EUROSLA Yearbook

Volume 3 (2003)

Editors

Susan H. Foster-Cohen | University of Canterbury

Simona Pekarek Doehler | University of Basel

Paperback – Available

ISBN 9789027254535 (Eur) | EUR 83.00

ISBN 9781588114389 (USA) | USD 125.00

e-Journal – Available

| EUR 81.00

[EUROSLA Yearbook, 3] 2003.

Publishing status: Available
Published online on 28 August 2003

https://doi.org/10.1075/eurosla.3

Table of Contents

Introduction Susan H. Foster-Cohen and Simona Pekarek Doehler	1–3
Acknowledgements	5–6
Articles
On the existence of scrambling in the grammar of Japanese elementary EFL learners Yoichi Miyamoto and Yuka Iijima	7–27
The interpretation of pronouns by Japanese Learners of English Myoko Ito	29–56
L2 root infinitives uprooted and revisited Elena Gavruseva	57–75
Unlearning V2: Transfer, markedness, and the importance of input cues in the acquisition of word order in English by Norwegian children Marit Westergaard	77–101
Long-term effects of an earlier start: An analysis of EFL written production Teresa Navés, Maria Rosa Torras and M. Luz Celaya	103–129
Towards a characterisation of saliency on first exposure to a second language Rebekah Rast and Jean-Yves Dommergues	131–156
Native-like attainment in L2 syntax Sonja van Boxtel, Theo Bongaerts and Peter-Arno Coppen	157–181
Linguistic structure and information organisation: The case of very advanced learners Christiane von Stutterheim	183–206
Producing and learning to produce utterances in social interaction Ulrich Dausendschön-Gay	207–228
Tearing us apart again: The paradigm wars and the search for validity Tim F. McNamara	229–238

“What appears as an eclectic collection of papers at first is actually a very rich and interesting volume. All the papers illustrate a detailed analysis of different linguistic phenomena from several theoretical frameworks which may be overlooked in North-American publications. In many cases, the individual papers are part of larger, long term research projects with well thought-out goals, empirical and theoretical questions. In all cases, they underlie the complexity and wealth of issues facing researchers in both L1 and L2 acquisition.”

Dalila Ayoun, University of Arizona on Linguist List 15.1862, 2004

Cited by (1)

Cited by one other publication

Biedroń, Adriana

2012. Memory Abilities in Gifted Foreign Language Learners. In New Perspectives on Individual Differences in Language Learning and Teaching [Second Language Learning and Teaching, ], ► pp. 77 ff.

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Subjects and metadata

EUROSLA Yearbook

Volume 3 (2003)

Cited by one other publication

Linguistics

Main BIC Subject

Main BISAC Subject