Intermediate Language Varieties

The papers in this volume address the interplay of factors underlying the formation of intermediate varieties in the 'dialect-standard' landscape of present-day Europe. Research is presented on varieties of several different languages (Norwegian, Dutch, German, Italian, Spanish, Greek), on speech communities with different (geo)political and sociolinguistic histories, as well as on previously unexplored sociolinguistic situations. The contributions all share the twin characteristics of (a) robust scrutiny of structural variation and its links to both structural-systemic parameters and extralinguistic variables and (b) nuanced approaches to macro- and micro- level categories, with the requisite theoretical and methodological fine-tuning. While focusing on different languages/language groups, the papers in this volume share the common foci of bringing together structural and sociolinguistic considerations and of the concomitant necessary revisiting of methodologies. The data and analyses presented yield a firmer and more nuanced understanding of the dynamic permutations of cross-dialectal and dialect-to-standard convergence and the formation of intermediate varieties in different yet comparable contexts.

The papers in this volume address the interplay of factors underlying the formation of intermediate varieties in the ‘dialect-standard’ landscape of present-day Europe. Research is presented on varieties of several different languages (Norwegian, Dutch, German, Italian, Spanish, Greek), on speech communities with different (geo)political and sociolinguistic histories, as well as on previously unexplored sociolinguistic situations. The contributions all share the twin characteristics of (a) robust scrutiny of structural variation and its links to both structural-systemic parameters and extralinguistic variables and (b) nuanced approaches to macro- and micro- level categories, with the requisite theoretical and methodological fine-tuning. While focusing on different languages/language groups, the papers in this volume share the common foci of bringing together structural and sociolinguistic considerations and of the concomitant necessary revisiting of methodologies. The data and analyses presented yield a firmer and more nuanced understanding of the dynamic permutations of cross-dialectal and dialect-to-standard convergence and the formation of intermediate varieties in different yet comparable contexts.

This volume originates from a workshop entitled 'Revisiting advanced varieties in L2 learning' organized by the editors at Aston University (Birmingham, UK) in June 2006. It consists of a peer-reviewed selection of the best contributions. Many different approaches have been used in the study of advanced learners and their characteristics. Specific areas of language have repeatedly been found to remain problematic even at advanced levels, and much empirical research has been carried out. In particular, areas of grammar such as the tense or agreement systems often pose difficulties, as well as lexical idiosyncrasies such as formulaic sequences, and the discourse/pragmatic constraints operating in French. This volume brings together recent research exploring the advanced learner capabilities in each of those domains, as well as possible explanations for the difficulties they raise for the L2 learner of French. Additionally, one of the areas which has received considerable attention in the French L2 literature on advanced learners, tense and aspect, is also explored from the point of view of French learners of English, to explore any parallels. In presenting this research, the book clarifies the concept of the advanced learner: how does s/he differ from native speakers and why?

This book is about responses to language variety — their variability, shape, and content, as well as the variable cognitive and neural pathways underlying them. The chapters explore access to, processing of, and outcomes of that diversity and complexity. Many traditions are represented: from social psychology come classic experimental methods as well as more current discourse-based analyses; anthropology is represented in indexicality, iconization, recursivity, erasure, enregisterment, and ideologies; the sociolinguistic focus on specific rather than global elements that trigger responses is highlighted. The individual chapters address a variety of questions concerning language attitude, belief, and ideology, in some cases singly, in others with a more general focus, including attempts to relate one style of research to another. If we accept the fact that individuals house great variability in the underlying cognitive structures that inform responses, it follows that no single way of eliciting and studying them will do. This book provides a tour of the emerging tools that have been productive in such investigations.

Explores the roots of Europe's struggle with multilingualism. This book argues that, over the centuries, the pursuit of linguistic homogeneity has become a central aspect of the mindset of Europeans. It offers an overview of the emergence of a standard language ideology and its relationship with ethnicity, territorial unity and social mobility

Highly proficient speakers of a second language who began acquisition as adults are rarely the object of second language acquisition research. In the study described in this book, the speech of 36 advanced learners of German, 20 of whom were considered to have "near-native" proficiency was recorded, transcribed and analyzed according to the "Quaestio Model". The focus of the study was the information structure of the learners' spoken texts and its implications for word order. The study revealed differences in the information structure of texts of learners and native German speakers even for those learners whose performance was nearly indistinguishable from L1 German speakers. The author discusses possible reasons for these differences, suggests implications for second language acquisition theory and draws up lesson plans for using the insights brought forth by the study for the second language and translation classrooms.

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