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Formal linguistics approaches to adult second language acquisition and processing
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Abstract:
This chapter provides an overview of the major contemporary trends driving adult, non-native language acquisition and processing research from a formal linguistic theory perspective. In doing so, we contextualize for the reader what formal linguistics is, inclusive of the main tenets of generative grammar. We provide an overview of the formative questions of generative second language acquisition (GenSLA), focusing on how they have been recast/refocused over time in accord with: (a) the evolution of formal linguistic theory, (b) insights from GenSLA’s own research over three decades and other paradigms of SLA, as well as (c) the expansion of empirical testing methods to include psycholinguistic and neurolinguistic processing measures. All of the aforementioned is done with the backdrop of adult language learning in mind; that is, what do formal linguistic studies on adult non-native language acquisition and processing contribute to our understanding of how L2ers typically learn/process language?
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URL: https://centaur.reading.ac.uk/75876/ https://centaur.reading.ac.uk/75876/1/SLA%20book%20chapter.pdf
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Task Condition Effects on Advanced-Level Foreign Language Performance
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The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms
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Thinking outside the box: processing instruction and individual differences in working memory capacity
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Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar
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Input manipulation, enhancement and processing: Theoretical views and empirical research
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Benati, Alessandro. - : Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland, 2016
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Second Language Acquisition: A theoretical introduction to real world applications
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The role of grammar instruction in second language learning and teaching
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The effects of re-exposure to instruction and the use of discourse-level interpretation tasks on processing instruction and the Japanese passive
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Processing instruction research, theory and practical implications for the learning and teaching of English grammar to Chinese speakers
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Input manipulations: Structured output and the centrality of meaning in grammar instruction
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The effects of Processing Instruction on the acquisition of English simple past tense: Age and cognitive task demands
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