Nick C Ellis
Datos Biográficos
| ID | 755097 |
|---|---|
| NOMBRE | Nick C Ellis |
| NOMBRES | Nick C |
| APELLIDO | Ellis |
| FIRMA | ELLIS N C |
| AFILIACIONES | University of Michigan |
| ORCID | 0000-0002-4235-6481 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 59 |
| TOTAL DE CITAS | 930 |
| TOTAL COMO AUTOR | 58 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1980 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 15 |
Corpus Study
“Perception is of definite and probable things” (James, 1890, p. 82).
Emergentism
Saussure (1916) characterized the units of language as linguistic signs, the signifiers of linguistic form and their associated signified functions, concepts, or meanings.
Dichotomies as points of departure
We here respond to a 2024 discussion and commentary article entitled Dangerous dichotomies and misunderstandings in second language research by Truscott and Sharwood Smith (T&SS), who argue that several dichotomies pervade the field of second language acquisition (SLA) that negatively impact progress in the field. T&SS focus on four dichotomies, all of which imply an opposition of generative and usage-based approaches: (i) Cognitive vs. Generativ…
Bilingual language cognition as a complex adaptive system
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Fuzzy Representations
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Effects of Availability, Contingency, and Formulaicity on the Accuracy of English Grammatical Morphemes in Second Language Writing
We investigated whether the accuracy of grammatical morphemes in second language (L2) learners' writing is associated with usage-based distributional factors. Specifically, we examined whether the accuracy of L2 English inflectional morphemes is associated with the availability (i.e., token frequency) and contingency (i.e., token frequency relative to other forms with the same lemma) of the inflected word form as well as the formulaicity of the c…
Introduction of Methods Showcase Articles in Language Learning
Building on initiatives to promote high quality methodologies and Open Science practices in the language sciences, Language Learning will introduce, as of March 2020, a new manuscript type entitled Methods Showcase Articles (MSAs). The purpose of MSAs is to introduce new or emerging qualitative and quantitative methods, techniques, or instrumentation for language data collection, cleaning, sampling, coding, scoring, and analysis. MSAs are intende…
Essentials of a Theory of Language Cognition
Cognition is not just 'in the head'; it extends well beyond the skull and the skin. Non-Cartesian Cognitive Science views cognition as being embodied, environmentally embedded, enacted, encultured, and socially distributed. The Douglas Fir Group (2016) likewise recognizes languages as emergent, social, integrated phenomena. Language is the quintessence of distributed cognition. Language cognition is shared across naturally occurring, culturally c…
Extending the Reach of Research
Open science practices, which include efforts to enhance accessibility to data and materials and to improve the dissemination of findings to broader audiences, have been at the forefront of the open science movement worldwide. Language Learning is proud to extend its support of open science practices by participating in the OASIS (Open Accessible Summaries in Language Studies) initiative, which aims to make language-related research openly availa…
Inclusion of Research Materials When Submitting an Article to Language Learning
Building on initiatives to promote high quality methodologies and Open Science practices in the language sciences, Language Learning will request, as of January 1, 2020, that all submissions to the journal include, whenever possible, the full materials used in the study for peer review. This includes materials used to elicit and code primary and secondary data (such as questionnaires, language tests, interview or observation schedules, and coding…
Introducing Registered Reports at Language Learning
The past few years have seen growing interest in open science practices, which include initiatives to increase transparency in research methods, data collection, and analysis; enhance accessibility to data and materials; and improve the dissemination of findings to broader audiences. Language Learning is enhancing its participation in the open science movement by launching Registered Reports as an article category as of January 1, 2018. Registere…
Cognition, Corpora, and Computing
Usage-based approaches explore how we learn language from our experience of language. Related research thus involves the analysis of the usage from which learners learn and of learner usage as it develops. This program involves considerable data recording, transcription, and analysis, using a variety of corpus and computational techniques, many of them specially devised for learner language. This article surveys relevant developments across the p…
Implicit and Explicit Language Learning
Learning symbols and their arrangement in language involves learning associations across and within modalities. Research on implicit learning and chunking within modalities (e.g. N. C. Ellis, 2002) has identified how language users are sensitive to the frequency of language forms and their sequential probabilities at all levels of granularity from phoneme to phrase. This knowledge allows efficient language processing and underpins acquisition by …
Language cognition
Peer Reviewed
Statistical Measures for Usage-Based Linguistics
