Input and Evidence: the raw material of second language acquisition is an empirical and theoretical treatment of one of the essential components of SLA: the input to language learning mechanisms. It reviews and adds to the empirical studies showing that negative evidence (correction, feedback, repetitions, reformulations) play a role in language acquisition in addition to that played by ordinary conversation. At the same time, it embeds discussion of input within a framework which includes a serious treatment of language processing, including the problem of modularity and the question of how semantic representations can influence grammatical ones. It lays the foundation for the development of a truly explanatory theory of SLA in the form of the Autonomous Induction Theory which combines a model of induction with an interpretation of Universal Grammar, thereby permitting, for the the first time, a coherent approach to the problem of constraining induction in SLA.

Emphasizing the necessity for theory-driven language acquisition research, the studies in this collection aim to formalize the kinds of information available to first and second language learners, as well as to shed light on how that information is used to solve a variety of learning problems. The volume pays homage to the scholarly contributions of Susanne E. Carroll, delving into the impact she has had on the field of language acquisition. The central themes of input, evidence, and exposure – found throughout Carroll’s work ­– are explored in this volume. The contributions cover a range of topics such as the emergence of linguistic theorizing in language acquisition research, the acquisition of grammatical gender, classroom language learning, learning on first exposure, asymmetries between developmental trajectories in first and second language acquisition, and the effects of grammatical complexity on language development.

This book is a thorough revision of the highly successful text first published in 1994. The authors retain the multidisciplinary approach that presents research from linguistics, sociology, psychology, and education, in a format designed for use in an introductory course for undergraduate or graduate students. The research is updated throughout and there are new sections and chapters in this second edition as well. New chapters cover child language acquisition (first and second), Universal Grammar, and instructed language learning; new sections address issues, such as what data analysis doesn't show, replication of research findings, interlanguage transfer (multilingual acquisition and transfer), the aspect hypothesis, general nativism, connectionist approaches, and implicit/explicit knowledge. Major updates include nonlanguage influences and the lexicon. The workbook, Second Language Learning Data Analysis, Second Edition, makes an ideal accompaniment to the text.

Language addressed to children, or 'Baby Talk', became the subject of research interest thirty years ago. Since then, the linguistic environment of infants and toddlers has been widely studied. Input and Interaction in Language Acquisition is an up-to-date statement of the facts and controversies surrounding 'Baby Talk', its nature and likely effects. With contributions from leading linguists and psychologists, it explores language acquisition in different cultures and family contexts, in typical and atypical learners, and in second and foreign language learners. It is designed as a sequel to the now famous Talking to Children, edited by Catherine Snow and Charles Ferguson, and Professor Snow here provides an introduction, comparing issues of importance in the field today with the previous concerns of researchers.

This volume bridges the gap between theory and practice by bringing together well-known and new authors to discuss a topic of mutual interest to second language researchers and teachers alike: input. Reader-friendly chapters offer a range of existing and new perspectives on input in morphology, syntax, phonetics and phonology.

This paper combines panel data from nationally representative household-level surveys in Nigeria with long-term satellite-based spatial data on temperature and precipitation using geo-referenced information related to households. It aims to quantify the impacts of climate change on agricultural productivity, income shares, crop mix, and input use decisions. We measure climate change in harmful degree days, growing degree days, and changes in precipitation using long-term (30 year) changes in temperature and precipitation anomalies during the crop calendars. We find that, controlling for other factors, a 15 percent (one standard deviation) increase in change in harmful degree days leads to a decrease in agricultural productivity of 5.22 percent on average. Similarly, precipitation change has resulted in a significant and negative impact on agricultural productivity. Our results further show that the change in harmful degree days decreases the income share from crops and nonfarm self-employment, while it increases the income share from livestock and wage employment. Examining possible transmission channels for this effect, we find that farmers change their crop mix and input use to respond to climate changes, for instance reducing fertilizer use and seed purchases as a response to increases in extreme heat. Based on our findings, we suggest policy interventions that incentivize adoption of climate-resilient agriculture, such as small-scale irrigation and livelihood diversification. We also propose targeted pro-poor interventions, such as low-cost financing options for improving smallholders’ access to climate-proof agricultural inputs and technologies, and policy measures to reduce the inequality of access to livelihood capital such as land and other productive assets.