Cognitive Predictors of Child Second Language Comprehension and Syntactic Learning

Working memory and second language comprehension and production: A meta-analysis

Psychonomic Bulletin & Review ◽

10.3758/s13423-013-0565-2 ◽

2013 ◽

Vol 21 (4) ◽

pp. 861-883 ◽

Cited By ~ 182

Author(s):

Jared A. Linck ◽

Peter Osthus ◽

Joel T. Koeth ◽

Michael F. Bunting

Keyword(s):

Working Memory ◽

Second Language ◽

Language Comprehension ◽

Meta Analysis

Cortical motor systems are involved in second-language comprehension: Evidence from rapid mu-rhythm desynchronisation

NeuroImage ◽

10.1016/j.neuroimage.2014.08.039 ◽

2014 ◽

Vol 102 ◽

pp. 695-703 ◽

Cited By ~ 29

Author(s):

Nikola Vukovic ◽

Yury Shtyrov

Keyword(s):

Second Language ◽

Language Comprehension ◽

Mu Rhythm ◽

Motor Systems ◽

Cortical Motor

Sex differences in second language comprehension

Personality and Individual Differences ◽

10.1016/j.paid.2010.10.026 ◽

2011 ◽

Vol 50 (3) ◽

pp. 434-436 ◽

Cited By ~ 11

Author(s):

Tabitha W. Payne ◽

Richard Lynn

Keyword(s):

Sex Differences ◽

Second Language ◽

Language Comprehension

Sentence and Discourse Processing in Second Language Comprehension

The Encyclopedia of Applied Linguistics ◽

10.1002/9781405198431.wbeal1063 ◽

2012 ◽

Author(s):

Leah Roberts

Keyword(s):

Second Language ◽

Language Comprehension ◽

Discourse Processing

Comprehensie van Vreemdtalige Input

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.30.03iss ◽

1988 ◽

Vol 30 ◽

pp. 21-30

Author(s):

Diana C. Issidorides

Keyword(s):

Second Language ◽

Language Learning ◽

Language Comprehension ◽

Word Order ◽

English Learners ◽

Target Language ◽

Theoretical Issue ◽

Function Words ◽

Semantic Cues ◽

Processing Strategies

Within a psycholinguistic approach to second language learning, an attempt is made to investigate the question of how morphology, syntax (word order phenomena), semantics and pragmatics affect the comprehension of Dutch sentences for normative learners of that language. When talking to nonnative language-learners, native spea-kers often tend to dehberately modify their speech -'simplify' it - in an attempt to make the target language more comprehensible. Omitting semantically redundant function words and copulas, or deliberate-ly modifying the word order in a sentence, are but a few characteris-tics of sucn 'simplifications'. In trying to determine whether, and what kinds of, linguistic simplifications promote comprehension, an important theoretical issue arises, namely, the relationship between linguistic (structural) and cognitive (ease of information processing) simplification. That one form of simplification is by no means a guarantee for the other form is an important assumption that forms the backbone to our approach. The results from research on morphological simplifications (omission of redundant function words in utterances) in two parallel experiments - an artificial and a natural language one (Dutch) - are discus-sed. They suggest that the presence of semantically redundant functi-on words is not experienced as bothersome "noise" in the successful inference of the meaning of unfamiliar utterances, as long as supra-segmental cues are present. The suprasegmental structure provides the listener/learner with cues for locating the potentially meaningful elements of such utterances. Research on syntactic simplifications is also discussed. Its aim was to examine the role and effect of syntactic and semantic cues on sen-tence interpretation. Two important questions were: (a) What are the processing strategies and cues responsible for the interpretation of Dutch sentences by native speakers, and how do they compare to those employed by nonnative speakers? (b) Are the processing stra-tegies and cues that are responsible and decisive for first language comprehension also those employed in second language comprehension? The performance of Dutch control subjects on a Dutch sentence interpretation task is presented, and hypotheses are put forward as to the locus and cause of eventual performance differences in a nonnative subject population (English learners of Dutch). Some relevant theoretical implications of our findings are also mentioned.

Metonymic inferencing and second language acquisition

AILA Review ◽

10.1075/aila.23.08bar ◽

2010 ◽

Vol 23 ◽

pp. 134-155 ◽

Cited By ~ 2

Author(s):

Antonio Barcelona

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learners ◽

Language Comprehension ◽

Second Language Learners ◽

Linguistic Research ◽

Cognitive Linguistic ◽

Lexical Polysemy

The article is a reflection on the various areas of cognitive linguistic research on metonymy that are of potential relevance for SLA. Three of them are particularly relevant: (1) research on metonymy-guided inferencing; (2) research on metonymy-based lexical polysemy, and (3) research on metonymy-based grammatical constructions. Of the three main areas with which the paper is mainly concerned, area (1) is particularly relevant for research on second language comprehension, especially in utterance and discourse types heavily relying on the inferential work of the comprehender; area (2) has already proved to be very useful for research on the inferencing strategies followed by second language learners in their comprehension of new lexical senses in context; and area (3) should be helpful for research on the acquisition of grammatical constructions by these learners.

An integrated model for first and second language comprehension

System ◽

10.1016/0346-251x(77)90019-7 ◽

1977 ◽

Vol 5 (3) ◽

pp. 187-199 ◽

Cited By ~ 1

Author(s):

Jan Ulijn

Keyword(s):

Second Language ◽

Language Comprehension ◽

Integrated Model

Effects of gloss type, gloss position, and working memory capacity on second language comprehension in electronic reading

Computer Assisted Language Learning ◽

10.1080/09588221.2019.1643738 ◽

2019 ◽

pp. 1-25

Author(s):

Burcu Varol ◽

Gülcan Erçetin

Keyword(s):

Working Memory ◽

Second Language ◽

Language Comprehension ◽

Working Memory Capacity ◽

Memory Capacity ◽

Electronic Reading

Cognitive Predictors of Children’s First and Second Language Prociency

Crosslinguistic Approaches to the Psychology of Language ◽

10.4324/9780203837887-52 ◽

2010 ◽

pp. 501-512

Keyword(s):

Second Language ◽

Cognitive Predictors

Susceptibility to interference affects the second and the first language

Bilingualism Language and Cognition ◽

10.1017/s1366728916001024 ◽

2016 ◽

Vol 20 (4) ◽

pp. 681-682 ◽

Cited By ~ 3

Author(s):

PAOLA E. DUSSIAS ◽

ANNE L. BEATTY-MARTÍNEZ ◽

LAUREN PERROTTI

Keyword(s):

Second Language ◽

Language Processing ◽

Language Comprehension ◽

First Language ◽

The Core ◽

L2 Processing ◽

How People Learn

Memory is an integral part of language processing. Given this, a better understanding of how people learn, represent and process language requires considerations of the principles of memory that support language comprehension. Cunnings’ paper (Cunnings, 2016) does just this. The core of his proposal is that second language (L2) processing that is non-target like can be explained in terms of memory operations rather than by invoking a shallow processor (cf. Clahsen & Felser, 2006).