The advent of usage-/exemplar-based approaches has resulted in a major change in the theoretical landscape of linguistics, but also in the range of methodologies that are brought to bear on the study oflanguage acquisition/learning, structure, and use. In particular, methods from corpus linguistics are now frequently used to study distributional characteristics of linguistics units and what they reveal about cognitive and psycholinguistic process…
Second language verb-argument constructions are sensitive to form, function, frequency, contingency, and prototypicality
We used free association tasks to investigate second language (L2) verb-argument constructions (VACs) and the ways in which their access is sensitive to statistical patterns of usage (verb type-token frequency distribution, VAC-verb contingency, verb-VAC semantic prototypicality). 131 German, 131 Spanish, and 131 Czech advanced L2 learners of English generated the first word that came to mind to fill the V slot in 40 sparse VAC frames such as ‘he…
The processing of verb-argument constructions is sensitive to form, function, frequency, contingency and prototypicality
We used free association and verbal fluency tasks to investigate verb-argument constructions (VACs) and the ways in which their processing is sensitive to statistical patterns of usage (verb type-token frequency distribution, VAC-verb contingency, verb-VAC semantic prototypicality). In experiment 1, 285 native speakers of English generated the first word that came to mind to fill the V slot in 40 sparse VAC frames such as `he ____ across the. . .…
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…
The development of formulaic sequences in first and second language writing
Formulaic sequences are recognised as having important roles in language acquisition, processing, fluency, idiomaticity, and instruction. But there is little agreement over their definition and measurement, or on methods of corpus comparison. We argue that replicable research must be grounded upon operational definitions in statistical terms. We adopt an experimental design and apply four different corpus-analytic measures, variously based upon n…
Construction Grammar and Second Language Acquisition
This chapter analyzes second language acquisition in the context of Construction Grammar. It provides evidence for the psychological reality of constructions in a second language and presents a psychological analysis of the effects of form, function, frequency, and contingency that are common to both first and second language construction learning following statistical learning processes which relate input and learner cognition. The chapter also …
Usage-Based Language
Each of us as language learners had different language experiences, yet somehow we have converged upon broadly the same language system. From diverse, often noisy samples, we have attained similar linguistic competence. How so? What mechanisms channel language acquisition? Could our linguistic commonalities possibly have converged from our shared psychology of learning as applied to the evidence of similar-enough language experience? This article…
The Roles of Phonological Short-Term Memory and Working Memory in L2 Grammar and Vocabulary Learning
This study analyzed phonological short-term memory (PSTM) and working memory (WM) and their relationship with vocabulary and grammar learning in an artificial foreign language. Nonword repetition, nonword recognition, and listening span were used as memory measures. Participants learned the singular forms of vocabulary for an artificial foreign language before being exposed to plural forms in sentence contexts. Participants were tested on their a…
Variable competence
Peer Reviewed
The Etiology of Individual Differences in Second Language Acquisition in Australian School Students
We present one of the first behavior-genetic studies of individual differences in school students' levels of achievement in instructed second language acquisition (ISLA). We assessed these language abilities in Australian twin pairs (maximumNpairs = 251) by means of teacher ratings, class rankings, and self-ratings of proficiency, and used the classic twin design to estimate the relative influences of genes, shared (family/school) environment, an…
From the General Editor
Frequency Effects in Language Processing
This article shows how language processing is intimately tuned to input frequency. Examples are given of frequency effects in the processing of phonology, phonotactics, reading, spelling, lexis, morphosyntax, formulaic language, language comprehension, grammaticality, sentence production, and syntax. The implications of these effects for the representations and developmental sequence of SLA are discussed. Usage-based theories hold that the acquis…
Articulating identities
One symptom of individualism in liquid modernity is the search for `identity'. Using the five theoretically discrete articles in this special issue as both a `rich' discursive resource and a point of departure, we develop a supplementary reading of the narratives which appear to inform identity research. We suggest that, while social agents in pursuit of `identity' draw on a cacophony of discursive sources, it is the varieties of `self—other' tal…
Language Is a Complex Adaptive System
Language has a fundamentally social function. Processes of human interaction along with domain-general cognitive processes shape the structure and knowledge of language. Recent research in the cognitive sciences has demonstrated that patterns of use strongly affect how language is acquired, is used, and changes. These processes are not independent of one another but are facets of the same complex adaptive system (CAS). Language as a CAS involves …
