Robert Dekeyser
Datos Biográficos
| ID | 732241 |
|---|---|
| NOMBRE | Robert Dekeyser |
| NOMBRES | Robert |
| APELLIDO | Dekeyser |
| FIRMA | DEKEYSER R |
| AFILIACIONES | University of Maryland, College Park |
| VERIFICADO | No |
| TOTAL DE OBRAS | 46 |
| TOTAL DE CITAS | 228 |
| TOTAL COMO AUTOR | 46 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1989 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 9 |
Explicit Knowledge and Skill Acquisition in Second Language Learning
Explicit knowledge is defined as the conscious awareness of the linguistic system. Its pivotal role is examined in relation to the development of knowledge and skills in a second language (L2). Rooted in cognitive science, skill acquisition theory provides a framework for analyzing the explicit learning process, encompassing deliberate practice, noticing, and hypothesis testing. This theory posits that learners transition from declarative knowled…
The role of awareness in implicit and explicit knowledge
This study investigates the initial incidental acquisition of two L2 morphosyntactic rules and their immediate usage in production. Using a miniature artificial language paradigm, multiple exposure sessions, realistic exposure, non-salient linguistic features, as well as multiple outcome measures, we demonstrate that adult learners can learn animacy with low levels of awareness, but not case. Forty adult native speakers of English participated in…
Scrutinizing LLAMA D as a measure of implicit learning aptitude
Since Gisela Granena’s influential work, LLAMA D v2, a sound recognition subtest of LLAMA aptitude tests, has been used as a measure of implicit learning aptitude in second language acquisition research. The validity of this test, however, is little known and the results of studies with this instrument have been somewhat inconsistent. In this study, we tested the hypothesis that researchers’ variable test instructions are the source of the incons…
Development of automaticity in processing L2 collocations
This study examined the development of automaticity in processing L2 collocations, and the roles of L1 collocational knowledge and practice conditions in the development process. Korean learners of English were assigned to one of two practice conditions (practice in identical or varied contexts). The learning gains for word combinations with and without equivalent counterparts in the L1 (L1-only and L2-only collocations) were assessed using respo…
Incidental learning of semantically transparent and opaque Chinese compounds from reading
Advanced Second Language Learners of Mandarin Show Persistent Deficits for Lexical Tone Encoding in Picture-to-Word Form Matching
People who grow up speaking a language without lexical tones typically find it difficult to master tonal languages after childhood. Accumulating research suggests that much of the challenge for these second language (L2) speakers has to do not with identification of the tones themselves, but with the bindings between tones and lexical units. The question that remains open is how much of these lexical binding problems are problems of encoding (inc…
Even in the Best-Case Scenario L2 Learners Have Persistent Difficulty Perceiving and Utilizing Tones in Mandarin
Lexical tones are widely believed to be a formidable learning challenge for adult speakers of nontonal languages. While difficulties—as well as rapid improvements—are well documented for beginning second language (L2) learners, research with more advanced learners is needed to understand how tone perception difficulties impact word recognition once learners have a substantial vocabulary. The present study narrows in on difficulties suggested in p…
Epilogue
In this commentary, we summarize the findings of the seven included studies that examined implicit language aptitude from various perspectives and highlight issues to be resolved in the validation of this new construct in second language research. We start by providing an overview of the contributions of the studies. We then identify the lack of convergent validity of the measures of implicit aptitude reported in the included studies and problema…
Implicit Language Aptitude
