Cross-linguistic Influences in Bilingual First Language Acquisition

Nonfiction, Entertainment, Drama, Anthologies
Cover of the book Cross-linguistic Influences in Bilingual First Language Acquisition by Saskia Lührig, GRIN Publishing
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Author: Saskia Lührig ISBN: 9783640281220
Publisher: GRIN Publishing Publication: March 4, 2009
Imprint: GRIN Publishing Language: English
Author: Saskia Lührig
ISBN: 9783640281220
Publisher: GRIN Publishing
Publication: March 4, 2009
Imprint: GRIN Publishing
Language: English

Examination Thesis from the year 2007 in the subject English Language and Literature Studies - Linguistics, grade: 1,3, University of Cologne, 94 entries in the bibliography, language: English, abstract: There is interdependent development in BFLA. Several studies could show that the systems are influencing each other and they can not be regarded as minor to argue for an autonomous development. Furthermore, there are different methods of predicting which grammatical domains will be influenced and the direction of influence. These are language internal factors, dominance or epiphenomena of speech production. Nevertheless, there are problems as some children did not show the predicted influence. Possible suggestion to the problem is a modification of the criteria already developed and an inclusion of the possibility of individual differences due to different learner types.

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Examination Thesis from the year 2007 in the subject English Language and Literature Studies - Linguistics, grade: 1,3, University of Cologne, 94 entries in the bibliography, language: English, abstract: There is interdependent development in BFLA. Several studies could show that the systems are influencing each other and they can not be regarded as minor to argue for an autonomous development. Furthermore, there are different methods of predicting which grammatical domains will be influenced and the direction of influence. These are language internal factors, dominance or epiphenomena of speech production. Nevertheless, there are problems as some children did not show the predicted influence. Possible suggestion to the problem is a modification of the criteria already developed and an inclusion of the possibility of individual differences due to different learner types.

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