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David Birdsong - One of the best experts on this subject based on the ideXlab platform.
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plasticity variability and age in Second Language Acquisition and bilingualism
Frontiers in Psychology, 2018Co-Authors: David BirdsongAbstract:Much of what is known about the outcome of Second Language Acquisition and bilingualism can be summarized in terms of inter-individual variability, plasticity and age. The present review looks at variability and plasticity with respect to their underlying sources, and at age as a modulating factor in variability and plasticity. In this context we consider critical period effects vs. bilingualism effects, early and late bilingualism, nativelike and non-nativelike L2 attainment, cognitive aging, individual differences in learning, and linguistic dominance in bilingualism. Non-uniformity is an inherent characteristic of both early and late bilingualism. This review shows how plasticity and age connect with biological and experiential sources of variability, and underscores the value of research that reveals and explains variability. In these ways the review suggests how plasticity, variability and age conspire to frame fundamental research issues in L2 Acquisition and bilingualism, and provides points of reference for discussion of the present Frontiers in Psychology Research Topic.
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age and Second Language Acquisition and processing a selective overview
Language Learning, 2006Co-Authors: David BirdsongAbstract:This article provides a selective overview of theoretical issues and empirical findings relating to the question of age and Second Language Acquisition (L2A). Both behavioral and brain-based data are discussed in the contexts of neurocognitive aging and cognitive neurofunction in the mature individual. Moving beyond the classical notion of “deficient” L2 processing and Acquisition, we consider the complementary question of learner potential in postadolescent L2A.
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Second Language Acquisition and the critical period hypothesis
1999Co-Authors: David BirdsongAbstract:Contents: Preface. D. Birdsong, Introduction: Whys and Why Nots of the Critical Period Hypothesis for Second Language Acquisition. C.M. Weber-Fox, H.J. Neville, Functional Neural Subsystems Are Differentially Affected by Delays in Second Language Immersion: ERP and Behavioral Evidence in Bilinguals. J.R. Hurford, S. Kirby, Co-Evolution of Language Size and the Critical Period. L. Eubank, K.R. Gregg, Critical Periods and (Second) Language Acquisition: Divide et Impera. J.E. Flege, Age of Learning and Second Language Speech. T. Bongaerts, Ultimate Attainment in L2 Pronunciation: The Case of Very Advanced Late L2 Learners. E. Bialystok, K. Hakuta, Confounded Age: Linguistic and Cognitive Factors in Age Differences for Second Language Acquisition.
Jan Vanhove - One of the best experts on this subject based on the ideXlab platform.
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the critical period hypothesis in Second Language Acquisition a statistical critique and a reanalysis
PLOS ONE, 2013Co-Authors: Jan VanhoveAbstract:In Second Language Acquisition research, the critical period hypothesis (cph) holds that the function between learners' age and their susceptibility to Second Language input is non-linear. This paper revisits the indistinctness found in the literature with regard to this hypothesis's scope and predictions. Even when its scope is clearly delineated and its predictions are spelt out, however, empirical studies–with few exceptions–use analytical (statistical) tools that are irrelevant with respect to the predictions made. This paper discusses statistical fallacies common in cph research and illustrates an alternative analytical method (piecewise regression) by means of a reanalysis of two datasets from a 2010 paper purporting to have found cross-linguistic evidence in favour of the cph. This reanalysis reveals that the specific age patterns predicted by the cph are not cross-linguistically robust. Applying the principle of parsimony, it is concluded that age patterns in Second Language Acquisition are not governed by a critical period. To conclude, this paper highlights the role of confirmation bias in the scientific enterprise and appeals to Second Language Acquisition researchers to reanalyse their old datasets using the methods discussed in this paper. The data and R commands that were used for the reanalysis are provided as supplementary materials.
Rod Ellis - One of the best experts on this subject based on the ideXlab platform.
