Cognition and Second Language Acquisition

Name: Cognition and Second Language Acquisition | Research on Bilingual and Regular Language Programs
Brand: Narr Francke Attempto
Price: 62.4 EUR
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Research on Bilingual and Regular Language Programs

Thorsten Piske Anja Steinlen(Herausgeber*in)

Narr Francke Attempto (Verlag)

Erschienen am 7. Oktober 2019

300 Seiten

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978-3-8233-9194-4 (ISBN)

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Inhalt

Intro
Contents
Introduction
Part 1: Linguistic and cognitive abilities in pre-school children
Ethnic differences in early cognitive and language skills
Abstract
1? ?Introduction
2? ?Method
3? ?Results
4? ?Discussion
5? ?Future research
References
Early immersion education
Abstract
1? ?Introduction
2? ?Background
2.1? ?L2 vocabulary acquisition
2.2? ?Context factors in L2 vocabulary acquisition
2.3? ?Non-verbal intelligence as a context factor in L2 vocabulary acquisition
3? ?The study
3.1? ?Research questions
3.2? ?Pre-schools
3.3? ?Participants
3.4? ?Test materials
4? ?Results
4.1? ?Non-verbal intelligence
4.2? ?L2 receptive vocabulary and non-verbal intelligence
5? ?Discussion
6? ?Conclusion
References
Developmental differences in executive functioning
Abstract
1? ?Introduction
2? ?The relation between bilingualism and executive functioning
3? ?Method
3.1? ?Participants
3.2? ?Design
3.3? ?Instruments
3.3.1? ?Executive functioning
4? ?Procedure
5? ?Analyses
6? ?Results
6.1? ?Data cleaning
6.2? ?Descriptive statistics
6.3? ?Correlations between variables
6.4? ?Executive functioning measures
6.5? ?Balance
7? ?Discussion
References
Part 2: Linguistic and cognitive abilities in primary school children
The link between multilingualism multilingualism and attention in children
Abstract
1? ?Introduction
2? ?Definition of multilingualism and multilingual competence
3? ?The relationship between multilingualism and attention
4? ?Method
4.1? ?Subjects
4.2? ?Test instruments
4.2.1? ?The Attentional Network Test
4.2.2? ?The questionnaire
5? ?Results of the study
5.1? ?General results
5.2? ?Correlation analyses
5.3? ?Regression analyses
6? ?Interpretations and implications
7? ?Conclusion
References
"Does speaking a foreign language at school make your kids smarter?"
Abstract
1? ?Introduction
2? ?Background of the study
2.1? ?Definition of non-verbal intelligence
2.2? ?Non-verbal intelligence in studies on bilingualism
2.3? ?Non-verbal intelligence in studies on foreign language learning in schools
2.3.1? ?Preselection of students in foreign language programmes
2.3.2? ?Long-term cognitive effects of foreign language programmes
2.4? ?Effects of culture and language
2.5? ?Effects of gender
2.6? ?Effects of cognitive abilities on academic success: L1 and L2 reading
2.7? ?Research questions
3? ?Method
3.1? ?Participants and procedure
3.2? ?Measures
3.2.1? ?Non-verbal intelligence tests
3.2.2? ?Reading tests
3.3? ?Parents' questionnaire
4? ?Results
4.1? ?Test for family variables
4.2? ?Non-verbal intelligence in grades 1 and 4
4.3? ?Effects of gender and language background
4.4? ?Regression analyses on background variables
4.5? ?German and English reading comprehension tests
4.6? ?Non-verbal intelligence and reading
5? ?Discussion
5.1? ?Selection effects in grade 1
5.2? ?Benefits in grade 4 for non-verbal intelligence
5.3? ?Effects of language background and gender
5.4? ?Non-verbal intelligence and reading
5.5? ?Limitations and conclusions of the present study
6? ?Acknowledgements
References
Competence development in multilingual primary school classes in Germany
Abstract
1? ?Introduction
2? ?Linguistic competence
2.1? ?Definitions
2.2? ?Diagnostics of language competence: Language tests and teacher assessments
3? ?Basic cognitive skills (intelligence and phonological working memory) and their relation to language acquisition
4? ?Research questions
5? ?Study design
5.1? ?The KEIMS project
5.2? ?Study design and sample
5.3? ?Methodology and instruments
5.4? ?Collection of data and statistical procedures
6? ?Results
7? ?Discussion and conclusion
References
Cognitive and linguistic profiles in early foreign language vocabulary and grammar
Abstract
1? ?Introduction
1.1? ?Profile effects and contributing factors in bilingual and child L2 development
1.2? ?Research questions and hypotheses
2? ?The study
2.1? ?Participants
2.2? ?Language assessments
2.3? ?Cognitive assessments
2.4? ?Social and background factors
2.5? ?Procedure
2.6? ?Analysis
3? ?Results
4? ?Discussion
4.1? ?Linguistic domain
4.2? ?Mode
4.3? ?Stages in development
4.4? ?Group
References
Part 3: Linguistic and cognitive abilities in secondary school children
Cognitive aspects of Processing Instruction
Abstract
1? ?Introduction
2? ?The Input Processing (IP) Model: Internal strategies and limited attentional resources
