Patrick Rebuschat
Biographic Data
| ID | 1692069 |
|---|---|
| NAME | Patrick Rebuschat |
| GIVEN NAMES | Patrick |
| FAMILY NAME | Rebuschat |
| SIGNATURE | REBUSCHAT P |
| AFFILIATIONS | Lancaster University |
| ORCID | 0000-0002-5903-3478 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 114 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Individual differences in children's response to explicit instruction
This study investigated how declarative memory (DM), procedural memory (PM), and working memory (WM) capacities support additional language (L2) learning under explicit instruction from middle childhood to early adolescence, a period marked by substantial cognitive development yet underrepresented in L2 research. 50 learners aged eight to thirteen were trained on an artificial language composed of transitive sentences with animated scenes in a cr…
Learning Without Awareness
The process of implicit learning, essentially the ability to acquire unconscious knowledge, is an elementary and ubiquitous process of human cognition. The field of Second Language Acquisition (SLA) has a long‐standing interest in implicit and explicit learning. To a large degree, this interest was sparked by Stephen Krashen's proposals and the ensuing debates on the implicit–explicit interface. In this entry, we will first define the term implic…
Ellis, Nick
Nick Ellis (1953– ) is a British psychologist who is best known for his influential research and publications on the cognitive aspects underlying second language (L2) acquisition and processing.
Dekeyser, Robert
Robert DeKeyser is a Belgian applied linguist who is best known for his influential research and publications on the cognitive aspects underlying second language acquisition (SLA) and teaching.
Top-down and bottom-up bilingual speech production
Language-switching sometimes causes delayed responses, especially when switching from the later-acquired languages (here, L2) to the dominant native language (L1). It is well-established that language proficiency plays a role in production, but what about language context (i.e., the ratio of L1 and L2)? We investigated language context within two language production processes: “top-down” (naming pictures) and “bottom-up” (reading words aloud). We…
Does phonetic training benefit word learning
Recent research has shown that adult learners can rapidly acquire novel words of a foreign language by tracking cross-situational statistics, but learning is substantially reduced when the target words are phonologically similar and contain non-native contrasts. We expand on this research by investigating whether perceptual discrimination training on non-native target contrasts facilitates cross-situational learning of new words (CSWL). Our desig…
The effect of morphological salience and novel phonology in the initial stage of second language learning
This study investigates whether adult learners can simultaneously acquire the sounds, words, and grammar of a novel language through cross-situational statistical learning (CSL). English-speaking participants were exposed to an artificial language with unfamiliar phonology and varying morphological salience. Results showed measurable acquisition of nouns and verbs, but limited learning of adjectives and case markers. Importantly, only participant…
Age effects in “returnee” bilingualism
Effects of phonetic training and cognitive aptitude on the perception and production of non-native speech contrasts
Research on second language (L2) speech learning suggests that incidental perception training can lead to the establishment of non-native phonological categories. The present study contributes to this line of enquiry by investigating how this training is mediated by individual differences in working memory capacity and domain-general auditory processing abilities. In our study, 130 native British English speakers without prior knowledge of Portug…
Learning morphology from cross-situational statistics
Non-native languages tend to be acquired through a combination of explicit and implicit learning, where implicit learning requires coordination of language information with referents in the environment. In this study, we examined how learners use both language input and environmental cues to acquire vocabulary and morphology in a novel language and how their language background influences this process. We trained 105 adults with native languages …
Children’s simultaneous or successive acquisition of vocabulary and grammar
Recent evidence from cross-situational learning (CSL) studies have shown that adult learners can acquire words and grammar simultaneously when sentences of the novel language co-occur with dynamic scenes to which they refer. Syntactic bootstrapping accounts suggest that grammatical knowledge may help scaffold vocabulary acquisition by constraining possible meanings, thus, for children, words and grammar may be acquired at different rates. Twenty …
On “Local Theory” Neutrality with Respect to “Meta-Theories” and Data from a Diversity of “Native Speakers”, Including Heritage Speaker Bilinguals
This commentary critically engages with Hulstijn’s revised Basic Language Cognition (BLC) Theory, which aims to enhance explanatory power and falsifiability regarding individual differences (IDs) in language proficiency across native and non-native speakers. While commending BLC Theory’s emphasis on separating oral and written language cognition, we raise two key concerns. First, we question the theory’s exclusive alignment with usage-based appro…
