Linguistic Relativity in SLA

ZhaoHong Han is Associate Professor in Linguistics and Education at Teachers College, Columbia University. Her research interests lie broadly in second language learnability and second language teachability. She is the author of Fossilization in Adult Second Language Acquisition (2004) and editor/co-editor of a number of volumes on topics of second language process, second language reading, and fossilization. She was the recipient of the 2003 International TESOL Heinle and Heinle Distinguished Research Award.Teresa Cadierno is Associate Professor at the Institute of Language of Communication, University of Southern Denmark. Her research interests include instructed second language acquisition, with special focus on the acquisition of grammar by L2 learners, L2 input processing and the role of formal instruction in L2 acquisition; and applied cognitive linguistics, especially the acquisition and teaching of L2 constructions for the expression of motion events, and the investigation of re-thinking for speaking processes in a foreign language.

• Chapter 1 Motion in Danish as a Second Language: Does the Learner’s L1 Make a Difference? - Teresa CadiernoChapter 2 The Role of Thinking for Speaking in Adult L2 Speech: The Case of (Non)Unidirectionality Encoding by American Learners of Russian - Viktoria Driagina-HaskoChapter 3 Can a L2 Speaker’s Patterns of Thinking for Speaking Change? - Gale A. StamChapter 4 Thinking for Speaking and Immediate Memory for Spatial Relations - Kenny R. Coventry, Berenice Valdés & Pedro Guijarro-FuentesChapter 5 The Gloss Trap - David StringerChapter 6 Linguistic Effects on Thinking for Writing: The Case of Articles in L2 English - Monika EkiertChapter 7 Grammatical Morpheme Inadequacy as a Function of Linguistic Relativity: A Longitudinal Case Study - ZhaoHong HanChapter 8 Conclusion: On the Interdependence of Conceptual Transfer and Relativity Studies - Terence Odlin

This is a landmark publication - the first to concertedly address the implications for SLA of Slobin's thinking-for-speaking hypothesis. Do processes of conceptualisation that L1s predispose speakers to affect their L2 production, and if so in what ways? Can we 're-think' for L2 speaking, and what cognitive abilities enable this? The research issues this book raises are fundamentally important for SLA theory and pedagogy alike.