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oapen-20.500.12657-469402023-01-31T18:45:29Z Interpreting language-learning data Leclercq, Pascale Gudmestad, Aarnes Edmonds, Amanda Language Arts & Disciplines Linguistics Biography & Autobiography bic Book Industry Communication::C Language::CF linguistics bic Book Industry Communication::B Biography & True Stories::BG Biography: general This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation. 2021-02-24T04:31:59Z 2021-02-24T04:31:59Z 2020 book 9783961102822 https://library.oapen.org/handle/20.500.12657/46940 eng application/pdf n/a external_content.pdf Language Science Press Language Science Press https://doi.org/10.5281/zenodo.4032298 https://doi.org/10.5281/zenodo.4032298 0bad921f-3055-43b9-a9f1-ea5b2d949173 9783961102822 Knowledge Unlatched (KU) Language Science Press open access
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This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation.
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