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Relevant bibliographies by topics / Neurolinguistics. Psycholinguistics. Second language acquisition

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Academic literature on the topic 'Neurolinguistics. Psycholinguistics. Second language acquisition'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Neurolinguistics. Psycholinguistics. Second language acquisition"

1

Rastelli, Stefano. "Neurolinguistics and second language teaching: A view from the crossroads." Second Language Research 34, no. 1 (2016): 103–23. http://dx.doi.org/10.1177/0267658316681377.

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The topic of this article is the link between research on the neurocognition of the teaching–acquisition interface and research on second language teaching. This recent scientific enterprise investigates whether and how different aspects of second language instruction may change both the anatomy and the functioning of an adult learner’s brain even in a short period of time. In this article, I analyse how neurolinguists have operationalized three aspects specifically related to second language teaching: (1) learners’ proficiency; (2) the between-groups experimental design; (3) the implicit vs.

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Elgort, Irina, and Anna Siyanova-Chanturia. "Interdisciplinary approaches to researching L2 lexical acquisition, processing, and use: An introduction to the special issue." Second Language Research 37, no. 2 (2021): 189–205. http://dx.doi.org/10.1177/0267658320988050.

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Lexical knowledge is complex, multidimensional, and difficult to pin down to a set of defined components. The development, organization, and use of lexical knowledge in the first and additional languages are studied in a number of neighbouring disciplines beyond second language acquisition and applied linguistics, including psycholinguistics, neurolinguistics, computational linguistics, and language education. In this introduction, we highlight how the five articles in this special issue hone our understanding of different aspects of second language (L2) lexical knowledge, its acquisition, and

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Pavlenko, Aneta. "New approaches to concepts in bilingual memory." Bilingualism: Language and Cognition 2, no. 3 (1999): 209–30. http://dx.doi.org/10.1017/s1366728999000322.

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In this paper, I argue that current approaches to modeling of concepts in bilingual memory privilege word representation at the expense of concept representation. I identify four problems with the study of concepts in bilingual memory: conflation of semantic and conceptual levels of representation; scarcity of methods targeting conceptual representation; assumption of the static nature of the conceptual store; and insufficient acknowledgment of linguistic and cultural specificity of concepts. Basing my arguments on recent developments in the fields of neurolinguistics, linguistics, psychology,

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Огнєва, Анастасія. "Revisiting Research on Grammatical Gender Acquisition by Russian-Speaking Children with Developmental Language Disorder." East European Journal of Psycholinguistics 6, no. 1 (2019): 58–64. http://dx.doi.org/10.29038/eejpl.2019.6.1.ogn.

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Although both Developmental Language Disorder (DLD) and grammatical gender acquisition have been the focus of scientific interest for decades, a few research has been conducted in order to explore how DLD Russian-speaking children acquire this linguistic category. One of the main reasons for this is the difficulty of recruiting DLD children as we still cannot reliably identify these children. Previous studies claim that typically developing children acquire grammatical gender at about 3-4 years of age, but have difficulties with neuter gender up to 6 years of age. This brief report aims at pro

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Готцева, Маріана. "A Neurocognitive Perspective on Language Acquisition in Ullman’s DP Model." East European Journal of Psycholinguistics 4, no. 2 (2017): 24–33. http://dx.doi.org/10.29038/eejpl.2017.4.2.got.

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In the last few decades, the studies in second language acquisition have not answered the question what mechanisms a human’s brain uses to make acquisition of language(s) possible. A neurocognitive model which tries to address SLA from such a perspective was suggested by Ullman (2005; 2015), according to which, “both first and second languages are acquired and processed by well-studied brain systems that are known to subserve particular nonlanguage functions” (Ullman, 2005: 141). The brain systems in question have analogous roles in their language and nonlanguage functions. This article is mea

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Sułkowska, Monika. "Phraséodidactique et phraséotraduction: quelques remarques sur les nouvelles disciplines de la phraséologie appliquée." Yearbook of Phraseology 7, no. 1 (2016): 35–54. http://dx.doi.org/10.1515/phras-2016-0003.

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Abstract The major task of this paper is the implementation of new emerging phraseological disciplines, such as phraseodidactics and phraseotranslation. The author discusses the attempt to specify and deploy those new disciplines. Taking into account a wide range of phraseological phenomena in all natural languages and the need to implement effective glottodidactis and translation, the development of phraseodidactics and phraseotranslation may appear to be useful and of high importance. Phraseodidactics, also known as didactics of phraseology, is a new emerging research discipline within the s

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Dörnyei, Zoltán. "PATHWAYS OF THE BRAIN: THE NEUROCOGNITIVE BASIS OF LANGUAGE.Sydney M. Lamb.Amsterdam: Benjamins, 1999. Pp. xii + 416. $95.00 cloth, $34.95 paper." Studies in Second Language Acquisition 23, no. 1 (2001): 130–31. http://dx.doi.org/10.1017/s0272263101241059.