The role of phonology in non-native word learning
Adults often encounter difficulty perceiving and processing sounds of a second language (L2). In order to acquire word-meaning mappings, learners need to determine what the language-relevant phonological contrasts are in the language. In this study, we examined the influence of phonology on non-native word learning, determining whether the language-relevant phonological contrasts could be acquired by abstracting over multiple experiences, and whe…
Statistical learning of foreign language words in younger and older adults
Statistical learning, that is, our ability to track and learn from distributional information in the environment, plays a fundamental role in language acquisition, yet little research has investigated this process in older language learners. In the present study, we address this gap by comparing the cross-situational learning of foreign words in younger and older adults. We also tested whether learning was affected by previous experience with mul…
The role of memory and instruction in the acquisition of vocabulary and grammar
Individual differences in cognitive abilities and explicit instruction can affect language learning. Understanding how individual differences and instruction interact, however, requires us to determine the points in the language learning process that are open to influence. One hundred and eleven adults were exposed to an artificial language comprising transitive sentences occurring with action scenes and were either instructed or not in the langu…
Science and Heritage Language Integrated Learning (SHLIL)
Migrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness of an innovative science outreach program that…
Learning vocabulary and grammar from cross-situational statistics
Across multiple situations, child and adult learners are sensitive to co-occurrences between individual words and their referents in the environment, which provide a means by which the ambiguity of word-world mappings may be resolved (Monaghan & Mattock, 2012; Scott & Fisher, 2012; Smith & Yu, 2008; Yu & Smith, 2007). In three studies, we tested whether cross-situational learning is sufficiently powerful to support simultaneous learning the refer…
Collocational Processing in L1 and L2
This study investigated the effects of individual word frequency, collocational frequency, and association on L1 and L2 collocational processing. An acceptability judgment task was administered to L1 and L2 speakers of English. Response times were analyzed using mixed-effects modeling for 3 types of adjective-noun pairs: (a) high-frequency, (b) low-frequency, and (c) baseline items. This study extends previous research by examining whether the ef…
The role of feedback and instruction on the cross-situational learning of vocabulary and morphosyntax
First language acquisition is implicit, in that explicit information about the language structure to be learned is not provided to children. Instead, they must acquire both vocabulary and grammar incrementally, by generalizing across multiple situations that eventually enable links between words in utterances and referents in the environment to be established. However, this raises a problem of how vocabulary can be acquired without first knowing …
An Introduction to the Cognitive Neuroscience of Second and Artificial Language Learning
Besides acquiring one's first language(s) in infancy, learning an additional language at a later point in life is one of the most fascinating accomplishments of the human mind. It is so fascinating that it verges on the miraculous. Scientists are not usually fond of the term, however, and many a scholar has striven to identify, characterize, and quantify, if not resolve, the cognitive and neural mechanisms underlying this uniquely human ability. …
Distinctions in the Acquisition of Vocabulary and Grammar
Learning language requires acquiring the grammatical categories of words in the language, but learning those categories requires understanding the role of words in the syntax. In this study, we examined how this chicken and egg problem is resolved by learners of an artificial language comprising nouns, verbs, adjectives, and case markers following syntactic rules. We also measured individual differences in declarative and procedural memory proces…
Interdisciplinary Research at the Intersection of Call, NLP, and SLA
Despite the promise of research conducted at the intersection of computer-assisted language learning (CALL), natural language processing, and second language acquisition, few studies have explored the potential benefits of using intelligent CALL systems to deepen our understanding of the process and products of second language (L2) learning. The strategic use of technology offers researchers novel methodological opportunities to examine how incre…
Language Learning Research at the Intersection of Experimental, Computational, and Corpus-Based Approaches
Language acquisition occupies a central place in the study of human cognition, and research on how we learn language can be found across many disciplines, from developmental psychology and linguistics to education, philosophy, and neuroscience. It is a very challenging topic to investigate given that the learning target in first and second language acquisition is highly complex, and part of the challenge consists in identifying how different doma…
