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【书名】：Walking on the Grammaticalization Path of the Definite Article

【作者】：Renata Szczepaniak, Johanna Flick

【年份】：2020年

【出版社】：John Benjamins出版社

【简介】：语言变异研究书系第23册，关于定冠词的语法化。

This volume focuses on the grammaticalization of the definite article in German. It contains eight empirically-based papers which examine individual stages of the grammaticalization path from its beginnings as a demonstrative to the definite article and beyond. Focusing on cognitive, pragmatic, semantic and syntactic factors, the contributions not only address the development from pragmatic to semantic definiteness, but also deal with functional and formal changes starting as soon as the linguistic unit has acquired the function of marking semantic definiteness. Based on corpora spanning the entire history of the German language, from Old High German (750-1050) to present-day German, the analyses challenge the traditional linear model of grammaticalization and provide alternative pathways. What all the contributions have in common is the idea that the main grammaticalization path is accompanied or crossed by several side roads which lead to different destinations such as preposition-article-clitics, generic usages or onymic articles.

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【书名】：Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice

【作者】：M. Juncal Gutierrez-Mangado, María Martínez-Adrián, Francisco Gallardo-del-Puerto

【年份】：2019年

【出版社】：Springer出版社

【简介】：This book presents the latest research in various areas of cross-linguistic influence (CLI), providing educators with insights into how previously learned languages influence the learning of an additional language at different levels, such as phonetics/phonology, morphosyntax, vocabulary, pragmatics, writing style and learning context. While the majority of the chapters have English as the target language, one investigates the acquisition of French. The L1s of the learners include Arabic, Basque, Catalan, Chinese, Czech, Danish, Finnish, Galician, Georgian, German, Norwegian, Polish, Russian, Spanish and Swedish. Each chapter ends with a reflection on possible pedagogical implications of the findings and offers recommendations on how to make the most of cross-linguistic influence in the classroom.

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