Child Language Seminar. York: University of York, 81–94. Tracy, Rosemarie. 1989. “Projektionsprobleme“. Zeitschrift für Literaturwissenschaft und Linguistik 19: 75–113. Tracy, Rosemarie. 1991. Sprachliche Strukturentwicklung: Linguistische und kognitionspsychologische Aspekte einer Theorie des Erstspracherwerbs.

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