Learn the awesome Julia programming language by building fun projects like a rocket launcher, a password keeper, and a battle simulator. Julia as a Second Language covers: Data types like numbers, strings, arrays, and dictionaries Immediate feedback with Julia’s read-evaluate-print-loop (REPL) Simplify code interactions with multiple dispatch Sharing code using modules and packages Object-oriented and functional programming styles Julia as a Second Language introduces Julia to readers with a beginning-level knowledge of another language like Python or JavaScript. You’ll learn by coding engaging hands-on projects that encourage you to apply what you’re learning immediately. Don’t be put off by Julia’s reputation as a scientific programming language—there’s no data science or numerical computing knowledge required. You can get started with what you learned in high school math classes. About the Technology Originally designed for high-performance data science, Julia has become an awesome general purpose programming language. It offers developer-friendly features like garbage collection, dynamic typing, and a flexible approach to concurrency and distributed computing. It is the perfect mix of simplicity, flexibility and performance. About the Book Julia as a Second Language introduces Julia by building on your existing programming knowledge. You’ll see Julia in action as you create a series of interesting projects that guide you from Julia’s basic syntax through its advanced features. Master types and data structures as you model a rocket launch. Use dictionaries to interpret Roman numerals. Use Julia’s unique multiple dispatch feature to send knights and archers into a simulated battle. Along the way, you’ll even compare the object-oriented and functional programming styles–Julia supports both! What’s Inside Data types like numbers, strings, arrays, and dictionaries Immediate feedback with Julia’s read-evaluate-print-loop (REPL) Simplify code interactions with multiple dispatch Share code using modules and packages About the Reader For readers comfortable with another programming language like Python, JavaScript, or C#. About the Author Erik Engheim is a writer, conference speaker, video course author, and software developer. Table of Contents PART 1 - BASICS 1 Why Julia? 2 Julia as a calculator 3 Control flow 4 Julia as a spreadsheet 5 Working with text 6 Storing data in dictionaries PART 2 - TYPES 7 Understanding types 8 Building a rocket 9 Conversion and promotion 10 Representing unknown values PART 3 - COLLECTIONS 11 Working with strings 12 Understanding Julia collections 13 Working with sets 14 Working with vectors and matrices PART 4 - SOFTWARE ENGINEERING 15 Functional programming in Julia 16 Organizing and modularizing your code PART 5 - GOING IN DEPTH 17 Input and output 18 Defining parametric types

Within the complex process of second language acquisition there lies a highly variable component referred to as the silent period, during which some beginning second language learners may not willingly produce the target language. Silence in Second Language Learning claims that the silent period might represent a psychical event, a non-linguistic as well as a linguistic moment in the continuous process of identity formation and re-formation. Colette Granger calls on psychoanalytic concepts of anxiety, ambivalence, conflict and loss, and on language learning narratives, to undertake a theoretical dialogue with the learner as a being engaged in the psychical work of making, and re-making, an identity. Viewed in its entirety, this study takes the form of a kind of triangulation of three elements: the linguistically described phenomenon of the silent period; the psychoanalytically oriented problem of the making of the self; and the real and remembered experiences of individuals who live in the silent space between languages.

Introducing Second Language Acquisition: Perspectives and Practices represents a clear and concise introduction to the main concepts, issues, and debates in second language acquisition studies aimed specifically at undergraduates encountering the topic for the first time. Follows six fictitious language learners throughout the text whose stories serve to introduce various concepts and issues Contains specific chapters on first language acquisition and bilingualism, as well as explicit references to the most recent and important research Covers key topics including acquisition contexts, theoretical perspectives, language teaching methods, second language development, and individual differences (such as age, aptitude, and motivation) Grabs student attention with lighthearted cartoons that illustrate and reinforce key ideas Features a full range of pedagogical tools to aid student learning, including “language learning in practice” textboxes; bolded new terms defined in the margins; an end-of-book glossary; self-assessment and classroom discussion questions; exercise and project ideas; and further online viewing sections

This volume explores a variety of aspects of second language speech, with special focus on contributions to the field made by (primarely) generative linguists looking at the sounds and sound systems of second language learners. Second Language Phonology starts off with an overview of second language acquisition research in order to place the study of L2 speech in context. This introductory chapter is followed by an outline of traditional approaches to investigating interlanguage phonology. The third chapter consists of a discussion of relevant aspects of a learning theory that must be included in a treatment of how people learn sound systems. The next three chapters focus on particular aspects of the mental represenation of phonological competence; segments, syllables, and stress, respectively. The penultimate chapter deals with issues related to the mechanisms that govern the changing of interlanguage grammars over time. The volume ends with a summary of the issues raised throughout the text.

