Frequency Effects and Second Language Acquisition
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The Multilingual/Bilingual Dichotomy: an Exploration of Individual Differences
Egan... \.; I. .43.. a...I) $61.21 - . a .V .15....) 1‘ ‘.05..w. .223 :544. .K} .9 .4 .55 {in} 4 (Ii-.5.u i A 2.“) :L .. .5.7.4955. In! LI... est-r9413}. .i...’ 5x01332§v5252 . ‘.;s¢5.l§3ii!.vsl .F .54 r!- ovuiki: .1... .v. and.. >32. .5 435...! 2 . I 93......9h‘rvtz. , : .57 .u," .145 . «Rumflbntiiu . armpnunwfi... 45...... 25:855.vying. .5.fixatm. .5... "..4...5.. xv... 54.4 52.5....‘13}. n at... .45.. .ufltzl. 5.4... l. a 2.2.23 5.5 J. L. $51.42...... ...4...52 . "gs...I .. .2 ... tab. and. mar"? Ru».“- .. I‘D.JOCZO Lanna. .. Laumunu... .LNI h: .9 E. Z 7 LEBRARY 2009 Michigan state University This is to certify that the dissertation entitled THE MULTILINGUAL/BILINGUAL DICHOTOMY: AN EXPLORATION OF INDIVIDUAL DIFFERENCES presented by Amy S. Thompson --~ has been accepted towards fulfillment of the requirements for the PhD. degree in Second Language Studies -.o.---u— got/lat, [QM Major Professor’s Signature [(461.45 ‘11 7. 200 9 Date MSU is an Afinnative Action/Equal Opportunity Employer PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE DATE DUE pm: o 3: MM» 5108 K‘IProlecc8Pres/ClRC/DaleDue indd THE MULTILINGUAL/BILINGUAL DICHOTOMY: AN EXPLORATION OF INDIVIDUAL DIFFERENCES By Amy S. Thompson A DISSERTATION Submitted to Michigan State University In partial fulfillment of the requirements For the degree of DOCTOR OF PHILOSOPHY Second Language Studies 2009 ABSTRACT THE MU LTILINGUAL/BILINGUAL DICHOTOMY: AN EXPLORATION OF INDIVIDUAL DIFFERENCES By Amy S. -
Matthew H. Ciscel
MATTHEW H. CISCEL CURRICULUM VITÆ (last revised 9/14/2017) Professor and TESOL Coordinator 214 Beacon Street Department of English Hartford, CT 06105, U.S.A. Central Connecticut State University (1-860) 232-5223 1615 Stanley Street personal e-mail: [email protected] New Britain, CT 06050-4010 U.S.A. university e-mail: [email protected] (1-860) 832-2749 URL: http://www2.ccsu.edu/faculty/CiscelM EDUCATION 2002 Ph.D. in Linguistics, Areas: sociolinguistics and second language acquisition theory, University of South Carolina, Columbia (August 1998-December 2002) Dissertation Title: Language and Identity: L2 acquisition in post-Soviet Moldova 1996 M.A. in German, Areas: Germanic linguistics and 20th Century German culture, University of Iowa, Iowa City (August 1993-May 1996) 1991 B.A. cum laude in German, Areas: German and psychology, University of Tennessee, Knoxville (Sept 1987-Aug 1991) 1989-1990 Academic exchange to Philipps-Universität, Marburg, Germany (course work in German language and literature, and psychology) ACADEMIC POSITIONS 2012-present Full Professor, Department of English, Central Connecticut State University, New Britain, CT 2007-2012 Associate Professor, Department of English, Central Connecticut State University, New Britain, CT (tenure granted 2008) Spring 2010 Senior Fulbright Scholar, Faculty of Letters and Arts, Lucian Blaga University, Sibiu, România 2002-2007 Assistant Professor, Department of English, Central Connecticut State University, New Britain, CT Fall 2001 Visiting Instructor, Faculty of Modern Languages, -
Implicit and Explicit Knowledge About Language
Comp. by: TPrasath Date:27/12/06 Time:22:59:29 Stage:First Proof File Path:// spiina1001z/womat/production/PRODENV/0000000005/0000001817/0000000016/ 0000233189.3D Proof by: QC by: NICK ELLIS IMPLICIT AND EXPLICIT KNOWLEDGE ABOUT LANGUAGE INTRODUCTION Children acquire their first language (L1) by engaging with their caretakers in natural meaningful communication. From this “evidence” they automatically acquire complex knowledge of the structure of their language. Yet paradoxically they cannot describe this knowledge, the discovery of which forms the object of the disciplines of theoretical lin- guistics, psycholinguistics, and child language acquisition. This is a difference between explicit and implicit knowledge—ask a young child how to form a plural and she says she does not know; ask her “here is a wug, here is another wug, what have you got?” and she is able to reply, “two wugs.” The acquisition of L1 grammar is implicit and is extracted from experience