This article discusses the conceptualization, measurement, and validity of a recently emerged construct in the field of second language acquisition (SLA)—implicit language aptitude (alternatively “implicit aptitude”). Implicit aptitude is a set of cognitive abilities that enable learners to make unconscious computations of the distributional and transitional probabilities of linguistic input. Implicit aptitude is key to an accurate understanding …
Empirical Feasibility of the Desirable Difficulty Framework
In the coda chapter of the special issue on second language (L2) practice and cognitive psychology, we proposed a theoretical framework for optimizing and researching L2 practice (Suzuki, Nakata, & DeKeyser, 2019). Rogers and Leow's commentary (2020) raised three potential issues regarding this framework, and the present response article aims at addressing them. First, we introduce two recent studies to illustrate the importance of expounding on …
Input is not a panacea
Age Effects in First Language Attrition
This study investigated how bilinguals' perception of their first language (L1) differs according to age of reduced contact with L1 after immersion in a second language (L2). Twenty-one L1 Korean-L2 English bilinguals in the United States, ranging in age of reduced contact from 3 to 15 years, and 17 control participants in Korea were tested perceptually on three L1 contrasts differing in similarity to L2 contrasts. Compared to control participant…
The Interface of Explicit and Implicit Knowledge in a Second Language
Recent research has called for the use of fine-grained measures that distinguish implicit knowledge from automatized explicit knowledge. In the current study, such measures were used to determine how the two systems interact in a naturalistic second language (L2) acquisition context. One hundred advanced L2 speakers of Japanese living in Japan were assessed using tests of automatized explicit knowledge and implicit knowledge, along with tests of …
Why less is eventually more in second language acquisition
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Comparing Elicited Imitation and Word Monitoring as Measures of Implicit Knowledge
The present study challenges the validity of elicited imitation (EI) as a measure for implicit knowledge, investigating to what extent online error detection and subsequent sentence repetition draw on implicit knowledge. To assess online detection during listening, a word monitoring component was built into an EI task. Advanced-level Japanese L2 speakers with Chinese as their native language performed the EI task with the built-in word monitoring…
Bridging the Gap
For some, research in learning and teaching of a second language (L2) runs the risk of disintegrating into irreconcilable approaches to L2 learning and use. On the one side, we find researchers investigating linguistic-cognitive issues, often using quantitative research methods including inferential statistics; on the other side, we find researchers working on the basis of sociocultural or sociocognitive views, often using qualitative research me…
Age Effects in Second Language Learning
The effect of age of acquisition on ultimate attainment in second language learning has been a controversial topic for years. After providing a very brief overview of the ideas that are at the core of the controversy, I discuss the two main reasons why these issues are so controversial: conceptual misunderstandings and methodological difficulties. The main part of the article then makes suggestions for improvement in subject selection, data colle…
Automatization, Skill Acquisition, and Practice in Second Language Acquisition
In the last few decades, the study of second language acquisition has been dominated by perspectives from linguistics, in particular syntactic theory, psycholinguistics, and socio‐linguistics. Cognitive‐psychological perspectives are increasingly common in the study of the mental lexicon and online processing. Given, however, that second/foreign language proficiency implies a set of skills that enable speakers to comprehend and produce messages q…
Practice in Second Language Instruction
The belief that practice is needed in order to achieve mastery in different skills (driving a car, playing the piano, sewing, cooking, etc.) is shared by laypeople and specialists alike.