3? ?Processing Instruction (PI): The pedagogical application of IP (Input Processing)
4? ?Cognitive aspects of Processing Instruction
4.1? ?Working memory
4.2? ?Prior language experience
4.3? ?Cognitive task demands
5? ?An exemplary study on cognitive task demands in PI
5.1? ?The target feature
5.2? ?Research questions and hypotheses
5.3? ?Method
5.3.1? ?Participants
5.3.2? ?Procedure
5.3.3? ?Instructional packet
5.3.4? ?Assessment and scoring procedures
5.4? ?Results
5.4.1? ?Results from interpretation task 1 (cognitively less demanding)
5.4.2? ?Results from interpretation task 2 (cognitively more demanding)
5.5? ?Discussion
5.6? ?Summary
6? ?Conclusion and future directions
References
Exploring the importance of prior knowledge and verbal cognitive abilities
Abstract
1? ?Introduction and background
2? ?Cognitive resources in foreign language learning
2.1? ?Prior knowledge
2.2? ?Cognitive abilities/intelligence in general and verbal cognitive abilities/verbal intelligence in particular
3? ?The role of prior knowledge and verbal cognitive abilities for general language proficiency: A longitudinal study
4? ?Method and instruments
4.1? ?Statistical properties of the KFT (verbal cognitive abilities)
4.2? ?Statistical properties of the C-Tests (general EFL proficiency)
4.3? ?The demographic setup of the sample (age, sex and L1) and their connection to C-Test and KFT scores
5? ?In-depth statistical analyses of C-Test and KFT scores
6? ?Discussion and limitations
7? ?Conclusion
References
The role of languages in bilingual History lessons
Abstract
1? ?Introduction
2? ?Theoretical and empirical background
2.1? ?CLIL and first language use
2.2? ?Expectations of correct language use
2.3? ?Research questions
3? ?Method
3.1? ?Sample and Procedure
3.2? ?Instruments
3.3? ?Statistical analysis
4? ?Results
5? ?Discussion
References
Does a positive selection bias into CLIL streams explain higher language proficiency?
Abstract
1? ?Introduction
2? ?Background
3? ?Selection
4? ?Research into CLIL
4.1? ?Research on language achievement in CLIL
4.2? ?Research on student background
5? ?Empirical study
6? ?Discussion
References
Speed of automatisation predicts performance on "decorative" grammar
Abstract
1? ?Introduction
1.1? ?Language as a skill
1.2? ?Language acquisition from a usage-based perspective
1.3? ?Tower of Hanoi as a model of skill acquisition
1.4? ?The current study
2? ?Method
2.1? ?Participants
2.2? ?Materials
2.2.1? ?Background questionnaire
2.2.2? ?Grammaticality Judgement Task (GJT)
2.2.3? ?The Picture Selection Task (PST)
2.2.4? ?The Language Analysis Task
2.2.5? ?Multiple-trial Tower of Hanoi (MToH)
2.3? ?Procedure
3? ?Results
3.1? ?Performance on the MToH task
3.2? ?Descriptive statistics and correlational analysis
4? ?Discussion
4.1? ?Measures of proceduralisation and automatisation
4.2? ?Inductive language learning ability and speed of automatisation as predictors of performance on 'functional' and 'decorative' grammar
4.3? ?Reaction time measures
5? ?Conclusion
6? ?Acknowledgements
References
Collocational proficiency: The effects of 'target language input' and 'age'
Abstract
1? ?Introduction
2? ?Collocations
2.1? ?Collocations in linguistics
2.2? ?Collocations in L2 research
3? ?The study
3.1? ?Participants
3.2? ?Test materials
3.3? ?Procedure
4? ?Results
4.1? ?Levels of collocational proficiency at different stages of L1 attainment
4.2? ?Collocational proficiency in L2 speakers with a very high target language input
4.3? ?Non-native speakers of English with a regular English-as-a-subject language training
5? ?Discussion
5.1? ?Effects of exposure and age in L1 collocational proficiency
5.2? ?Effects of exposure (and age) in L2 colloquial proficiency
5.3? ?Limitations and scope of further research
6? ?Conclusions
References
Part 4: Metaphors used in the context of a putative 'bilingual advantage'
The path to bilingualism, a road to better cognitive performance?
Abstract
1? ?Introduction
2? ?Theoretical framework and methods
2.1? ?Metaphors in Cognitive Science
2.2? ?Methods
3? ?The PATH schema: Learning a language is moving forward on a path
3.1? ?The PATH schema in the "classical" debate on the bilingual (dis)advantage
3.2? ?The path schema in studies on the "bilingual advantage" in L2 learners
4? ?The force schema: Learning a language is being exposed to an active substance
4.1? ?The force schema in the "classical" debate on the bilingual advantage
4.2? ?The force schema in studies on the "bilingual advantage" in L2 learners
5? ?Merits and fallacies of learning metaphors in research into bilingualism, language learning and cognition
6? ?Conclusion
References
Primary sources: Corpus texts
DemBilCorpus
"L2 advantage corpus"
Secondary sources
Contributors
Subject index

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