Declarative and Procedural Determinants of Second Languages

Name: Declarative and Procedural Determinants of Second Languages
Brand: John Benjamins Publishing Company
Price: 130.99 EUR
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Michel Paradis(Autor*in)

John Benjamins Publishing Company

1. Auflage

Erschienen am 14. Januar 2009

XII, 219 Seiten

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Declarative and Procedural Determinants of Second Languages
Editorial page
Title page
LCC data
Table of contents
Preface
Chapter 1. Key concepts, framework, and clarifications
1. Definition of key concepts
1.1 Definitions of "implicit"
1.2 Automaticity
1.3 Proficiency, accuracy, fluency, and other measures
2. Clarifications about the framework
2.1 Serendipity or the birth of the application of the declarative/procedural distinction to language representation and processing
2.2 Declarative/procedural models
2.3 Why vocabulary and lexicon differ
2.4 Degree of availability of procedural memory
2.5 There is no continuum from automatic to controlled processing
2.6 The content of metalinguistic knowledge and implicit competence
2.7 Interference, variability, and other indicators of explicitness
2.8 Macro-anatomical and micro-anatomical levels of representation
3. Conclusion
Chapter 2. Consciousness in L2 appropriation
1. Only specific types of representations can become conscious - others cannot
1.1 Only a subset of explicit representations are active at any given time
1.2 The threshold of consciousness
1.3 Consciousness of input and output but not of implicit processes in between
1.4 Consciousness and working memory
2. Perception, attention and noticing
2.1 Attention in second language acquisition and learning
3. Explicit input is not implicit intake
3.1 The double implicitness of intake
4. Neurobiological and neurochemical bases of consciousness
5. Conclusion
Chapter 3. The disintegration of the explicit/implicit interface debate (or interface newspeak?)
1. The meaning of interface
1.1 The premises: Learning and acquisition are distinct
explicit knowledge is not transformed into implicit competence
2. The so-called "dynamic interface" is no interface
2.1 No interface but switching from one to the other
3. Consciousness cannot possibly be the interface
4. An indirect influence is not an interface
5. None of the proposed characterizations are compatible with an interface
6. Illusory and untenable would-be evidence
6.1 From seeds to trees
6.2 Tuning
6.3 Proceduralization
6.4 Ambiguities
6.5 Inapplicable analogies and metaphors
7. Description of explicit phenomena contributing to metalinguistic knowledge
8. Why adults should need explicit metalinguistic knowledge
9. Indirect influence of metalinguistic knowledge on acquisition not denied
10. How explicit knowledge benefits implicit acquisition - indirectly
11. The contexts of learning and acquisition
12. Conclusion
Chapter 4. Ultimate attainment in L2 proficiency
1. Ultimate attainment in L1 and L2
2. The optimal period
3. Optimal window of opportunity
4. The optimal period is restricted to implicit linguistic competence
4.1 Inter-individual variability in attainment
4.2 The impact of working memory and level of education
4.3 The success in semantics relative to syntax and phonology
4.4 The decline in L2 performance with increasing age
4.5 The ease of appropriation and use of L1 vs. L2
4.6 You don't learn L2 the way you acquired L1, do you? How come?
5. Optimal period and the right hemisphere
6. Evidence adduced against a critical period
7. Factors invoked in lieu of a neurobiological critical period to account for poor performance in L2 are actually the consequences of an optimal period
7.1 Effects due to age are a consequence of brain processes
7.2 Native language entrenchment
8. Conclusion
Chapter 5. The pervasive relevance of the distinction between implicit competence and explicit knowledge
1. Implications of the declarative/procedural distinction for laterality studies
2. Implications of the declarative/procedural distinction for imaging studies
2.1 Words of caution about the interpretation of neuroimaging studies
2.2 Consequences of not distinguishing word studies from sentence studies
2.3 The nature of the additional cortical resources reported to be recruited for L2
3. Procedural and declarative language switching and mixing
3.1 Types of switches and consequences
3.2 Switching data from neuroimaging studies
3.3 Switching data from clinical studies
3.4 Conscious and automatic control mechanisms in language switching
4. Data from clinical studies
4.1 Data from bilingual neuropsychiatric disorders
4.2 Data from bilingual aphasia
4.3 Data from other cerebral accidents/conditions
5. The declarative/procedural distinction and the subsystems hypothesis
6. Declarative and procedural translation strategies
7. Further indications of declarative/procedural relevance
7.1 Variability in appropriation in L2 vs. systematicity in L1
7.2 L2 accent changes faster than L1 accent when speakers relocate to an area where a different variety is spoken
7.3 Additional evidence for L1 implicit procedural memory and L2 explicit declarative memory
8. Conclusion
Summary of key proposals
References
Subject index
The series Studies in Bilingualism (SiBil)

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