Individual differences in native language attainment and their implications for research on second language acquisition
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Interactions Between Individual Differences, Treatments, and Structures in SLA
For decades educational psychologists have bemoaned the black box approach of much research on learning, that is, the focus on product rather than process, and the absence of fine-grained analysis of the learning process in the individual. One way that progress has been made on this point in the last couple of decades is through cognitive neuroscience, but even there what is documented is mostly the product of learning, possibly at different stag…
Cross-linguistic evidence for the nature of age effects in second language acquisition
Few researchers would doubt that ultimate attainment in second language grammar is negatively correlated with age of acquisition, but considerable controversy remains about the nature of this relationship: the exact shape of the age-attainment function and its interpretation. This article presents two parallel studies with native speakers of Russian: one on the acquisition of English as a second language in North America ( n = 76), and one on the…
Monitoring Processes in Spanish as a Second Language During a Study Abroad Program
In an effort to understand better how and why accuracy in speaking develops during study abroad, a group of 16 U.S. students of Spanish as a second language were followed during their 6‐week program in Argentina. They were interviewed in Spanish at the beginning and the end of their stay, each time followed by a stimulated recall session. They were also given a questionnaire on their views about language learning and observed in a wide variety of…
Practice in a Second Language
Practice as a necessity for learning a second language has been a tacit assumption among language teachers for quite some time; however, the concept has not been widely considered from a theoretical perspective until now. This volume of twelve original articles focuses on the topic, with attention to the four skill areas of reading, writing, listening and speaking. The contributors explore a number of questions including what kind of practice is …
Editors' Announcement
Explaining the "Natural Order of L2 Morpheme Acquisition" in English
Some researchers have posited a &;ldquo;natural&;rdquo; order of acquisition of English grammatical morphemes common to all learners of English as a second language, but no single cause has been shown for this phenomenon. This meta-analysis investigated whether a combination of five determinants (perceptual salience, semantic complexity, morphophonological regularity, syntactic category, and frequency) accounts for a large part of the total varia…
Monitoring Processes in Spanish as a Second Language During a Study Abroad Program
In an effort to understand better how and why accuracy in speaking develops during study abroad, a group of 16 U.S. students of Spanish as a second language were followed during their 6‐week program in Argentina. They were interviewed in Spanish at the beginning and the end of their stay, each time followed by a stimulated recall session. They were also given a questionnaire on their views about language learning and observed in a wide variety of…
The Differential Role of Comprehension and Production Practice
In the last 10 years, the ideas that second language learning requires a certain amount of focus on form, and that form should to some extent be learned explicitly, have been steadily gaining ground (see, e.g., Doughty & Williams, 1998; Norris & Ortega, 2000). What exact instructional activities this implies, however, remains the subject of considerable controversy.In the early 199Os, VanPatten and his collaborators published several studies sugg…
The Interface of Explicit and Implicit Knowledge in a Second Language
Recent research has called for the use of fine-grained measures that distinguish implicit knowledge from automatized explicit knowledge. In the current study, such measures were used to determine how the two systems interact in a naturalistic second language (L2) acquisition context. One hundred advanced L2 speakers of Japanese living in Japan were assessed using tests of automatized explicit knowledge and implicit knowledge, along with tests of …
Bridging the Gap
For some, research in learning and teaching of a second language (L2) runs the risk of disintegrating into irreconcilable approaches to L2 learning and use. On the one side, we find researchers investigating linguistic-cognitive issues, often using quantitative research methods including inferential statistics; on the other side, we find researchers working on the basis of sociocultural or sociocognitive views, often using qualitative research me…
Age Effects in First Language Attrition
This study investigated how bilinguals' perception of their first language (L1) differs according to age of reduced contact with L1 after immersion in a second language (L2). Twenty-one L1 Korean-L2 English bilinguals in the United States, ranging in age of reduced contact from 3 to 15 years, and 17 control participants in Korea were tested perceptually on three L1 contrasts differing in similarity to L2 contrasts. Compared to control participant…
Age Effects in Second Language Learning
The effect of age of acquisition on ultimate attainment in second language learning has been a controversial topic for years. After providing a very brief overview of the ideas that are at the core of the controversy, I discuss the two main reasons why these issues are so controversial: conceptual misunderstandings and methodological difficulties. The main part of the article then makes suggestions for improvement in subject selection, data colle…