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The past decade has seen an increasing interest within the second language (L2) field in drawing on psycholinguistic, neurolinguistic-neurobiological, and cognitive psychological theories when explaining various aspects of L2 acquisition and use (e.g., Schmidt, 1995; Schuman, 1997; Skehan, 1998). Although Sydney Lamb's account of the neurocognitive basis of language does not focus specifically on second languages, its general analysis of how the brain's linguistic system operates and develops provides highly relevant background knowledge to these recent L2 research directions.

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Yusuf, Nermin Hosny. "Lexical Phrases: An Essential Brain-Adaptive Requisite for Second Language Acquisition." International Journal of Linguistics 12, no. 3 (2020): 153. http://dx.doi.org/10.5296/ijl.v12i3.17260.

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In the incessant attempts to overcome second language (L2) acquisition difficulties and to improve second language proficiency, most of the proposed methodological approaches which address this issue place high value on individual vocabulary and grammar of a second language and fall short of integrating lexical phrases/multi-unit expressions into the teaching approaches. This, if does not exacerbate acquisition difficulties, does not by any means improve it. On this view, the ubiquitous interest in lexical phrases gave rise to their investigation in language acquisition. This paper reviews the

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MAYBERRY, RACHEL I., and ROBERT KLUENDER. "Rethinking the critical period for language: New insights into an old question from American Sign Language." Bilingualism: Language and Cognition 21, no. 5 (2017): 886–905. http://dx.doi.org/10.1017/s1366728917000724.

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The hypothesis that children surpass adults in long-term second-language proficiency is accepted as evidence for a critical period for language. However, the scope and nature of a critical period for language has been the subject of considerable debate. The controversy centers on whether the age-related decline in ultimate second-language proficiency is evidence for a critical period or something else. Here we argue that age-onset effects for first vs. second language outcome are largely different. We show this by examining psycholinguistic studies of ultimate attainment in L2 vs. L1 learners,

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GARCÍA MAYO, MARÍA DEL PILAR, and JORGE GONZÁLEZ ALONSO. "L3 acquisition: A focus on cognitive approaches." Bilingualism: Language and Cognition 18, no. 2 (2014): 127–29. http://dx.doi.org/10.1017/s136672891400039x.

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Interest in third language (L3) acquisition has increased exponentially in recent years, due to its potential to inform long-lasting debates in theoretical linguistics, language acquisition and psycholinguistics. From the very beginning, researchers investigating child and adult L3 acquisition have considered the many diverse cognitive factors that constrain and condition the initial state and development of newly acquired languages, and their models have duly evolved to incorporate insights from the most recent findings in psycholinguistics, neurolinguistics and cognitive psychology. The arti

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Dissertations / Theses on the topic "Neurolinguistics. Psycholinguistics. Second language acquisition"

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Newman, Aaron Jon. "Effects of adult second language acquisition on the neural substrates of language /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3061961.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 241-288). Also available for download via the World Wide Web; free to University of Oregon users.

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Verde, Erica. "Investigating Miami English-Spanish Bilinguals' Treatment of English Deictic Verbs of Motion." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1229.

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This investigation focused on the treatment of English deictic verbs of motion by Spanish-English bilinguals in Miami. Although English and Spanish share significant overlap of the spatial deixis system, they diverge in important aspects. It is not known how these verbs are processed by bilinguals. Thus, this study examined Spanish-English bilinguals’ interpretation of the verbs come, go, bring, and take in English. Forty-five monolingual English speakers and Spanish-English bilinguals participated. Participants were asked to watch video clips depicting motion events and to judge the acceptabi

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Rabkina, Irina. "Examining the Intersection of the Cognitive Advantages and Disadvantages of the Bilingual Brain." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/376.

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Two conflicting findings characterize cognitive processing accompanying bilingualism. The “bilingual advantage” refers to improved cognitive performance for bilingual compared to monolingual participants. Most bilingual advantages fall under the umbrella of cognitive control mechanisms, most frequently demonstrated using the Stroop task and the Simon task (e.g., Bialystok, 2008; Coderre, Van Heuven, & Conklin, 2013). The “bilingual disadvantage,” on the other hand, refers to bilinguals’ diminished performance on tasks that require word retrieval or switching between languages. This study exami

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Granger, Colette A. "Trying the tongue : a psychoanalytic reading of silence in second language learning /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ59172.pdf.

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Yamada, Yoshiko. "Automaticity and effects of language proficiency on syntactic processing /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?index=null&did=1115121031&SrchMode=5&Fmt=2&retrieveGroup=0&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1166636580&clientId=11238.

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Thesis (Ph. D.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 235-258). Also available for download via the World Wide Web; free to University of Oregon users.

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Shigenaga, Yasumasa. "Processing and Acquisition of Scrambled Sentences by Learners of Japanese as a Second Language." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/344218.

