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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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Abstract:
Across multiple situations, child and adult learners are sensitive to co-occurrences between individual words and their referents in the environment, which provide a means by which the ambiguity of word-world mappings may be resolved (Monaghan & Mattock, 2012; Scott & Fisher, 2012; Smith & Yu, 2008; Yu & Smith, 2007). In three studies, we tested whether cross-situational learning is sufficiently powerful to support simultaneous learning the referents for words from multiple grammatical categories, a more realistic reflection of more complex natural language learning situations. In Experiment 1, adult learners heard sentences comprising nouns, verbs, adjectives, and grammatical markers indicating subject and object roles, and viewed a dynamic scene to which the sentence referred. In Experiments 2 and 3, we further increased the uncertainty of the referents by presenting two scenes alongside each sentence. In all studies, we found that cross-situational statistical learning was sufficiently powerful to facilitate acquisition of both vocabulary and grammar from complex sentence-to-scene correspondences, simulating the situations that more closely resemble the challenge facing the language learner.
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URL: https://eprints.lancs.ac.uk/id/eprint/147614/3/1_s2.0_S0010027720302948_main.pdf https://eprints.lancs.ac.uk/id/eprint/147614/1/rebuschat_monaghan_schoetensack_ACCEPTED_Sept_2020.pdf https://doi.org/10.1016/j.cognition.2020.104475 https://eprints.lancs.ac.uk/id/eprint/147614/
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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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Interdisciplinary research at the intersection of CALL, NLP, and SLA:methodological implications from an input enhancement project
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