Challenges in implicit learning research
This chapter documents some of the methodological challenges in the use of artificial grammars in second language research. In the three experiments reported here, participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. After several modifications to the design of Experiments 1 and 2, Experiment 3 provided evidence that learners can acquire knowledge of L2 case marking incidentall…
Implicit and Explicit Learning of Languages
Taking a generative perspective, we divide aspects of language into three broad categories: those that cannot be learned (are inherent in Universal Grammar), those that are derived from Universal Grammar, and those that must be learned from the input.Using this framework of language to clarify the "what" of learning, we take the acquisition of null (and overt) subjects in languages like Spanish as an example of how to apply the framework.We demon…
Implicit and Explicit Learning of Languages
Taking a generative perspective, we divide aspects of language into three broad categories: those that cannot be learned (are inherent in Universal Grammar), those that are derived from Universal Grammar, and those that must be learned from the input.Using this framework of language to clarify the "what" of learning, we take the acquisition of null (and overt) subjects in languages like Spanish as an example of how to apply the framework.We demon…
Measuring Implicit and Explicit Knowledge in Second Language Research
This article reviews three types of measures which have been widely used in psychological research to assess the conscious or unconscious status of knowledge: retrospective verbal reports, direct and indirect tests, and subjective measures. The goal is to make these techniques available to a wide audience of second language (L2) researchers and to offer suggestions for their sound use in order to promote the study of implicit L2 learning. Each se…
Collocational Processing in L1 and L2
This study investigated the effects of individual word frequency, collocational frequency, and association on L1 and L2 collocational processing. An acceptability judgment task was administered to L1 and L2 speakers of English. Response times were analyzed using mixed-effects modeling for 3 types of adjective-noun pairs: (a) high-frequency, (b) low-frequency, and (c) baseline items. This study extends previous research by examining whether the ef…
Distinctions in the Acquisition of Vocabulary and Grammar
Learning language requires acquiring the grammatical categories of words in the language, but learning those categories requires understanding the role of words in the syntax. In this study, we examined how this chicken and egg problem is resolved by learners of an artificial language comprising nouns, verbs, adjectives, and case markers following syntactic rules. We also measured individual differences in declarative and procedural memory proces…
The role of feedback and instruction on the cross-situational learning of vocabulary and morphosyntax
First language acquisition is implicit, in that explicit information about the language structure to be learned is not provided to children. Instead, they must acquire both vocabulary and grammar incrementally, by generalizing across multiple situations that eventually enable links between words in utterances and referents in the environment to be established. However, this raises a problem of how vocabulary can be acquired without first knowing …
Interdisciplinary Research at the Intersection of Call, NLP, and SLA
Despite the promise of research conducted at the intersection of computer-assisted language learning (CALL), natural language processing, and second language acquisition, few studies have explored the potential benefits of using intelligent CALL systems to deepen our understanding of the process and products of second language (L2) learning. The strategic use of technology offers researchers novel methodological opportunities to examine how incre…
Language Learning Research at the Intersection of Experimental, Computational, and Corpus-Based Approaches
Language acquisition occupies a central place in the study of human cognition, and research on how we learn language can be found across many disciplines, from developmental psychology and linguistics to education, philosophy, and neuroscience. It is a very challenging topic to investigate given that the learning target in first and second language acquisition is highly complex, and part of the challenge consists in identifying how different doma…
Incidental and online learning of melodic structure
Prompted Production
Prompted production refers to language use that occurs in tasks which encourage, or “prompt,” participants to produce particular linguistic structures. Prompted production tasks are widely used in language research (including child language development, second language research, psycholinguistics, and sociolinguistics) and represent a convenient way of collecting linguistic data. In contrast to naturalistic data collection procedures (e.g., class…
Implicit Learning in Second Language Acquisition
The process of implicit learning, essentially the ability to acquire unconscious knowledge, is an elementary and ubiquitous process of human cognition.
