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Science and Heritage Language Integrated Learning (SHLIL): Evidence for the Effectiveness of an Innovative Science Outreach Program for Migrant Students ...
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Implicit learning and SLA:A cognitive psychology perspective
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Implicit learning and language acquisition:Three approaches, one phenomenon
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Collocational processing in L1 and L2:The effects of word Frequency, collocational frequency, and association
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Learning vocabulary and grammar from cross-situational statistics
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The effects of working memory and declarative memory on instructed second language vocabulary learning:Insights from intelligent CALL
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The role of feedback and instruction on the cross-situational learning of vocabulary and morphosyntax:Mixed effects models reveal local and global effects on acquisition
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Distinctions in the acquisition of vocabulary and grammar:An individual differences approach
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Distinctions in the acquisition of vocabulary and grammar: An individual differences approach
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Appendix_1 – Supplemental material for The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL ...
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Appendix_1 – Supplemental material for The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL ...
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The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL ...
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The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL ...
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Simultaneous acquisition of words and syntax:Effects of exposure condition and declarative memory
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Simultaneous Acquisition of Words and Syntax: Effects of Exposure Condition and Declarative Memory
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Abstract:
This study examined the simultaneous acquisition of vocabulary and grammar by adult learners and the role of exposure condition and declarative memory. Most experimental studies investigating the acquisition of artificial or natural languages focus on either vocabulary or grammar, but not both. However, a systematic investigation of the simultaneous learning of multiple linguistic features is important given that it mirrors language learning outside the lab. Native English speakers were exposed to an artificial language under either incidental or intentional exposure conditions. Participants had to learn both novel pseudowords and word order patterns while also processing stimulus sentences for meaning. The results showed that adult learners are able to rapidly acquire basic syntactic information of a novel language while processing the input for meaning (plausibility judgments) and attempting to learn novel vocabulary at the same time. The results further indicated that exposure condition (incidental versus intentional) made no difference in terms of either vocabulary or grammar learning gains. Findings also revealed that learners developed explicit, not implicit, knowledge of lexis and syntax. Finally, the results indicated that individuals’ declarative memory capacity was not related to vocabulary learning but only to grammar learning. Our study underscores the importance of studying the simultaneous acquisition of different language features and from different perspectives of comprehension versus production, incidental versus intentional learning conditions, implicit/explicit knowledge, and individual differences in cognitive abilities.
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Keyword:
Psychology
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6052136/ https://doi.org/10.3389/fpsyg.2018.01168
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Interdisciplinary research at the intersection of CALL, NLP, and SLA:methodological implications from an input enhancement project
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