of usage rather than from explicit rules—simple expo- sure o normal linguistic input suffices and no explicit instruction is needed. Adult acquisition of second language (L2) is a different matter in that what can be acquired implicitly from communicative contexts is typically quite limited in comparison to native speaker norms, and adult attainment of L2 accuracy usually requires additional resources of explicit learning. The various roles of consciousness in second language acquisi- tion (SLA) include: the learner noticing negative evidence; their attending to language form, their perception focused by social scaffolding or explicit instruction; their voluntary use of pedagogical grammatical descriptions and analogical reasoning; their reflective induction of metalinguistic insights about language; and their consciously guided practice which results, eventually, in unconscious, automatized skill. -
Implicit and Explicit Learning of Languages Patrick Rebuschat
Introduction: Implicit and explicit learning of languages Patrick Rebuschat (Lancaster University) Introduction to the forthcoming volume: Rebuschat, P. (Ed.) (in press, 2015). Implicit and explicit learning of languages. Amsterdam: John Benjamins. Implicit learning, essentially the process of acquiring unconscious (implicit) knowledge, is a fundamental feature of human cognition (Cleeremans, Destrebecqz, & Boyer, 1998; Dienes, 2012; Perruchet, 2008; Shanks, 2005; Reber, 1993). Many complex behaviors, including language comprehension and production (Berry & Dienes, 1993; Winter & Reber, 1994), music cognition (Rohrmeier & Rebuschat, 2012), intuitive decision making (Plessner, Betsch, & Betsch, 2008), and social interaction (Lewicki, 1986), are thought to be largely dependent on implicit knowledge. The term implicit learning was first used by Arthur Reber (1967) to describe a process during which subjects acquire knowledge about a complex, rule-governed stimulus environment without intending to and without becoming aware of the knowledge they have acquired. In contrast, the term explicit learning refers to a process during which participants acquire conscious (explicit) knowledge; this is generally associated with intentional learning conditions, e.g., when participants are instructed to look for rules or patterns. In his seminal study, Reber (1967) exposed subjects to letter sequences (e.g., TPTS, VXXVPS and TPTXXVS) by means of a memorization task. In experiment 1, subjects were presented with letter sequences and simply asked to commit them to memory. One group of subjects was given sequences that were generated by means of a finite-state grammar (Chomsky, 1956, 1957; Chomsky & Miller, 1958), while the other group received randomly 1 constructed sequences. The results showed that grammatical letter sequences were learned more rapidly than random letter sequences. -
Two Approaches to Second Language Acquisition: Universal Grammar and Emergentism
English Teaching, Vol. 75, Supplement 1, Summer 2020, pp. 3-8 DOI: https://doi.org/10.15858/engtea.75.s1.202006.3 http://journal.kate.or.kr Two Approaches to Second Language Acquisition: Universal Grammar and Emergentism William O’Grady and Kitaek Kim* 1. THE TWO APPROACHES TO SECOND LANGUAGE ACQUISITION Language presents us with many questions. Why does it have certain properties and features, but not others? Why does it vary and change in the ways that it does? How is it acquired with such ease by young children despite its evident complexity? And why do adults find it so difficult to acquire a second language (L2), despite their cognitive maturity and their access to well-designed pedagogical programs? An impressive feature of Universal Grammar (UG), as it was traditionally conceived, is that it offers an integrated explanatory narrative—an inborn system of grammatical principles stipulates the architecture of language, including limits on variation and change, while also shedding light on the apparent magic of first language acquisition. With the help of additional assumptions, such as the full-transfer/full-access proposal of Bonnie D. Schwartz and Rex Sprouse (1996), it is even possible to offer an explanation for why the mastery of a L2 proves so challenging, but is perhaps