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The Japanese language exhibits a free word-order phenomenon called scrambling. Because each noun phrase (NP) is case-marked with postpositional particles, it allows a freer word order than such languages as English. For simple transitive sentences, Subject-Object-Verb is the canonical word order while OSV is the scrambled word order. Previous studies with native speaker (NS) children have found that they go through a developmental stage during which they consistently misunderstand scrambled sentences, taking the first NP in OSV sentences to be the subject. It has also been found that NS adults

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Golestani, Narly A. "Phonetic learning abilities : behavioral, neural functional, and neural anatomical correlates." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38196.

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The studies included in this thesis had as aim to elucidate how individual differences in phonetic learning abilities might be related to differences in more general, psychoacoustic learning abilities, and in how they might be related to differences in brain function and brain morphology.<br>We tested and trained English speaking volunteers to perceive the Hindi dental-retroflex phonetic contrast. We found evidence suggesting that the ability to accurately perceive "difficult" non-native contrasts is not permanently lost during development. We also tested and trained subjects to perceive the d

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Li, Kam-cheong. "Linguistic consciousness and writing performance /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20842107.

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Ferguson, Stuart Douglas. "Language assimilation and crosslinguistic influence : a study of German exile writers /." [Milperra, N.S.W. : The Author], 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030508.163610/index.html.

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Moore, Glenn Edward. "Anxiety and motivation in second language learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2448.

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This study investigates student and instructor perceptions of the causes and effects of anxiety and motivation's effect on a student's ability to learn a second language. The study focused on the participant's perceptions of the causes and effects of anxiety, and relationships between anxiety and motivation, in both short-term and long-term learners.

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Books on the topic "Neurolinguistics. Psycholinguistics. Second language acquisition"

1

Arabski, Janusz. Neurolinguistic and psycholinguistic perspectives on SLA. Multilingual Matters, 2010.

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Lingwistyka mentalna w zarysie: O zdolności językowej w ujęciu integrującym. TAiWPN Universitas, 2010.

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3

Variation theory and second language acquisition. Georgetown University Press, 1988.

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4

Randall, Mick. Memory, psychology, and second language learning. J. Benjamins Pub., 2007.

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Wen, Zhisheng, Mailce Borges Mota, and Arthur McNeill. Working memory in second language acquisition and processing. Multilingual Matters, 2015.

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6

Bonnie, Swierzbin, ed. Social and cognitive factors in second language acquisition: Selected proceedings of the 1999 Second Language Research Forum. Cascadilla Press, 2000.

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7

Sadownik, Barbara. Glottodidaktische und psycholinguistische Aspekte des Fremdsprachenerwerbs: Lernerperspektive. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej, 1997.

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Sadownik, Barbara. Implikationen der Zweitsprachenerwerbsforschung für die Glottodidaktik. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej, 1999.

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Wode, Henning. Psycholinguistik: Eine Einführung in die Lehr- und Lernbarkeit von Sprachen : Theorien, Methoden, Ergebnisse. Hueber, 1993.

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Dąbrowska, Ewa. Language, mind and brain: Some psychological and neurological contraints on theories of grammar. Edinburgh University Press, 2004.

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Book chapters on the topic "Neurolinguistics. Psycholinguistics. Second language acquisition"

1

Travis, Lisa. "Linguistic Theory, Neurolinguistics and Second Language Acquisition." In Studies in Theoretical Psycholinguistics. Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2733-9_6.

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Gabrys-Barker, Danuta. "Chapter 4. Emotion versus Cognition, or What Psycho and Neurolinguistics Tell us about Affectivity in Second Language Acquisition." In Neurolinguistic and Psycholinguistic Perspectives on SLA, edited by Janusz Arabski and Adam Wojtaszek. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692429-006.

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Klein, Elaine C. "Markedness Theory and Second Language Acquisition." In Studies in Theoretical Psycholinguistics. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2038-8_1.

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White, Lydia. "Island Effects in Second Language Acquisition." In Studies in Theoretical Psycholinguistics. Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2733-9_10.

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Jenkins, Lyle. "Second Language Acquisition: A Biolinguistic Perspective." In Studies in Theoretical Psycholinguistics. Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2733-9_7.

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Noort, Maurits van den, Peggy Bosch, Tarik Hadzibeganovic, Katrien Mondt, Marco Haverkort, and Kenneth Hugdahl. "Chapter 1. Identifying the Neural Substrates of Second Language Acquisition: What is the Contribution from Functional and Structural MRI?" In Neurolinguistic and Psycholinguistic Perspectives on SLA, edited by Janusz Arabski and Adam Wojtaszek. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692429-003.

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Phinney, Marianne. "The Pro-Drop Parameter in Second Language Acquisition." In Studies in Theoretical Psycholinguistics. Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3727-7_10.

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Felix, Sascha W. "UG-Generated Knowledge in Adult Second Language Acquisition." In Studies in Theoretical Psycholinguistics. Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2733-9_15.

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Gass, Susan M. "Second Language Acquisition and Linguistic Theory: The Role of Language Transfer." In Studies in Theoretical Psycholinguistics. Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2733-9_21.

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White, Lydia. "Subjacency Violations and Empty Categories in Second Language Acquisition." In Studies in Theoretical Psycholinguistics. Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-017-1980-3_17.

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