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the study of Second Language Acquisition
Published in 2014 - 1996 in Oxford etc] by Oxford University Press, 2014Co-Authors: Rod EllisAbstract:Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second Language Acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER Language Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in Second Language Acquisition 4. Variability in learner Language 5. Pragmatic aspects of learner Language PART THREE - EXPLAINING Second Language Acquisition: EXTERNAL FACTORS Introduction 6. Social factors and Second Language Acquisition 7. Input and interaction and Second Language Acquisition PART FOUR - EXPLAINING Second Language Acquisition: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of Second Language Acquisition 10. Linguistic universals and Second Language Acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN Second Language Acquisition Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM Second Language Acquisition Introduction 13. Classroom interaction and Second Language Acquisition 14. Formal instruction and Second Language Acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in Second Language Acquisition research Glossary Bibliography Author index Subject index
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exploring Language pedagogy through Second Language Acquisition research
2013Co-Authors: Rod Ellis, Natsuko ShintaniAbstract:SECTION 1: INTRODUCTION 1. Instructed Second Language Acquisition SECTION 2: Language PEDAGOGY AND SLA: AN EXTERNAL PERSPECTIVE 2. The method construct and theories of L2 learning 3. Linguistic syllabuses and SLA 4. Explicit instruction and SLA 5. Comprehension-based and production-based approaches to Language teaching 6. Task-based Language teaching SECTION 3: Language PEDAGOGY AND SLA: AN INTERNAL PERSPECTIVE 7. Teaching as 'input' 8. Teaching as 'interaction' 9. Using the L1 in the L2 classroom 10. Corrective feedback SECTION 4: LEARNER DIFFERENCES 11. Catering for learner differences through instruction SECTION 5: CONCLUSION 12. Teaching for learning
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Second Language Acquisition teacher education and Language pedagogy
Language Teaching, 2010Co-Authors: Rod EllisAbstract:Various positions regarding the Second Language Acquisition (SLA) – Language Pedagogy (LP) nexus have been advanced. Taking these as a starting point, this article will examine the nature of the SLA/LP relationship both more generally and more concretely. First, it will place the debates evident in the different positions regarding the relationship in a broader educational and professional context by examining the nature of the theory/practice nexus – because the issues at stake do not just concern SLA. Second, it will examine critically a number of options for bridging the divide (e.g. through presenting the pedagogical implications of research, engaging teachers in researching their own classroom or promoting research–teacher collaboration). Third, it will probe the relationship in terms of a framework that links (i) SLA researchers, (ii) classroom researchers, (iii) teacher educators and (iv) Language teachers. This framework will serve as a basis for formulating a set of eleven principles that can guide attempts to use SLA theory and research in teacher education programmes.
Florence Myles - One of the best experts on this subject based on the ideXlab platform.
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Second Language Acquisition theory and learner corpus research
2015Co-Authors: Florence MylesAbstract:This chapter examines the relationship between Second Language Acquisition (SLA) research and learner corpus research (LCR). It has the dual aim of examining the usefulness of learner corpora for Second Language Acquisition research and of outlining the importance of SLA theory for the design and analysis of learner corpora. In the early stages of LCR, the focus was on description rather than interpretation. This focus has gradually shifted, however, and efforts have been made in the LCR community towards a better grounding in SLA theory (Granger 2012a). Despite such evolution, Second Language researchers have been rather slow in taking advantage of learner corpora and their associated computerised methodologies (Myles 2005), and LCR is not always fully informed by SLA research, making collaboration between the two fields sometimes more of a wish than a reality (Hasselgard 1999). The chapter will take stock of bidirectional moves (more LCR in SLA and more SLA theory in LCR) by providing a survey of some SLA studies informed by learner corpus data, and it will argue the theoretical and empirical case for the need for SLA research methodologies to move into the digital age and for LCR to take full account of developments in SLA theorising. Of central concern to both fields is the need for good learner data, as argued by SLA theorists and LC researchers alike: ‘It seems self-evident that one of the most precious resources in SLA research, alongside a clear conceptual framework, is a good quality dataset to work on’ (Myles and Mitchell 2004: 173). ‘There is nothing new in the idea of collecting learner data. Both FLT and SLA researchers have been collecting learner output for descriptive and/or theory building purposes since the disciplines emerged’ (Granger 2004: 123–4). Learner corpora seem to provide the ideal meeting ground to discuss the data needs of both fields. This chapter is written from the perspective of SLA theory. On the one hand, it considers why learner corpora are essential to advance and enhance our endeavours towards a better understanding of the nature of Second Language (L2) learner development and, on the other hand, it specifies what kind of corpora are needed if we are to bring answers to some of the current questions SLA theory is investigating, before providing illustrations from recent studies.