Language Emergence
Journal Article Language Emergence: Implications for Applied Linguistics-Introduction to the Special Issue Get access Nick C. Ellis, Nick C. Ellis University of Michigan Search for other works by this author on: Oxford Academic Google Scholar Diane Larsen-Freeman Diane Larsen-Freeman University of Michigan Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 27, Issue 4, December 2006, Pages 558-589…
Formulaic Language in Native and Second Language Speakers
Natural language makes considerable use of recurrent formulaic patterns of words. This article triangulates the construct of formula from corpus linguistic, psycholinguistic, and educational perspectives. It describes the corpus linguistic extraction of pedagogically useful formulaic sequences for academic speech and writing. It determines English as a second language (ESL) and English for academic purposes (EAP) instructors' evaluations of their…
Essentials of a Theory of Language Cognition
Cognition is not just 'in the head'; it extends well beyond the skull and the skin. Non-Cartesian Cognitive Science views cognition as being embodied, environmentally embedded, enacted, encultured, and socially distributed. The Douglas Fir Group (2016) likewise recognizes languages as emergent, social, integrated phenomena. Language is the quintessence of distributed cognition. Language cognition is shared across naturally occurring, culturally c…
Transitional and perpetual liminality
In this article we combine a focus on 'liminality' with an analysis of social actors' discursive practices of identity position taking. An exploration of in-depth organisational studies shorn the relevance of 'liminality' as a conceptual focus for describing individuals' identity accounts in two different social contexts: (i) actors who experience going through a transformational change from one 'identity position' to another, and (ii) actors' se…
The Dynamics of Second Language Emergence
This article outlines an emergentist account whereby the limited end-state typical of adult second language learners results from dynamic cycles of language use, language change, language perception, and language learning in the interactions of members of language communities. In summary, the major processes are: 1. Usage leads to change : High frequency use of grammatical functors causes their phonological erosion and homonymy. 2. Change affects…
Marketing Identities
This study explores the discursive positioning of managers involved in inter-organizational relationships (IORs) within industrial supply chains. In closely examining a series of interviews, we find a number of interpretive repertoires of boundary construction used in IOR managers' identity discourse. Our analysis of these repertoires suggests that, although the development of IORs apparently signals the emergence of 'widening circles of identifi…
Cognitive Perspectives on SLA
This paper outlines current cognitive perspectives on second language acquisition (SLA). The Associative-Cognitive CREED holds that SLA is governed by the same principles of associative and cognitive learning that underpin the rest of human knowledge. The major principles of the framework are that SLA is Construction-based, Rational, Exemplar-driven, Emergent, and Dialectic. Language learning involves the acquisition of constructions that map lin…
Reflections on Frequency Effects in Language Processing
This response addresses the following points raised in the commentaries: (a) complementary learning mechanisms, the distinction between explicit and implicit memory, and the neuroscience of "noticing"; (b) what must and what need not be noticed for learning; (c) when frequency fails to drive learning, which addresses factors such as failing to notice cues, perseveration, transfer from L1, developmental readiness, thinking too hard, pedagogical in…
Psycholinguistic Determinants of Foreign Language Vocabulary Learning
This paper reviews the psycholinguistic factors that affect ease of learning of foreign language (FL) vocabulary and investigates their role in 47 students' learning of German under Repetition, Keyword or "Own" strategy conditions. Native-to-foreign learning is shown to be easier the more the FL words conform to the phonological (0.40
Introducing Registered Reports at Language Learning
The past few years have seen growing interest in open science practices, which include initiatives to increase transparency in research methods, data collection, and analysis; enhance accessibility to data and materials; and improve the dissemination of findings to broader audiences. Language Learning is enhancing its participation in the open science movement by launching Registered Reports as an article category as of January 1, 2018. Registere…
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…
The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts
S This study investigated the effects of orthographic depth on reading acquisition in alphabetic, syllabic, and logographic scripts. Children between 6 and 15 years old read aloud in transparent syllabic Japanese hiragana, alphabets of increasing orthographic depth (Albanian, Greek, English), and orthographically opaque Japanese kanji ideograms, with items being matched cross‐linguistically for word frequency. This study analyzed response accurac…
Statistical Measures for Usage-Based Linguistics
