Cognitive Individual Differences in Second Language Processing and Acquisition

Name: Cognitive Individual Differences in Second Language Processing and Acquisition | A New Approach to Lexicography Making Use of Cognitive Semantics
Brand: John Benjamins Publishing Company
Price: 118.99 EUR
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A New Approach to Lexicography Making Use of Cognitive Semantics

Gisela Granena(Editor)

John Benjamins Publishing Company

1st Edition

Published on 23. December 2016

359 pages

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978-90-272-6632-3 (ISBN)

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Content

Intro
Cognitive Individual Differences in Second Language Processing and Acquisition
Editorial page
Title page
LCC data
Table of contents
Introduction: Cognitive individual differences in second language learning and processing
1. Rationale: Individual variation in SLA
2. Defining and situating cognitive IDs
3. Structure and overview
4. Key issues for future research
5. Conclusion
Acknowledgments
References
Part 1. Theoretical and methodological issues
Foreign language aptitude, acquisitional sequences, and psycholinguistic processes
1. Introduction
2. SLA stages, psycholinguistic processes, and recent research
3. Domain specificity-generality and explicit-implicit knowledge
4. Conclusions
References
Miniature natural language learning in L2 acquisition research
1. Introduction
2. Experimental language learning methods
2.1 Artificial grammar learning
2.2 Artificial language learning
2.3 Artificial languages with artificial referents
2.4 Artificial languages with natural referents
3. Miniature natural language learning
3.1 Studying input and learner variables using miniature natural languages
3.2 Structuring the input to facilitate language learning
3.3 Interactions of input and learner characteristics
3.4 Transfer of knowledge about grammatical gender
3.5 Exploring the relationship of vocabulary and grammar learning
3.6 Exploring the relationship between artificial grammar learning and natural language learning
4. Conclusions
References
Working memory, language processing, and implications of malleability for second language acquisition
1. Working memory defined
2. Individual differences in working memory
3. Working memory and language
4. Working memory and language acquisition
4.1 First language (L1)
4.2 Second language (L2) acquisition
5. Malleability of working memory and implications for language acquisition
6. Working memory training and implications for second language acquisition
References
Methodological implications of working memory tasks for L2 processing research
1. Methodological issues of working memory tasks for L2 processing research
2. Background
2.1 Working memory and second language input processing
2.2 Working memory and span tasks
3. Method
3.1 Participants
3.2 Materials
3.3 Procedure
4. Results
5. Discussion and conclusion
References
Analyzing individual differences in second language research
1. Mixed effects models
3. Analytic approach
3.1 Factor coding schemes
3.2 Centering numerical variables
3.3 Random effects structure
4. Setting up the dataset
5. Mixed effects models in R using lme4
5.2 Adding multiple individual difference predictors
5.3 Assessing improvement to model fit via model comparison
5.4 Effect size estimates in mixed effects models
6. Conclusions
Acknowledgments
References
Part 2. Empirical studies
Music, song and speech
1. Introduction
1.1 The link between music and language
1.2 Musicality: one term, many abilities?
1.3 Vocalists versus instrumentalists
1.4 Perceiving tonal and verbal material
1.5 Production of speech and singing
2. Study I: The link between accent imitation and singing capacity
2.1 Material, methods and participants
2.2 Accent imitation testing
2.3 Singing testing
2.4 Musical talent testing and working memory
2.5 Questionnaires
2.6 Results
2.6.1 Correlations and descriptives
2.6.2 Multiple regressions
2.6.3 Multiple regression MLR1
2.6.4 Multiple regression MLR2
2.7 Discussion
2.8 Working memory, music and alterations of the brain
3. Singing and speech production
3.1 Singing and the generation of speech
3.2 Vocalization and neuronal underpinnings
3.3 Voice quality and rhythm
3.4 L1 acquisition integrates song-like input
3.5 Limitations of the study
3.6 Conclusion
4. Study II: Population differences in accent imitation abilities: vocalists versus instrumentalists
4.1 Materials and methods
4.2 Participants
4.3 Results
4.4 Discussion
4.5 Oromotor system
4.6 Conclusion and afterword
References
An empirical study of working memory, personality, and second language construction learning
