Robert M Dekeyser
Datos Biográficos
| ID | 754177 |
|---|---|
| NOMBRE | Robert M Dekeyser |
| NOMBRES | Robert M |
| APELLIDO | Dekeyser |
| FIRMA | DEKEYSER R M |
| VERIFICADO | No |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 106 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1989 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2021 |
| ÍNDICE H | 3 |
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…
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…
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…
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…
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…
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…
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…
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…
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 …
A New Reference Grammar of Modern Spanish
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…
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…
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…
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 …
A New Reference Grammar of Modern Spanish
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 …
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…
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 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…
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…
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…
Linguistics (11 obras) · Psychology (11 obras) · Computer Science (10 obras) · EFL/ESL Teaching and Learning (8 obras) · Cognitive psychology (6 obras) · Grammar (6 obras) · Second Language Acquisition and Learning (6 obras) · Cognition (5 obras) · Mathematics education (5 obras) · Philosophy (5 obras)