The advent of usage-/exemplar-based approaches has resulted in a major change in the theoretical landscape of linguistics, but also in the range of methodologies that are brought to bear on the study oflanguage acquisition/learning, structure, and use. In particular, methods from corpus linguistics are now frequently used to study distributional characteristics of linguistics units and what they reveal about cognitive and psycholinguistic process…
Cognition, Corpora, and Computing
Usage-based approaches explore how we learn language from our experience of language. Related research thus involves the analysis of the usage from which learners learn and of learner usage as it develops. This program involves considerable data recording, transcription, and analysis, using a variety of corpus and computational techniques, many of them specially devised for learner language. This article surveys relevant developments across the p…
The development of formulaic sequences in first and second language writing
Formulaic sequences are recognised as having important roles in language acquisition, processing, fluency, idiomaticity, and instruction. But there is little agreement over their definition and measurement, or on methods of corpus comparison. We argue that replicable research must be grounded upon operational definitions in statistical terms. We adopt an experimental design and apply four different corpus-analytic measures, variously based upon n…
Usage-Based Language
Each of us as language learners had different language experiences, yet somehow we have converged upon broadly the same language system. From diverse, often noisy samples, we have attained similar linguistic competence. How so? What mechanisms channel language acquisition? Could our linguistic commonalities possibly have converged from our shared psychology of learning as applied to the evidence of similar-enough language experience? This article…
Constructing a Second Language
This article presents an analysis of interactions in the usage, structure, cognition, coadaptation of conversational partners, and emergence of linguistic constructions. It focuses on second language development of English verb-argument constructions (VACs: VL, verb locative; VOL, verb object locative; VOO, ditransitive) with particular reference to the following: (a) Construction learning as concept learning following the general cognitive and a…
A bilingual word-length effect
Five experiments are reported. These demonstrate that, in bilingual subjects, Welsh digits take longer to articulate than their English equivalents, and this difference is paralleled by the finding that digit span in Welsh is significantly smaller than that in English. These differences are attributable to bilingual word-length differences, and it is this, rather than intellectual differences, which explains why the norms for Welsh children on th…
Learned Attention Effects in L2 Temporal Reference
This article relates adults' difficulty acquiring foreign languages to the associative learning phenomena of cue salience, cue complexity, and the blocking of later experienced cues by earlier learned ones. It examines short- and long-term learned attention effects in adult acquisition of lexical (adverbs) and morphological cues (verbal inflections) for temporal reference in Latin (1 hr of controlled laboratory learning) and Spanish (three to eig…
Retention of foreign vocabulary learned using the keyword method
This article assesses one individual's level of recall for foreign vocabulary learned ten years previously using the keyword method. Without any revision at all, he remembered 35% of the test words with spelling fully correct and over 50% with only very minor errors of spelling. After 10 minutes spent looking at a vocabulary list, recall increased to 65% and 76% respectively. After a period of revision lasting a further 11⁄2 hours, recall was vir…
The processing of verb-argument constructions is sensitive to form, function, frequency, contingency and prototypicality
We used free association and verbal fluency tasks to investigate verb-argument constructions (VACs) and the ways in which their processing is sensitive to statistical patterns of usage (verb type-token frequency distribution, VAC-verb contingency, verb-VAC semantic prototypicality). In experiment 1, 285 native speakers of English generated the first word that came to mind to fill the V slot in 40 sparse VAC frames such as `he ____ across the. . .…
Extending the Reach of Research
Open science practices, which include efforts to enhance accessibility to data and materials and to improve the dissemination of findings to broader audiences, have been at the forefront of the open science movement worldwide. Language Learning is proud to extend its support of open science practices by participating in the OASIS (Open Accessible Summaries in Language Studies) initiative, which aims to make language-related research openly availa…
A bilingual word-length effect
Five experiments are reported. These demonstrate that, in bilingual subjects, Welsh digits take longer to articulate than their English equivalents, and this difference is paralleled by the finding that digit span in Welsh is significantly smaller than that in English. These differences are attributable to bilingual word-length differences, and it is this, rather than intellectual differences, which explains why the norms for Welsh children on th…
Parental attitudes towards the welsh language
Two main reasons have been suggested for learning or for retaining a language: utility and esteem. The Welsh language is still declining. Reasons for this decline could lie in the attitudes of Welsh and non‐Welsh speakers towards the language. As legislation has attempted to facilitate the use of Welsh, opinions about the language were examined. Subjects comprised groups of parents from differing English/Welsh speaking backgrounds. An overall fav…