1. Literature review
1.1 WM and novel L2 learning
1.2 Aptitudes, treatments, and interactions
1.3 Isolating the influences of openness and intellect
2. The present study
2.1 Aims and hypotheses
3. Methods
3.1 Participant characteristics
3.2 Procedures
3.3 Artificial language input
3.4 Exposure
3.5 Measures
3.5.1 Picture-word matching test
3.5.2 Attention to form
3.5.3 Written questionnaire: Awareness items
3.5.4 Written questionnaire: Personality items
3.5.5 Written questionnaire: Background items
3.5.6 Dual 3-back task
3.5.7 Reading span task
3.5.8 Research design
4. Results
4.1 Preliminary analyses
4.2 Hypothesis 1a: Relationships between WM and L2 construction learning
4.3 Hypothesis 1b: Interactions between WM and conditions
4.4 Hypothesis 2: Openness and L2 construction learning
4.5 Hypothesis 3: Intellect and cognitive IDs
5. Discussion
5.1 Working memory and L2 construction learning under variation set conditions
5.2 Openness and the learning of L2 constructions
5.3 Intellect and cognitive individual differences
6. Conclusion
References
Elicited imitation as a measure of implicit L2 knowledge
1. Introduction
2. EI and second language acquisition
3. The validity of EI
4. Purpose of the study
5. Research questions
6. Method
6.1 Participants
6.2 Target structures
6.3 Instruments
6.3.1 EI and true-false decision-making task
6.3.2 Debriefing questionnaire
6.3.3 WM test
6.3.4 STM test
6.3.5 Untimed written L2 measure
6.4 Procedure
6.5 Data scoring
7. Results
7.1 Debriefing questionnaire: EI and awareness
8. Discussion
9. Conclusions and further research
References
Working memory and L2 English speakers' primed and subsequent production of passives
1. Method
1.1 Participants
1.2 Design
1.3 Materials
1.3.1 Priming task
1.3.2 Baseline and post-priming production task
1.4 Working memory test
1.5 Procedure
1.6 Analysis
2. Results
3. Discussion
References
Appendix. Examples of Lag Conditions and Stimuli
Interrelationships among L2 linguistic knowledge, working memory functions, and L2 reading
1. Introduction
2. Implicit and explicit linguistic knowledge in L2 learning
3. Working memory in L2 learning
4. WM, L2 implicit/explicit knowledge and L2 reading
5. Research questions and hypotheses
6. Methodology
6.1 Participants
6.2 Materials
6.2.1 Working memory measures
6.2.2 Tests of L2 implicit knowledge
6.2.3 Tests of L2 explicit knowledge
6.2.4 L2 reading comprehension test
6.3 Procedure
6.4 Data Analysis
7. Results
8. Discussion
9. Concluding remarks
References
Executive control and phonological processing in language acquisition
1. Background
2. Methodology
2.1 Participants and learning contexts
2.2 Proficiency measure: X-Lex Y-Lex vocabulary task
2.3 Phonological processing task
2.3.1 L2 perception task
2.4 Cognitive tasks
2.4.1 Inhibition
2.4.2 Attention control
2.4.3 Phonological short-term memory (PSTM)
Correlations
4. Discussion and conclusions
Acknowledgments
References
Corrective feedback and working memory capacity
1. Background
2. Present study
3. Method
3.1 Participants
3.2 Linguistic Target
3.3 Design
3.4 Tasks and materials
3.4.1 Treatment task
3.4.2 Operation span task (OSPAN)
3.5 Oral production test
3.6 Grammaticality judgment test (GJT)
3.7 Procedure
3.8 Scoring
3.8.1 OSPAN
3.9 Oral production/grammaticality judgment
4. Results
4.1 Grammaticality judgment
4.2 Oral production
5. Discussion
6. Conclusion
References
The interaction between feedback exposure condition and phonetic coding ability
1. Introduction
1.1 Negative feedback and exposure condition
1.2 Phonetic coding ability
1.3 Present study
2. Method
2.1 Participants
2.2 Target structures
2.3 Instruments
2.3.1 Word learning stage
2.3.2 Treatment tasks
2.3.3 Posttest measures
2.3.4 Feedback treatment
2.3.5 Procedures
2.3.6 Scoring and analysis
3. Results
4. Discussion
5. Conclusion
References
The role of explicit language aptitude in implicit, explicit, and mixed feedback conditions
1. Introduction
2. Relative effectiveness of feedback types
3. Explicit language aptitude (ELA)
4. Present study
5. Method
5.1 Participants
5.2 Target structure
5.3 Treatment tasks
5.4 Story retelling
5.5 Spot-the-difference
5.6 Guided oral production
5.7 Pretest/posttest/delayed posttest
5.8 Story retelling
5.9 Spot-the-difference
5.10 Guided oral production
5.11 Explicit language aptitude tests
5.12 Treatment groups
5.13 Explicit
5.14 Implicit
5.15 Mixed
5.16 Reduced explicit
5.17 No feedback
5.18 Procedure
5.19 Scoring
6. Results
7. Discussion
8. Conclusion
References
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Cognitive Individual Differences in Second Language Processing and Acquisition

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