Language and music as cognitive systems
The past 15 years have witnessed an increasing interest in the comparative study of language and music as cognitive systems. Languages and music are uniquely human traits, so it is not surprising that this interest spans practically all branches of cognitive science, including psychology, computer science, linguistics, cognitive neuroscience, and education. Underlying the study of language and music is the assumption that the comparison of these …
Measuring Implicit and Explicit Knowledge in Second Language Research
This article reviews three types of measures which have been widely used in psychological research to assess the conscious or unconscious status of knowledge: retrospective verbal reports, direct and indirect tests, and subjective measures. The goal is to make these techniques available to a wide audience of second language (L2) researchers and to offer suggestions for their sound use in order to promote the study of implicit L2 learning. Each se…
Challenges in implicit learning research
This chapter documents some of the methodological challenges in the use of artificial grammars in second language research. In the three experiments reported here, participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. After several modifications to the design of Experiments 1 and 2, Experiment 3 provided evidence that learners can acquire knowledge of L2 case marking incidentall…
Implicit and Explicit Learning of Languages
Taking a generative perspective, we divide aspects of language into three broad categories: those that cannot be learned (are inherent in Universal Grammar), those that are derived from Universal Grammar, and those that must be learned from the input.Using this framework of language to clarify the "what" of learning, we take the acquisition of null (and overt) subjects in languages like Spanish as an example of how to apply the framework.We demon…
Interdisciplinary Research at the Intersection of Call, NLP, and SLA
Despite the promise of research conducted at the intersection of computer-assisted language learning (CALL), natural language processing, and second language acquisition, few studies have explored the potential benefits of using intelligent CALL systems to deepen our understanding of the process and products of second language (L2) learning. The strategic use of technology offers researchers novel methodological opportunities to examine how incre…
Language Learning Research at the Intersection of Experimental, Computational, and Corpus-Based Approaches
Language acquisition occupies a central place in the study of human cognition, and research on how we learn language can be found across many disciplines, from developmental psychology and linguistics to education, philosophy, and neuroscience. It is a very challenging topic to investigate given that the learning target in first and second language acquisition is highly complex, and part of the challenge consists in identifying how different doma…
The role of feedback and instruction on the cross-situational learning of vocabulary and morphosyntax
First language acquisition is implicit, in that explicit information about the language structure to be learned is not provided to children. Instead, they must acquire both vocabulary and grammar incrementally, by generalizing across multiple situations that eventually enable links between words in utterances and referents in the environment to be established. However, this raises a problem of how vocabulary can be acquired without first knowing …
An Introduction to the Cognitive Neuroscience of Second and Artificial Language Learning
Besides acquiring one's first language(s) in infancy, learning an additional language at a later point in life is one of the most fascinating accomplishments of the human mind. It is so fascinating that it verges on the miraculous. Scientists are not usually fond of the term, however, and many a scholar has striven to identify, characterize, and quantify, if not resolve, the cognitive and neural mechanisms underlying this uniquely human ability. …
Distinctions in the Acquisition of Vocabulary and Grammar
Learning language requires acquiring the grammatical categories of words in the language, but learning those categories requires understanding the role of words in the syntax. In this study, we examined how this chicken and egg problem is resolved by learners of an artificial language comprising nouns, verbs, adjectives, and case markers following syntactic rules. We also measured individual differences in declarative and procedural memory proces…
Learning vocabulary and grammar from cross-situational statistics
Across multiple situations, child and adult learners are sensitive to co-occurrences between individual words and their referents in the environment, which provide a means by which the ambiguity of word-world mappings may be resolved (Monaghan & Mattock, 2012; Scott & Fisher, 2012; Smith & Yu, 2008; Yu & Smith, 2007). In three studies, we tested whether cross-situational learning is sufficiently powerful to support simultaneous learning the refer…
Collocational Processing in L1 and L2
This study investigated the effects of individual word frequency, collocational frequency, and association on L1 and L2 collocational processing. An acceptability judgment task was administered to L1 and L2 speakers of English. Response times were analyzed using mixed-effects modeling for 3 types of adjective-noun pairs: (a) high-frequency, (b) low-frequency, and (c) baseline items. This study extends previous research by examining whether the ef…
