Cognitive Processing in Second Language Acquisition: Inside the Learner's Mind (Converging Evidence in Language and Communication Research (Celcr))

✍ Scribed by Martin Putz, Laura Sicola

• Year: 2010
• Tongue: English
• Leaves: 385
• Edition: 13th
• Category: Library

✦ Synopsis

This edited volume represents state of the field research linking cognition and second language acquisition, reflecting the experience of the learner when engaged in noticing, input/output processing, retrieval, and even attrition of target forms. Contributions are both theoretical and practical, describing a variety of L1, L2 and L3 combinations from around the world as observed in spoken, written, and computer-mediated contexts. The book relates conditions of language, task, medium or environment to how learners make decisions about language, with discussions about the application or efficacy of these conditions on linguistic success and development, and pedagogical implications.

✦ Table of Contents

Cognitive Processing in Second Language Acquisition......Page 2
Editorial page......Page 3
Title page......Page 4
LCC data......Page 5
Table of contents......Page 6
Acknowledgements......Page 8
Introduction: Cognitive processing in second language acquisition......Page 10
Section I. Cognitive theoretical foundations of language and learning......Page 16
1. Introduction......Page 18
2. The three models......Page 19
3. When models collide......Page 25
4. Frequency effects......Page 31
5. Conclusion......Page 32
References......Page 33
2. Construction learning as category learning......Page 36
Study 1. The acquisition of VACs......Page 43
Study 2. The acquisition of VACs......Page 47
Study 3. The L2 acquisition of Tense & Aspect......Page 51
Conclusions......Page 53
References......Page 55
1. I ntroduction......Page 58
2. Relevance theory: Basic assumptions and claims about human cognition......Page 59
3. The relevance-theoretic model of human communication......Page 60
4. Second language studies and relevance: Earlier applications......Page 62
5. Relevance theory and emergentism in SLA research......Page 65
Notes......Page 72
References......Page 73
1. Introduction......Page 76
2. A Dual-Mechanism in L2 processing?......Page 77
3. The present study......Page 79
4. Results......Page 82
5. Discussion and conclusion......Page 87
References......Page 91
1. Introduction......Page 94
2. L3 acquisition: Lexicon specificity......Page 95
3. Languages in interaction: Cluster of theories......Page 96
4. Neuropsychology of bilingualism......Page 98
5. Synonymic fields: A cognitive linguistics response to multilingualism?......Page 99
6. Conclusion......Page 103
References......Page 104
Section II. Mental processes and acquisition procedures followed by language learners......Page 106
Input and intake......Page 108
First exposure studies......Page 111
The study......Page 112
Discussion......Page 120
Notes......Page 122
References......Page 123
2. Representation and storage in the mental lexicon......Page 126
3. I nstability of lexical knowledge in L1 and L2......Page 128
4. Single subject studies on lexical processing......Page 129
5. The experiments......Page 131
6. Discussion and conclusions......Page 139
References......Page 141
1. Introduction......Page 144
2. A usage-based and dynamic approach to the mental lexicon......Page 146
3. Shared or language specific concepts......Page 149
4. Word associations and conceptual representations......Page 150
5. The experiment......Page 151
6. Results......Page 153
7. Discussion......Page 154
8. Conclusion......Page 155
References......Page 156
1. Introduction......Page 158
2. Compositional and noncompositional views of idioms......Page 159
3. Idiom production......Page 160
4. Idiom processing in L2......Page 162
5. The study......Page 165
6. Conclusions......Page 173
References......Page 174
Appendix 1......Page 177
1. Introduction......Page 178
2. Rationale for the present study......Page 182
3. A procedure for gauging noticing and its association with uptake: A pilot study......Page 185
4. Results......Page 191
5. Conclusions and perspectives......Page 194
Notes......Page 196
References......Page 197
Appendix......Page 200
1. Introduction......Page 208
2. Impersonalisation strategies in English......Page 209
3. I mpersonalisation strategies in Spanish......Page 215
4. Defocusing of agency......Page 220
5. The case study......Page 223
6. Results and discussion......Page 225
7. Conclusion......Page 230
Notes......Page 231
References......Page 233
1. Introduction......Page 236
2. Cognitive explanations for the parallels between language attrition and acquisition......Page 237
3. Methodology......Page 239
4. Results......Page 242
5. Discussion......Page 245
6. Conclusion......Page 246
References......Page 247
Section III. Cognitive language pedagogy: Classroom studies with applications for teaching......Page 250
1. Introduction: Cognition, settings, abilities and the SSARC modelof pedagogic task sequencing......Page 252
2. Scaling the world to classroom contexts: The Triadic ComponentialFramework for task classification and sequencing......Page 257
3. Mapping Task Complexity/Condition – Task Difficulty interactions......Page 264
4. Summary and conclusions: Cognitive abilities, cognitive processes and task sequencing – The need to research interactions......Page 268
References......Page 269
2. Typological foundations......Page 278
3. Intratypological contrasts......Page 281
4. Learning to express Motion in an L2......Page 286
5. Conclusions......Page 297
Notes......Page 298
References......Page 299
1. Introduction......Page 302
2. The development of metaphor interpretation and production skills in the first language......Page 303
3. The relationship between metaphor interpretation and production skills in the L1 and the L2......Page 305
4. The study......Page 306
5. Results......Page 312
6. Discussion......Page 315
References......Page 317
Appendix 1......Page 319
Appendix 2......Page 320
Appendix 3......Page 321
Appendix 4......Page 322
Appendix 5......Page 323
2. Multicompetence......Page 326
3. Figurative competence......Page 327
4. Conversational implicature......Page 330
5. The present study......Page 333
6. Discussion and conclusion......Page 338
References......Page 340
1. Introduction......Page 344
3. Attention, output and pedagogic tasks......Page 345
4. Methodology......Page 347
5. Results......Page 350
6. Discussion......Page 351
References......Page 356
Appendix A......Page 358
Appendix B......Page 359
1. Introduction......Page 360
2. Study methodology......Page 363
3. Results......Page 369
4. Discussion......Page 372
5. Conclusion and implications......Page 375
References......Page 377
Index......Page 380
The series Converging Evidence in Language and Communication Research......Page 384