This textbook approaches second language acquisition from the perspective of generative linguistics. Roumyana Slabakova reviews and discusses paradigms and findings from the last thirty years of research in the field, focussing in particular on how the second or additional language is represented in the mind and how it is used in communication. The adoption and analysis of a specific model of acquisition, the Bottleneck Hypothesis, provides a unifying perspective. The book assumes some non-technical knowledge of linguistics, but important concepts are clearly introduced and defined throughout, making it a valuable resource not only for undergraduate and graduate students of linguistics, but also for researchers in cognitive science and language teachers.

This monograph is a theoretical and empirical investigation into the mechanisms and causes of successful and unsuccessful adult second language acquisition.Couched within a generative framework, the study explores how a learner’s first language and the age at which they acquire their second language may contribute to the L2 knowledge that they can ultimately attain. The empirical study focuses on a group of very advanced L2 speakers, and through a series of tests aims to discover what underpins their near mastery of grammatical gender and other grammatical properties.The book explores an account of persistent selective divergence based on the idea that child and adult learners are fundamentally similar, except that in adults the L1 plays the role of a fairly rigid filter of the linguistic input. The impossibility of representing the new target language other than by using the building blocks of the previously established L1 is argued to be the main reason why near but not totally native like language representations are formed and become established in adult L2 learners.

Language fundamentally defines and distinguishes us as humans, as members of society, and as individuals. As we go through life, our relationship with language and with learning shifts and changes, but it remains significant. This book is an up-to-date resource for graduate students and researchers in second language (L2) acquisition who are interested in language learning across the lifespan. The main goal is to survey and evaluate what is known about the linguistic-cognition-affect associations that occur in L2 learning from birth through senescence (passing through the stages of childhood, adolescence, adulthood, and third age), the extent to which L2 acquisition may be seen as contributing to healthy and active aging, the impact of the development of personalized, technology-enhanced communicative L2 environments, and how these phenomena are to be approached scientifically and methodologically. The effects of certain specific variables, such as gender, socio-economic background, and bilingualism are also analyzed, as we argue that chronological age does not determine the positioning of L2 learners across the lifespan: age is part of a complex web of social distinctions such as psychological and individual factors that intersect in the construction of a learner’s relative status and opportunities.

This volume presents recent generative research on the nature of grammars of child second language (L2) acquirers -- a learner population whose exposure to an L2 occurs between the ages of 4 to 8. The main goal is to define child L2 acquisition in relation to other types of acquisition such as child monolingual and bilingual acquisition, adult L2 acquisition, and specific language impairment. This comparative perspective opens up new angles for the discussion of currently debated issues such as the role of Universal Grammar in constraining development, developmental sequences in L2, maturational influences on the 'growth' of grammar, critical period effects for different linguistic domains, initial state and ultimate attainment in relation to length of exposure, and L1-transfer in relation to age of onset. These issues are explored using longitudinal, cross-sectional, and experimental data from L2 children acquiring a range of languages, including Dutch, English, French, and Greek.

This is a collection of 11 analytical and empirical studies on the process of second language acquisition, probing a wide array of issues, from transfer appropriate processing to L2 default processing strategies, among hearing or deaf learners of a variety of target languages.

The present volume includes a selection of twenty-one peer-reviewed and revised papers from the 37th annual Linguistic Symposium on Romance Languages (LSRL) held at the University of Pittsburgh in 2007. The papers cover a range of topics in morphology, syntax, phonology and language acquisition. A number of languages and varieties are also analyzed, including Italian, Spanish, Judeo-Spanish, Old Spanish, French, Old French, and Romanian. Contributions include papers from three of the invited speakers, Heles Contreras, Javier Gutierrez-Rexach and Julia Herschensohn. This volume highlights theoretical issues under current debate in Romance linguistics."