1 |
Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Multilingual and monolingual children in the primary-level language classroom: individual differences and perceptions of foreign language learning
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Flexible egocentricity: Asymmetric switch costs on a perspective-taking task
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Cultural effects rather than a bilingual advantage in cognition: A review and an empirical study. ...
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Data supporting "Cultural effects rather than a bilingual advantage in cognition: A review and an empirical study." ...
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Data for 'Cultural effects rather than a bilingual advantage..." ...
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Esperanto as a tool in classroom foreign language learning in England
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Cultural effects rather than a bilingual advantage in cognition: A review and an empirical study
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Cultural effects rather than a bilingual advantage in cognition: A review and an empirical study.
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Investigating Executive Working Memory and Phonological Short-Term Memory in Relation to Fluency and Self-Repair Behavior in L2 Speech
|
|
|
|
BASE
|
|
Show details
|
|
13 |
‘She says, he says’: Does the sex of an instructor interact with the grammatical gender of targets in a perspective-taking task?
|
|
|
|
BASE
|
|
Show details
|
|
15 |
The Simon Task With Young Adult Bilinguals Revisited: New Evidence and Analyses. ...
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Explicit Knowledge and Processes From a Usage-Based Perspective: The Developmental Trajectory of an Instructed L2 Learner
|
|
|
|
Abstract:
This article considers explicit knowledge and processes in second language (L2) learning from a usage-based theoretical perspective. It reports on the long-term development of a single instructed adult learner's use of two L2 constructions, the German Perfekt of gehen ("go," "walk") and fahren ("go by vehicle"), which was tracked over a period of more than 3 years. The results indicate that explicit knowledge and processes seemed to have a powerful impact on the participant's L2 learning and use, apparently enabling him to override the predicted bottom-up developmental path in certain circumstances and take a top-down approach instead. Specifically, it was found that the development of fahren was consistent with the predicted trajectory of moving from item-based to more schematic constructions. By contrast, the participant's use of gehen was characterized by schematic constructions almost from the beginning, suggesting a shortcut facilitated by explicit knowledge and processes. Both potential benefits and pitfalls associated with this alternative learning path are highlighted. The findings are explicated with reference to usage-based and complexity/dynamic-systems-theoretic concepts, thus offering an integration of explicit knowledge and processes in L2 learning and use into this particular theoretical framework.
|
|
Keyword:
P Philology. Linguistics
|
|
URL: http://repository.essex.ac.uk/11866/1/Repository_Roehr-Brackin_2014_LL.pdf http://repository.essex.ac.uk/11866/
|
|
BASE
|
|
Hide details
|
|
|
|