nonetheless attainable. Parts of the discussion in the first section of this paper appeared in O’Grady, Lee, and Kwak (2009). *Corresponding Author: William O’Grady, Professor, Department of Linguistics, University of Hawaii at Manoa, 1890 East-West Road, Moore 569, Honolulu, HI 96822 USA; E-mail: [email protected] Co-Author: Kitaek Kim, Professor, Department of English Language Education, Seoul National University Received 10 June 2020; Reviewed 17 June 2020; Accepted 25 June 2020 © 2020 The Korea Association of Teachers of English (KATE) This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits anyone to copy, redistribute, remix, transmit and adapt the work provided the original work and source is appropriately cited. -
Input, Interaction, and Second Language Development
CORE Metadata, citation and similar papers at core.ac.uk Provided by Lancaster E-Prints SSLA, 21, 557±587. Printed in the United States of America. INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT An Empirical Study of Question Formation in ESL Alison Mackey Georgetown University This study examines the relationship between different types of con- versational interaction and SLA. Long's (1996) updated version of the interactionist hypothesis claims that implicit negative feedback, which can be obtained through negotiated interaction, facilitates SLA. Similar claims for the benefits of negotiation have been made by Pica (1994) and Gass (1997). Some support for the interaction hypothesis has been provided by studies that have explored the effects of interaction on production (Gass & Varonis, 1994), on lexical acquisition (Ellis, Tanaka, & Yamazaki, 1994), on the short-term outcomes of pushed output (see Swain, 1995), and for specific interactional features such as recasts (Long, Inagaki, & Ortega, 1998; Mackey & Philp, 1998). However, other studies have not found effects for interaction on gram- matical development (Loschky, 1994). The central question ad- dressed by the current study was: Can conversational interaction facilitate second language development? The study employed a pre- test-posttest design. Adult ESL learners (N = 34) of varying L1 back- grounds were divided into four experimental groups and one control I am grateful to Susan M. Gass and Charlene Polio for insightful suggestions and help with this paper. I also want to thank Patsy Lightbown, Michael H. Long, Teresa Pica, and Merrill Swain for many helpful comments on the doctoral dissertation from which this paper arose. I am much indebted to Ian Thornton for assistance with the statistical analysis and discussions of many of the issues in- volved in this study. -
The Routledge Handbook of Second Language Acquisition Variationist
This article was downloaded by: 10.3.98.104 On: 30 Sep 2021 Access details: subscription number Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: 5 Howick Place, London SW1P 1WG, UK The Routledge Handbook of Second Language Acquisition Susan M. Gass, Alison Mackey Variationist perspectives Publication details https://www.routledgehandbooks.com/doi/10.4324/9780203808184.ch3 Robert Bayley, Elaine Tarone Published online on: 14 Nov 2011 How to cite :- Robert Bayley, Elaine Tarone. 14 Nov 2011, Variationist perspectives from: The Routledge Handbook of Second Language Acquisition Routledge Accessed on: 30 Sep 2021 https://www.routledgehandbooks.com/doi/10.4324/9780203808184.ch3 PLEASE SCROLL DOWN FOR DOCUMENT Full terms and conditions of use: https://www.routledgehandbooks.com/legal-notices/terms This Document PDF may be used for research, teaching and private study purposes. Any substantial or systematic reproductions, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. 3 Variationist perspectives Robert Bayley and Elaine Tarone1 -
Learner Differences in Metalinguistic Awareness: Exploring the Influence of Cognitive Abilities and Language Experience