Which Label? An Investigation into the Effects of Terminology on Public Perceptions of and Attitudes towards People with Learning Difficulties
There is much rhetoric around the damaging effect of certain labels applied to people with learning difficulties. This empirical study investigated the effect of three different labels in current usage on public perceptions of the groups so labelled. The labels contrasted were ‘mentally subnormal’, ‘mentally handicapped’ and ‘people with learning difficulties’. Three independent groups of subjects were presented with an attitude questionnaire. Th…
Psycholinguistic Determinants of Foreign Language Vocabulary Learning
This paper reviews the psycholinguistic factors that affect ease of learning of foreign language (FL) vocabulary and investigates their role in 47 students' learning of German under Repetition, Keyword or "Own" strategy conditions. Native-to-foreign learning is shown to be easier the more the FL words conform to the phonological (0.40
Language as a Complex Adaptive System
The five graces group / (Clay Beckner, Richard Blythe, Joan Bybee, Morten H. Christiansen, William Croft, Nick C. Ellis, John Holland, Jinyun Ke, Diane Larsen-Freeman, and Tom Schoenemann) -- Language is a complex adaptive system: position : paper A usage-based account of constituency and reanalysis / Clay Beckner and Joan Bybee --The speech community in evolutionary language dynamics / Richard A. Blythe and William A. Croft -- Linking rule acqui…
Consciousness in second language acquisition
This article addresses the roles of implicit learning, conscious hypothesis testing, and explicit instruction in Second Language Acquisition (SLA). In particular it asks (1) what is the role of consciousness in SLA, (2) what is the role of formal explicit instruction in SLA, (3) to what extent are the route, rate, and eventual levels of SLA affected by instruction, (4) does focusing learners’ attention on grammar facilitate SLA, (5) is there a ro…
Retention of foreign vocabulary learned using the keyword method
This article assesses one individual's level of recall for foreign vocabulary learned ten years previously using the keyword method. Without any revision at all, he remembered 35% of the test words with spelling fully correct and over 50% with only very minor errors of spelling. After 10 minutes spent looking at a vocabulary list, recall increased to 65% and 76% respectively. After a period of revision lasting a further 11⁄2 hours, recall was vir…
Sequencing in SLA
This paper provides an overview of sequencing in SLA. It contends that much of language acquisition is in fact sequence learning (for vocabulary, the phonological units of language and their phonotactic sequences: for discourse, the lexical units of language and their sequences in clauses and collocations). It argues that the resultant long-term knowledge base of language sequences serves as the database for the acquisition of language grammar. I…
Implicit and Explicit Learning of Languages
Implicit and explicit language learning - an overview the unruly world of language the input hypothesis and its rivals a theory of instructed second language acquisition implicit learning and the acquisition of natural languages implicit and explicit learning of complex tasks implicit learning and the cognitive unconscious - of artificial grammars and SLA vocabulary acquisition - the implicit ins and outs of explicit cognitive mediation second la…
The windmills of your mind
Rethinking innateness (RI) is a quixotic book, enthusiastic and visionary. It is hard not to be provoked as each author races full tilt towards their chosen combat. Some readers, like Fodor (1997), respond in kind. Rispoli is more measured. Nonetheless, every reader chooses their own windmills to elevate into giants, and each believes their battle righteous. Are Elman et al . ‘building castles in the air’, or is Rispoli ‘taking the wrong sow by t…
Frequency Effects in Language Processing
This article shows how language processing is intimately tuned to input frequency. Examples are given of frequency effects in the processing of phonology, phonotactics, reading, spelling, lexis, morphosyntax, formulaic language, language comprehension, grammaticality, sentence production, and syntax. The implications of these effects for the representations and developmental sequence of SLA are discussed. Usage-based theories hold that the acquis…
Reflections on Frequency Effects in Language Processing
This response addresses the following points raised in the commentaries: (a) complementary learning mechanisms, the distinction between explicit and implicit memory, and the neuroscience of "noticing"; (b) what must and what need not be noticed for learning; (c) when frequency fails to drive learning, which addresses factors such as failing to notice cues, perseveration, transfer from L1, developmental readiness, thinking too hard, pedagogical in…
Constructions, Chunking, and Connectionism
This chapter contains sections titled: Introduction and Overview Construction Grammar Learning Constructions Psychological Accounts of Associative Learning Connectionism Current Limitations, Future Directions
The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts
