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Chapter 3. Usage-based approaches to second language acquisition
Stefanie Wulff,Nick C. Ellis +1 more
- pp 37-56
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TLDR
The authors present an overview of the cognitive underpinnings of usage-based approaches to second language acquisition (L2A) and show that not all constructions are equally learnable, even after years of (frequent) exposure.Abstract:
We present an overview of the cognitive underpinnings of usage-based approaches to second language acquisition (L2A). Not all constructions are equally learnable, even after years of (frequent) exposure. We present a usage-based analysis of this phenomenon in terms of fundamental principles of associative learning: Low salience, low contingency, and redundancy all lead to form-function mappings being less well learned. Compounding this, adult acquirers show effects of learned attention and blocking as a result of L1-tuned automatized processing of language. We also describe form-focused instruction studies that aim to recruit learners’ explicit, conscious processing capacities for noticing novel L2 constructions before subsequent implicit processing consolidates it into the system. We conclude with further readings which discuss wider coverage of usage-based L2A.read more
Citations
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Essentials of a Theory of Language Cognition
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References
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A Theory of Attention: Variations in the Associability of Stimuli with Reinforcement
TL;DR: Overshadowing and blocking are better explained by the choice of an appropriate rule for changing a, such that a decreases to stimuli that signal no change from the probability of reinforcement predicted by other stimuli.
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Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis
John M. Norris,Lourdes Ortega +1 more
TL;DR: This paper employed systematic procedures for research synthesis and meta-analysis to summarize findings from experimental and quasi-experimental investigations into the effectiveness of L2 instruction published between 1980 and 1998, concluding that explicit types of instruction are more effective than implicit types, and that focus on form and focus on forms interventions result in equivalent and large effects.
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The significance of learner's errors
TL;DR: In this article, a discussion on the relation between Papprentissage of a deuxieme langue and its adaptation to a new one is presented. But the focus of the discussion is on the difference between the two processes.
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Frequency Effects in Language Processing: A Review with Implications for Theories of Implicit and Explicit Language Acquisition.
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Journal ArticleDOI
Probability of shock in the presence and absence of CS in fear conditioning.
TL;DR: 2 experiments indicate that CS-US contingency is an important determinant of fear conditioning and that presentation of US in the absence of CS interferes with fear conditioning.