Learner Differences in Metalinguistic Awareness: Exploring the Influence of Cognitive Abilities and Language Experience Daniel O. Jackson University of Hawai‘i at M ānoa 1. Introduction Recent emergentist views of language propose that its structure is “fundamentally molded by preexisting cognitive abilities, processing idiosyncrasies, and limitations” (Beckner et al., 2009, p. 17). Thus, the psychological characteristics that distinguish us as human contribute to language change at the collective and individual levels. With regard to the latter, it is particularly important for second language professionals to understand the nature of learners’ individual differences (IDs), so that we may appreciate these abilities, adapt instruction to idiosyncrasies, and circumvent limitations to the greatest extent possible. The outlook for research on IDs extends this perspective. For example, Dörnyei (2009) views IDs in second language (L2) research as multi-componential, integrated, dynamic, interacting, and complex. These themes are touched on throughout the following paper, which examines the role of L2 aptitude, working memory, and language experience in metalinguistic awareness stemming from exposure to an artificial language. * 2. Demystifying awareness for L2 research Following Schmidt (1990 and elsewhere), awareness is a form of consciousness implicated in mental processes that are crucial to L2 learning, including perception, noticing, and understanding. Regarding the distinction between noticing and understanding, he wrote: Noticing is related to rehearsal within working memory and the transfer of information to long- term memory, to intake, and to item learning. Understanding is related to the organization of material in long-term memory, to restructuring, and to system learning. (Schmidt, 1993, p. 213) Second language acquisition relies on both item and system learning. -
Preprint Ellis, NC (2013). Second Language Acquisition. in Oxford Handbook of Construction Grammar
Second Language Acquisition Nick C. Ellis University of Michigan [email protected] preprint Ellis, N. C. (2013). Second language acquisition. In Oxford Handbook of Construction Grammar (pp. 365-378), G. Trousdale & T. Hoffmann (Eds.). Oxford: Oxford University Press. 1. Introduction Usage-based approaches hold that we learn linguistic constructions while engaging in communication, the “interpersonal communicative and cognitive processes that everywhere and always shape language” (Slobin 1997). Constructions are form-meaning mappings, conventionalized in the speech community, and entrenched as language knowledge in the learner’s mind. They are the symbolic units of language relating the defining properties of their morphological, syntactic, and lexical form with particular semantic, pragmatic, and discourse functions (Bates and MacWhinney 1987; Lakoff 1987; Langacker 1987; Croft 2001; Croft and Cruse 2004; Goldberg 1995, 2003, 2006; Tomasello 2003; Robinson and Ellis 2008; Bybee 2008). Broadly, Construction Grammar argues that all grammatical phenomena can be understood as learned pairings of form (from morphemes, words, and idioms, to partially lexically filled and fully general phrasal patterns) and their associated semantic or discourse functions. Such beliefs, increasingly influential in the study of child language acquisition, have turned upside down generative assumptions of innate language acquisition devices, the continuity hypothesis, and top-down, rule-governed, processing, bringing back data-driven, emergent accounts of linguistic systematicities. Constructionist theories of child first language acquisition (L1A) use dense longitudinal corpora to chart the emergence of creative linguistic competence from children’s analyses of the utterances in their usage history and from their abstraction of regularities within them (Goldberg 1995, 2006, 2003; Diessel, this volume; Tomasello 1998; Tomasello 2003). -
The Routledge Handbook of Second Language Acquisition