Comparing Elicited Imitation and Word Monitoring as Measures of Implicit Knowledge
The present study challenges the validity of elicited imitation (EI) as a measure for implicit knowledge, investigating to what extent online error detection and subsequent sentence repetition draw on implicit knowledge. To assess online detection during listening, a word monitoring component was built into an EI task. Advanced-level Japanese L2 speakers with Chinese as their native language performed the EI task with the built-in word monitoring…
Interactions Between Individual Differences, Treatments, and Structures in SLA
For decades educational psychologists have bemoaned the black box approach of much research on learning, that is, the focus on product rather than process, and the absence of fine-grained analysis of the learning process in the individual. One way that progress has been made on this point in the last couple of decades is through cognitive neuroscience, but even there what is documented is mostly the product of learning, possibly at different stag…
Editors' Announcement
Exploring Automatization Processes
The applied linguistics literature of the past 10 years has given a prominent place to various interrelated questions about the teaching of L2 grammar rules. Although there is evidence now for the usefulness of focus on form (see, e.g., Spada & Lightbown, 1993; White, Spada, Lightbown, & Ranta, 1991, for classroom studies; Doughty, 1991, for laboratory research) and explicit rule teaching (see, e.g., Scott, 1989, for classroom research; Alanen, 1…
From Learning to Acquisition? Monitoring in the Classroom and Abroad
During the 1970's we witnessed an explosion of research on second language acquisition, first mainly concerning immigrants to the United States, later also many studies among migrant workers in Western Europe. This research developed largely independently from the classroom 'method' studies that drew so much attention in the late 60's and early 70's. While the latter took their design from existing paradigms in educational psychology, the former …
Incidental learning of semantically transparent and opaque Chinese compounds from reading
Implicit and Explicit Learning of L2 Grammar
M This is a report of an exploratory study under laboratory conditions aimed at clarifying the role of explicit teaching of different kinds of rules. The report presents the motivation for and the methodology and results of this limited pilot study with 6 students in the hope that it will stimulate other researchers to think about experimental ways of untangling the various factors involved in the controversial issue of the usefulness of
Understanding Research in Second Language Learning
A New Reference Grammar of Modern Spanish
Towards a valid measurement of monitored knowledge
This paper provides a number of reflections on the difficulties involved in measuring monitored knowledge of second language grammar, and describes the construction and validation of a prototype test for measuring this knowl edge. It is argued that a fill-in-the-blanks format is to be preferred over multi ple choice, grammaticality judgement or error correction tasks. Problems in defining the structures to be tested are discussed, and a pragmatic…
Learnability and Second Languages
Language Attitudes in the Dutch Language Area
From Learning to Acquisition? Monitoring in the Classroom and Abroad
During the 1970's we witnessed an explosion of research on second language acquisition, first mainly concerning immigrants to the United States, later also many studies among migrant workers in Western Europe. This research developed largely independently from the classroom 'method' studies that drew so much attention in the late 60's and early 70's. While the latter took their design from existing paradigms in educational psychology, the former …
Metalinguistic Performance and Interlinguistic Competence
Conditions for Second Language Learning
Spolsky here examines the conditions under which languages are learned, and how learning related to teaching. His theory, set out in the form of a preference model, emphasizes the need to be precise and clear on the nature of the goals and outcomes of learning, and to recognize the complexity of the concept of knowing a second language
And Then There Were Two
Implicit and Explicit Learning of L2 Grammar
M This is a report of an exploratory study under laboratory conditions aimed at clarifying the role of explicit teaching of different kinds of rules. The report presents the motivation for and the methodology and results of this limited pilot study with 6 students in the hope that it will stimulate other researchers to think about experimental ways of untangling the various factors involved in the controversial issue of the usefulness of
Learning Second Language Grammar Rules
This is a report on a computerized experiment with a miniature linguistic system, consisting of five morphological rules and a lexicon of 98 words. Two hypotheses derived from the literature in cognitive psychology and psycholinguistics were tested: that explicit-deductive learning would be better than implicit-inductive learning for straightforward (“categorical”) rules, and that implicit-inductive learning would be better than explicit-deductiv…
L'aventure des langues en Occident
Exploring Automatization Processes