S This study investigated the effects of orthographic depth on reading acquisition in alphabetic, syllabic, and logographic scripts. Children between 6 and 15 years old read aloud in transparent syllabic Japanese hiragana, alphabets of increasing orthographic depth (Albanian, Greek, English), and orthographically opaque Japanese kanji ideograms, with items being matched cross‐linguistically for word frequency. This study analyzed response accurac…
At the Interface
This paper considers how implicit and explicit knowledge are dissociable but cooperative. It reviews various psychological and neurobiological processes by which explicit knowledge of form-meaning associations impacts upon implicit language learning. The interface is dynamic: It happens transiently during conscious processing, but the influence upon implicit cognition endures thereafter. The primary conscious involvement in SLA is the explicit le…
Language Acquisition as Rational Contingency Learning
This paper considers how fluent language users are rational in their language processing, their unconscious language representation systems optimally prepared for comprehension and production, how language learners are intuitive statisticians, and how acquisition can be understood as contingency learning. But there are important aspects of second language acquisition that do not appear to be rational, where input fails to become intake. The paper…
Selective Attention and Transfer Phenomena in L2 Acquisition
If first language is rational in the sense that acquisition produces an end-state model of language that is a proper reflection of input and that optimally prepares speakers for comprehension and production, second language is usually not. This paper considers the apparent irrationalities of L2 acquisition, that is the shortcomings where input fails to become intake. It describes how ‘learned attention’, a key concept in contemporary associative …
Language Emergence
Journal Article Language Emergence: Implications for Applied Linguistics-Introduction to the Special Issue Get access Nick C. Ellis, Nick C. Ellis University of Michigan Search for other works by this author on: Oxford Academic Google Scholar Diane Larsen-Freeman Diane Larsen-Freeman University of Michigan Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 27, Issue 4, December 2006, Pages 558-589…
Cognitive Perspectives on SLA
This paper outlines current cognitive perspectives on second language acquisition (SLA). The Associative-Cognitive CREED holds that SLA is governed by the same principles of associative and cognitive learning that underpin the rest of human knowledge. The major principles of the framework are that SLA is Construction-based, Rational, Exemplar-driven, Emergent, and Dialectic. Language learning involves the acquisition of constructions that map lin…
Discourse, practice, policy and organizing
Purpose The purpose of this paper is to consider the interplay between discourse, policy and practice in relation to aspects of organization and processes of organizing. Design/methodology/approach Provides an introduction to the six contributions contained in this special issue and discusses how they relate to the core theme. Findings Highlights the need for an approach which treats discourses, policies and practices as connected and mutually im…
Handbook of Cognitive Linguistics and Second Language Acquisition
N.C. Ellis, P. Robinson, An Introduction to Cognitive Linguistics, Second Language Acquisition, and Language Instruction. Section I: Cognitive Linguistics and Cognition. L. Talmy, Aspects of Attention in Language. J.R. Taylor, Prototypes in Cognitive Linguistics. R.W. Langacker, Cognitive Grammar as a Basis for Language Instruction. R. Hudson, Word Grammar, Cognitive Linguistics and Second Language Learning and Teaching. K.R. Coventry, M. Guijarr…
What the Hell is That
This paper makes productive connections between two forms of representation—formal scholarship on professional service workers and their depictions in The Simpsons cartoon series. In considering the show's representations of Attorney Lionel Hutz and Dr Nick Riviera, I ponder the ways in which the market-based behaviours of these `expert' individuals are so repeatedly targeted for satire. Through a detailed dissection of The Simpsons' scripts, I d…
Temporal Cognition and Temporal Language the First and Second Times Around. Commentary on McCormack and Hoerl
Peer Reviewed
Formulaic Language in Native and Second Language Speakers
Natural language makes considerable use of recurrent formulaic patterns of words. This article triangulates the construct of formula from corpus linguistic, psycholinguistic, and educational perspectives. It describes the corpus linguistic extraction of pedagogically useful formulaic sequences for academic speech and writing. It determines English as a second language (ESL) and English for academic purposes (EAP) instructors' evaluations of their…
The Dynamics of Second Language Emergence
This article outlines an emergentist account whereby the limited end-state typical of adult second language learners results from dynamic cycles of language use, language change, language perception, and language learning in the interactions of members of language communities. In summary, the major processes are: 1. Usage leads to change : High frequency use of grammatical functors causes their phonological erosion and homonymy. 2. Change affects…
Psychology (40 obras) · Computer Science (37 obras) · Linguistics (37 obras) · Cognition (18 obras) · Natural Language Processing Techniques (18 obras) · Second Language Acquisition and Learning (17 obras) · Cognitive science (14 obras) · EFL/ESL Teaching and Learning (14 obras) · Language, Metaphor, and Cognition (14 obras) · Natural language processing (14 obras)