ROUTLEDGE HANDBOOKS The Routledge Handbook of Second Language Acquisition Edited by Susan M. Gass and Alison Mackey The Routledge Handbook of Second Language Acquisition ‘The editors, Susan M. Gass and Alison Mackey, have done a sterling job with this Handbook. The biggest names and rising stars in the fields of second language teaching and language learning have contributed to this “magnum opus”.’ Jean-Marc Dewaele, Birkbeck, University of London, UK The Routledge Handbook of Second Language Acquisition brings together fifty leading international figures in the field to produce a state-of-the-art overview of second language acquisition. The Handbook covers a wide range of topics related to Second Language Acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development. The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching second language acquisition. Susan M. Gass is University Distinguished Professor in the Department of Linguistics and Languages at Michigan State University. She is the author of many titles and co-author of Second Language Acquisition: An Introductory Course, Third Edition (Routledge, 2008), with Larry Selinker. She co-edits the series, Second Language Acquisition Research (with Alison Mackey, for Routledge). Alison Mackey is Professor in the Department of Linguistics at Georgetown University. She is the author of many titles, and co-author of Data Elicitation for Second and Foreign Language Research (Routledge 2007), with Susan M. -
2 Research Methods
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by UCL Discovery Luke Plonsky and Laura Gurzynski-Weiss 2 Research Methods Abstract: This paper begins with the assumption that there is no perfect study. Rather, the process of conducting language acquisition research involves numerous deci- sions, each of which is accompanied by a set of strengths and weaknesses and which must be justified as appropriate to the substantive domain and the research questions being addressed. The chapter describes many of these choices and their correspond- ing benefits and drawbacks, illustrating key concepts and techniques with examples while making frequent reference to methodological issues and trends currently taking place in the field. In particular, we focus on major decisions related to (a) research designs, both descriptive/observational and (quasi-)experimental; (b) elicitation tech- niques and instruments for collecting data both linguistic (e.g., grammaticality judg- ment tasks) and non-linguistic (e.g., questionnaires) in nature; and (c) quantitative (e.g., analysis of variance) and qualitative (e.g., grounded theory) techniques for analyzing data. Keywords: research design, quantitative research methods, qualitative research meth- ods, language acquisition, statistics 1 Introduction 1.1 The Value of Methodological Knowledge It is difficult to overstate the importance of methods in language acquisition research. Simply put, they are the means by which empirical evidence is gathered to advance knowledge. Our understanding of language acquisition is only as strong as the methods we employ. This path toward knowledge construction is contrasted with theoretical developments which complement, instruct, and are informed by empirical work (↗6 Language Acquisition Theories). -
Books Research Methods
Research methods in linguistics – A bibliography Introductory/overview textbooks, edited volumes and papers (including volumes/papers focusing on linguistic subfields) Blom, Elma & Sharon Unsworth, eds. (2010), Experimental Methods in Language Acquisition Research. Amsterdam: Benjamins. Brown, James Dean & Theodore S. Rodgers (2002), Doing Second Language Research. Oxford: OUP. Dörnyei, Zoltan (2007), Research Methods in Applied Linguistics. Quantitative, qualitative, and mixed methodologies. Oxford: OUP. Harrington, Kate, Lia Litosseliti, Helen Sauntson & Jane Sunderland, eds. (2008), Gender and Language Research Methodologies. Basingstoke: Palgrave Macmillan. Hoff, Erika, ed. (2012), Research Methods in Child Language. A practical guide. Malden/ MA: Wiley-Blackwell. Holmes, Janet & Kirk Hazen (2014), Research Methods in Sociolinguistics. A practical guide. Malden/MA: Wiley-Blackwell. Kasper, Gabriele (2008), Data collection in pragmatics research, in Spencer-Oatey, Helen (ed.), Culturally Speaking. Managing Rapport through Talk across Cultures. 2nd edition. London & New York: Continuum, 279-303. Kortmann, Bernd, ed. (2015), Theories and Methods in Linguistics (Wörterbücher zur Sprach- und Kommunikationswissenschaft [WSK] Online, Band 11). Berlin: de Gruyter Mouton. http://www.degruyter.com/view/db/wsk Krug, Manfred & Julia Schlüter, eds. (2013), Research Methods in Language Variation and Change. Cambridge: CUP. Litosseliti, Lia, ed. (2010), Research Methods in Linguistics. London: Continuum. Mackey, Alison & Susan M. Gass, eds. (2012),