The applied linguistics literature of the past 10 years has given a prominent place to various interrelated questions about the teaching of L2 grammar rules. Although there is evidence now for the usefulness of focus on form (see, e.g., Spada & Lightbown, 1993; White, Spada, Lightbown, & Ranta, 1991, for classroom studies; Doughty, 1991, for laboratory research) and explicit rule teaching (see, e.g., Scott, 1989, for classroom research; Alanen, 1…
The Differential Role of Comprehension and Production Practice
In the last 10 years, the ideas that second language learning requires a certain amount of focus on form, and that form should to some extent be learned explicitly, have been steadily gaining ground (see, e.g., Doughty & Williams, 1998; Norris & Ortega, 2000). What exact instructional activities this implies, however, remains the subject of considerable controversy.In the early 199Os, VanPatten and his collaborators published several studies sugg…
Beyond Explicit Rule Learning
This study is a fine-grained analysis of extensive empirical data on the automatization of explicitly learned rules of morphosyntax in a second language. Sixty-one subjects were taught four morphosyntactic rules and 32 vocabulary items in an artificial language. After they had reached criterion on a set of metalinguistic tests of grammar and vocabulary, they engaged in systematic, computer-controlled comprehension and production practice for 8 we…
The Robustness of Critical Period Effects in Second Language Acquisition
This study was designed to test the Fundamental Difference Hypothesis (Bley-Vroman, 1988), which states that, whereas children are known to learn language almost completely through (implicit) domain-specific mechanisms, adults have largely lost the ability to learn a language without reflecting on its structure and have to use alternative mechanisms, drawing especially on their problem-solving capacities, to learn a second language. The hypothesi…
Automaticity and automatization
Introduction: concepts and issues In a very general sense, everybody knows what automaticity means. Some doors slide open automatically, some cars shift gears automatically, some VCRs rewind automatically; in other words these objects perform their functions without requiring any physical or mental effort on our part (the meaning of the Greek adjective automatos is selfacting). In the psychological sense, every layman has had experience with auto…
What Gets Processed in Processing Instruction? A Commentary on Bill VanPatten’s “Processing Instruction
In this article we respond to VanPatten’s update of the findings for processing instruction. We begin by questioning the explanatory adequacy of the model of input processing that VanPatten has proposed and that underpins his pedagogic proposals. We question both the validity of the limited–capacity, single–resource model of attention he proposes for second language classroom learning, and also the details of the mechanisms he argues are implicat…
Implicit and Explicit Learning
This chapter contains sections titled: Introduction The Cognitive Psychology of Implicit and Explicit Learning Implicit and Explicit Second Language Learning Which Learning for Which Elements of Language? Age and Context Differences Conclusions and Future Directions
What Makes Learning Second‐Language Grammar Difficult? A Review of Issues
Explaining the "Natural Order of L2 Morpheme Acquisition" in English
Some researchers have posited a &;ldquo;natural&;rdquo; order of acquisition of English grammatical morphemes common to all learners of English as a second language, but no single cause has been shown for this phenomenon. This meta-analysis investigated whether a combination of five determinants (perceptual salience, semantic complexity, morphophonological regularity, syntactic category, and frequency) accounts for a large part of the total varia…
Practice in a Second Language
Practice as a necessity for learning a second language has been a tacit assumption among language teachers for quite some time; however, the concept has not been widely considered from a theoretical perspective until now. This volume of twelve original articles focuses on the topic, with attention to the four skill areas of reading, writing, listening and speaking. The contributors explore a number of questions including what kind of practice is …
Editors' Announcement
Cross-linguistic evidence for the nature of age effects in second language acquisition
Few researchers would doubt that ultimate attainment in second language grammar is negatively correlated with age of acquisition, but considerable controversy remains about the nature of this relationship: the exact shape of the age-attainment function and its interpretation. This article presents two parallel studies with native speakers of Russian: one on the acquisition of English as a second language in North America ( n = 76), and one on the…
Monitoring Processes in Spanish as a Second Language During a Study Abroad Program
In an effort to understand better how and why accuracy in speaking develops during study abroad, a group of 16 U.S. students of Spanish as a second language were followed during their 6‐week program in Argentina. They were interviewed in Spanish at the beginning and the end of their stay, each time followed by a stimulated recall session. They were also given a questionnaire on their views about language learning and observed in a wide variety of…
Psychology (39 obras) · Computer Science (33 obras) · Linguistics (32 obras) · EFL/ESL Teaching and Learning (31 obras) · Cognitive psychology (20 obras) · Second Language Acquisition and Learning (19 obras) · Mathematics education (18 obras) · Cognition (17 obras) · Second Language Learning and Teaching (14 obras) · Philosophy (13 obras)