'A Spanish Learning Grammar' is an innovative and lively book for early, intermediate and advanced students. Straightforward explanations and everyday language examples are supported by original line drawings and plentiful exercises, making this the ideal combined grammar reference and workbook. A carefully devised two-part structure mirrors the learning process. Part One establishes the concept and key features of each grammar point for beginners, while Part Two is aimed at more advanced learners covering more complex structures. Written in the belief that grammar is the key to real communication, this is the essential textbook for any student of Spanish.
Straightforward explanations and everyday language examples are supported by cartoon drawings and plentiful exercises, making this text the ideal combined grammar reference and workbook. It is suitable for intermediate and advanced students.
Spanish: An Essential Grammar is a concise and user-friendly reference guide to the most important aspects of Spanish. It presents a fresh and accessible description of the language that combines traditional and function-based grammar. The book sets out the complexities of Spanish in short, readable sections, and explanations are clear and free from jargon. The Grammar is the ideal reference source for the learner and user of Spanish. It is suitable for either independent study or for students in schools, colleges, universities and adult classes of all types. Features include: * clear distinctions between the essential and basic aspects of Spanish grammar and those that are more complex * full use of authentic examples * easy to understand explanations of areas that customarily pose problems for English speakers * detailed contents list and index for easy access to information.
Morphosyntactic Development in Monolingual and Bilingual L1 Acquisition and Adult L2 Acquisition
Author: Silvina Montrul
Publisher: John Benjamins Publishing
Category: Language Arts & Disciplines
This is the first book on the acquisition of Spanish that provides a state-of-the-art comprehensive overview of Spanish morphosyntactic development in monolingual and bilingual situations. Its content is organized around key grammatical themes that form the empirical base of research in generative grammar: nominal and verbal inflectional morphology, subject and object pronouns, complex structures involving movement (topicalizations, questions, relative clauses), and aspects of verb meaning that have consequences for syntax. The book argues that Universal Grammar constrains all instances of language acquisition and that there is a fundamental continuity between monolingual, bilingual, child and adult early grammatical systems. While stressing their similarities with respect to linguistic representations and processes, the book also considers important differences between these three acquisition situations with respect to the outcome of acquisition. It is also shown that many linguistic properties of Spanish are acquired earlier than in English and other languages. This book is a must read for those interested in the acquisition of Spanish from different theoretical perspectives as well as those working on the acquisition of other languages in different contexts.
This monograph is a theoretical and empirical investigation into the mechanisms and causes of successful and unsuccessful adult second language acquisition. Couched within a generative framework, the study explores how a learner's first language and the age at which they acquire their second language may contribute to the L2 knowledge that they can ultimately attain. The empirical study focuses on a group of very advanced L2 speakers, and through a series of tests aims to discover what underpins their near mastery of grammatical gender and other grammatical properties. The book explores an account of persistent selective divergence based on the idea that child and adult learners are fundamentally similar, except that in adults the L1 plays the role of a fairly rigid filter of the linguistic input. The impossibility of representing the new target language other than by using the building blocks of the previously established L1 is argued to be the main reason why near but not totally native like language representations are formed and become established in adult L2 learners.