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Second Language Acquisition theory and learner corpus research
2015Co-Authors: Florence MylesAbstract:© Cambridge University Press 2015. This chapter examines the relationship between Second Language Acquisition (SLA) research and learner corpus research (LCR). It has the dual aim of examining the usefulness of learner corpora for Second Language Acquisition research and of outlining the importance of SLA theory for the design and analysis of learner corpora. In the early stages of LCR, the focus was on description rather than interpretation. This focus has gradually shifted, however, and efforts have been made in the LCR community towards a better grounding in SLA theory (Granger 2012a). Despite such evolution, Second Language researchers have been rather slow in taking advantage of learner corpora and their associated computerised methodologies (Myles 2005), and LCR is not always fully informed by SLA research, making collaboration between the two fields sometimes more of a wish than a reality (Hasselgard 1999). The chapter will take stock of bidirectional moves (more LCR in SLA and more SLA theory in LCR) by providing a survey of some SLA studies informed by learner corpus data, and it will argue the theoretical and empirical case for the need for SLA research methodologies to move into the digital age and for LCR to take full account of developments in SLA theorising. Of central concern to both fields is the need for good learner data, as argued by SLA theorists and LC researchers alike: ‘It seems self-evident that one of the most precious resources in SLA research, alongside a clear conceptual framework, is a good quality dataset to work on’ (Myles and Mitchell 2004: 173). ‘There is nothing new in the idea of collecting learner data. Both FLT and SLA researchers have been collecting learner output for descriptive and/or theory building purposes since the disciplines emerged’ (Granger 2004: 123–4). Learner corpora seem to provide the ideal meeting ground to discuss the data needs of both fields. This chapter is written from the perspective of SLA theory. On the one hand, it considers why learner corpora are essential to advance and enhance our endeavours towards a better understanding of the nature of Second Language (L2) learner development and, on the other hand, it specifies what kind of corpora are needed if we are to bring answers to some of the current questions SLA theory is investigating, before providing illustrations from recent studies.
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interLanguage corpora and Second Language Acquisition research
Second Language Research, 2005Co-Authors: Florence MylesAbstract:This article presents a selective review of the work carried out recently in Second Language Acquisition (SLA) research which makes use of oral learner corpora and computer technologies. In the first part, the reasons why the field of SLA needs corpora for addressing current theoretical issues are briefly reviewed. In the Second part, recent literature on corpora and SLA is presented, as well as corpora currently available. The final part of the article demonstrates the way in which computerized methodologies can be used, by presenting a case study of a project whose aim was to construct a database of French Learner Oral Corpora, and by illustrating how the CHILDES tools have assisted in addressing a specific research agenda.
Tej K Bhatia - One of the best experts on this subject based on the ideXlab platform.
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handbook of Second Language Acquisition
Language, 1999Co-Authors: William C Ritchie, Tej K BhatiaAbstract:W.C. Ritchie and T.K. Bhatia, Second Language Acquisition: Introduction, Foundations, and Overview. Research and Theoretical Issues in Second Language Acquisition: K.R. Gregg, The Logical and Developmental Problems of Second Language Acquisition. Issues of Maturation and Modularity in Second Language Acquisition: L. White, Universal Grammar and Second Language Acquisition: Current Trends and New Directions. S. Flynn, A Parameter-Setting Approach to Second Language Acquisition. J. Schachter, Maturation and the Issue of Universal Grammar in Second Language Acquisition. F.R. Eckman, A Functional-Typological Approach to Second Language Acquisition Theory. B. McLaughlin and R. Heredia, Information-Processing Approaches to Research on Second Language Acquisition and Use. D. Preston, Variationist Linguistics and Second Language Acquisition. Second Language Speech and the Influence of the First Language: J. Leather and A. James, Second Language Speech. S. Gass, Second Language Acquisition and Linguistic Theory: The Role of Language Transfer. Research Methodology and Applications: D. Nunan, Issues in Second Language Acquisition Research: Examining Substance and Procedure. A. Sorace, The Use of Acceptability Judgments in Second Language Acquisition Research. Modality and the Linguistic Environment in Second Language Acquisition: M.H. Long, The Role of the Linguistic Environment in Second Language Acquisition. G.P. Berent, The Acquisition of English Syntax by Deaf Learners. The Neuropsychology of Second Language Acquisition and Use: L.K. Obler and S. Hannigan, Neurolinguistics of Second Language Acquisition and Use. Language Contact and its Consequences: R.W. Anderson and Y. Shirai, The Primacy of Aspect in First and Second Language Acquisition: The Pidgin-Creole Connection. S. Romaine, Bilingualism. H.W. Seliger, Primary Language Attrition in the Context of Bilingualism. T.K. Bhatia and W.C. Ritchie, Bilingual Language Mixing, Universal Grammar, and Second Language Acquisition. Glossary. Author Index. Subject Index.
