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By Edited by Maria Luisa Garcia Lecumberri Edited by Maria Del Pilar Garcia Mayo

Addressing matters that are serious for language making plans, this is often an summary of analysis at the age think about international language studying. It provides learn on international language studying in bilingual groups in formal guideline settings concentrating on syntax, phonology, writing, and extra.

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Singleton and Z. Lengyel (eds) The Age Factor in Second Language Acquisition (pp. 67–94). Clevedon: Multilingual Matters. M. (2000) The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition 22, 499–533. A. and Thyre, R. (1998) Evidence of full UG access in L2 acquisition from the interpretive interface: Quantification at a distance in English– French interlanguage. Proceedings of the Boston University Conference on Language Development 22, 141–52.

Accounts of the ways in which learners commonly assimilate words in L2 to the syllable structure of L1 follow, according to Archibald (1998), two major approaches: the structural, as illustrated by Broselow (1988), and the typological, as in the work of Eckman (1991). Broselow and Finer (1991) have argued that the way learners deal with syllables in the L2 can be understood in relation to Minimal Sonority Distances (Selkirk, 1984), while Eckman and Iverson (1994) argue that the same data can be explained in terms of typological markedness and the Sonority Dispersion Principle (Clements, 1990).

1988) Second language acquisition and its relationship to Universal Grammar. Applied Linguistics 9, 219–35. Schumann, J. (1978) The Pidginization Process: A Model for Second Language Acquisition. Rowley, MA: Newbury House. Scovel, T. (1988) A Time to Speak: A Psycholinguistic Inquiry into the Critical Period for Human Language. Rowley, MA: Newbury House. 22 Age and the Acquisition of English as a Foreign Language Scovel, T. (2000) A critical review of the Critical Period Hypothesis. Annual Review of Applied Linguistics 20, 213–23.

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