This paper focuses on a parametric difference between French and English, namely the issue of whether or not the language allows verb movement. The lack of verb-raising in English causes a potential learnability problem for francophones, as far as English adverb placement is concerned. In particular, an adverb in English is not allowed to interrupt…
Interlanguage studies bulletin (Utrecht) Template
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About the Interlanguage studies bulletin (Utrecht) format
Interlanguage studies bulletin (Utrecht) is a peer-reviewed journal published by SAGE, covering EFL/ESL Teaching and Learning, Multilingual Education and Policy, Language Development and Disorders.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Interlanguage studies bulletin (Utrecht), 12(3), pp. 45–58.
Formats any DOI in Interlanguage studies bulletin (Utrecht) style. No sign-up. |
| Publishes research in | EFL/ESL Teaching and Learning Multilingual Education and Policy Language Development and Disorders Syntax, Semantics, Linguistic Variation Second Language Learning and Teaching |
| ISSN | 0165-9960 |
| h-index | 38 |
| i10-index | 57 |
| Total citations | 6,463 |
| Top institutions publishing here | McGill University |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in Interlanguage studies bulletin (Utrecht) per year
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Most-cited papers in Interlanguage studies bulletin (Utrecht)
Children learning German as their first language grasp its verb-final character from the very beginning. Adults learning German as a second language tend to assume in the beginning that it has a subject-verb-object order, and modify this hypothesis only gradually. We argue that this difference is due to the fact that children have access to…
This paper examines the consequences of the fact that human minds may know more than one language for the poverty-of-the-stimulus argument that speakers know more than they could have learnt. Qualifications to the argument are necessary because not all L2 learners attain the same compe tence as L1 speakers; types of evidence are potentially available…
This paper re-analyses the notion of consciousness raising in language learning. The process by which language input becomes salient to the learner is termed 'input enhancement'. This process can come about as a result of deliberate manipulation, or it can be the natural outcome of some internal learning strategy. It can vary quantitatively and qualitatively,…
There is a considerable amount of recent evidence that stable principles of Universal Grammar (UG) are available to adult second language (L2) learners in structuring their intuitions about the target language grammar. In contrast, however, there is also evidence from the acquisition of word order, agreement and negation in German that there are substantial differences…