Cécile De Cat's account of dislocation in French (as in Le chocolat, c'est bon) throws new light on French syntax and prosody, and makes an important and original contribution to the study of linguistic interfaces. It also provides new insights into the acquisition of French as first language. This book will interest scholars and advanced students of French and of its acquisition as a first language as well as linguistic theorists interested in the interfaces between syntax, discourse, and phonology.

Since the early years of generative grammar (Chomsky 1977, inter alia), the phenomenology of dislocation has proved to be a fertile area of research. This, however, has not been the case for Modern Standard Arabic (MSA), and hence this thorough monograph intends to fill this lacuna. Three aspects of this linguistic phenomenon stand out: the taxonomy of possible dislocated configurations, syntax and interpretation. Though the structure in itself has been extensively studied in various languages, including varieties of spoken Arabic, this monograph shows that MSA presents properties that set it apart from known varieties and cannot be captured by an extension or modification of existing analyses. Moreover, existing analyses are not fully satisfactory as there are open analytical questions regarding the interpretation and syntactic analysis of dislocation structures crosslinguistically. Particularly, the optimal path to follow concerning dislocation structures in MSA is to argue for the claim that contrast, as an information-structural notion, underlies the interpretation of dislocated elements, and these elements are best syntactically analyzed as being involved in a bisentential configuration, contra monoclausal approaches to dislocation. This monograph should be relevant to anyone with an interest in the Arabic language, and also to syntacticians and typologists with an interest in sentence structure.

This book presents the first detailed and comprehensive study of information highlighting in advanced learner language, echoing the increasing interest in questions of near-native competence in SLA research and contributing to the description of advanced interlanguages. It examines the production and comprehension of specific means of information highlighting in English by native speakers and German learners of English as a foreign language, presenting triangulated experimental and learner corpus data as corroborating evidence. The study focuses on learners' use of discourse-pragmatically motivated variations of the basic word order such as inversion, preposing, and it- and wh-clefts, an underexplored field in SLA research to date.The book also provides a critical re-assessment of the study of pragmatics within SLA. It has largely been neglected to date that L2 pragmatic knowledge includes more than the sociopragmatic and pragmalinguistic abilities for understanding and performing speech acts. Thus, the book argues for an extension of the scope of inquiry in interlanguage pragmatics beyond the cross-cultural investigation of speech acts. It also discusses pedagogical implications for foreign language teaching and will be of interest to applied linguists and SLA researchers, language teachers and curriculum designers.

This unique volume offers a comprehensive discussion of essential theoretical and methodological issues concerning the pivotal role of working memory in second language learning and processing. The collection opens with a foreword and introductory theoretical chapters written by leading figures in the field of cognitive psychology. Following these are three research sections containing chapters providing original data and innovative insights into the dynamic and complex relationships between working memory and specific areas of second language processing, instruction, performance and development. Each section concludes with a commentary which is written by a noted SLA researcher and which charts the course for future research. This book provides a fascinating collection of perspectives on the relationship between working memory and second language learning and will appeal to those interested in the integration of cognitive psychology with SLA research.

The "Going Romance" conferences are a major European annual discussion forum for theoretically relevant research on Romance languages. Selected papers are published in the "Romance Languages and Linguistic Theory "volumes. This is the fourth such volume, containing a selection of the papers that have been presented at the 2002 conference, which was held at the State University of Groningen. The three-day program included a workshop on Acquisition. The articles in this volume focalize on specifics of one or more Romance languages or varieties: clausal structure, verb-movement, topic, focus and reinforcement constructions, nominal ellipsis, (absence of) pronouns in child language, and other current issues in Romance linguistics.

English-French Translation: A Practical Manual allows advanced learners of French to develop their translation and writing skills. This book provides a deeper understanding of French grammatical structures, the nuances of different styles and registers and helps increase knowledge of vocabulary and idiomatic language. The manual provides a wealth of practical tasks based around carefully selected extracts from the diverse text types students are likely to encounter, from literary and expository, to persuasive and journalistic. A mix of shorter targeted activities and lengthier translation pieces guides learners through the complexities and challenges of translation from English into French. This comprehensive manual is ideal for advanced undergraduate and postgraduate students in French language and translation.