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Interpreting language-learning data
This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation.
IntroductionReflecting on data interpretation in SLA
L2 acquisition in a rich dialectal environmentSome methodological considerations when SLA meets dialectology
Comparing ERPs between native speakers and second language learnersDealing with individual variability
ReplicationMeasuring the influence of typologically diverse target language properties on input processing at the initial stages of acquisition
On the relationship between epistemology and methodologyA reanalysis of grammatical gender in additional-language Spanish
Analysing interaction in primary school language classesMultilevel annotation and analysis with EXMARaLDA
Transcribing interlanguageThe case of verb-final [e] in L2 French
Potential pitfalls of interpreting data from English-French tandem conversations
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