Science and Heritage Language Integrated Learning (SHLIL)
Migrant students tend to underperform in Science, Technology, Engineering, and Mathematics (STEM) subjects and are less likely to pursue higher education in STEM when compared with their nonmigrant peers. Given the substantial increase in migration, this disparity has been a central concern in science education in many European countries. The purpose of this study was to investigate the effectiveness of an innovative science outreach program that…
Effects of phonetic training and cognitive aptitude on the perception and production of non-native speech contrasts
Research on second language (L2) speech learning suggests that incidental perception training can lead to the establishment of non-native phonological categories. The present study contributes to this line of enquiry by investigating how this training is mediated by individual differences in working memory capacity and domain-general auditory processing abilities. In our study, 130 native British English speakers without prior knowledge of Portug…
Learning morphology from cross-situational statistics
Non-native languages tend to be acquired through a combination of explicit and implicit learning, where implicit learning requires coordination of language information with referents in the environment. In this study, we examined how learners use both language input and environmental cues to acquire vocabulary and morphology in a novel language and how their language background influences this process. We trained 105 adults with native languages …
Children’s simultaneous or successive acquisition of vocabulary and grammar
Recent evidence from cross-situational learning (CSL) studies have shown that adult learners can acquire words and grammar simultaneously when sentences of the novel language co-occur with dynamic scenes to which they refer. Syntactic bootstrapping accounts suggest that grammatical knowledge may help scaffold vocabulary acquisition by constraining possible meanings, thus, for children, words and grammar may be acquired at different rates. Twenty …
On “Local Theory” Neutrality with Respect to “Meta-Theories” and Data from a Diversity of “Native Speakers”, Including Heritage Speaker Bilinguals
This commentary critically engages with Hulstijn’s revised Basic Language Cognition (BLC) Theory, which aims to enhance explanatory power and falsifiability regarding individual differences (IDs) in language proficiency across native and non-native speakers. While commending BLC Theory’s emphasis on separating oral and written language cognition, we raise two key concerns. First, we question the theory’s exclusive alignment with usage-based appro…
The role of phonology in non-native word learning
Adults often encounter difficulty perceiving and processing sounds of a second language (L2). In order to acquire word-meaning mappings, learners need to determine what the language-relevant phonological contrasts are in the language. In this study, we examined the influence of phonology on non-native word learning, determining whether the language-relevant phonological contrasts could be acquired by abstracting over multiple experiences, and whe…
Statistical learning of foreign language words in younger and older adults
Statistical learning, that is, our ability to track and learn from distributional information in the environment, plays a fundamental role in language acquisition, yet little research has investigated this process in older language learners. In the present study, we address this gap by comparing the cross-situational learning of foreign words in younger and older adults. We also tested whether learning was affected by previous experience with mul…
The role of memory and instruction in the acquisition of vocabulary and grammar
Individual differences in cognitive abilities and explicit instruction can affect language learning. Understanding how individual differences and instruction interact, however, requires us to determine the points in the language learning process that are open to influence. One hundred and eleven adults were exposed to an artificial language comprising transitive sentences occurring with action scenes and were either instructed or not in the langu…
Individual differences in children's response to explicit instruction
This study investigated how declarative memory (DM), procedural memory (PM), and working memory (WM) capacities support additional language (L2) learning under explicit instruction from middle childhood to early adolescence, a period marked by substantial cognitive development yet underrepresented in L2 research. 50 learners aged eight to thirteen were trained on an artificial language composed of transitive sentences with animated scenes in a cr…
Learning Without Awareness
The process of implicit learning, essentially the ability to acquire unconscious knowledge, is an elementary and ubiquitous process of human cognition. The field of Second Language Acquisition (SLA) has a long‐standing interest in implicit and explicit learning. To a large degree, this interest was sparked by Stephen Krashen's proposals and the ensuing debates on the implicit–explicit interface. In this entry, we will first define the term implic…
Ellis, Nick
Nick Ellis (1953– ) is a British psychologist who is best known for his influential research and publications on the cognitive aspects underlying second language (L2) acquisition and processing.
Psychology (23 works) · Linguistics (21 works) · Computer Science (15 works) · Language Development and Disorders (15 works) · Language acquisition (11 works) · Neurobiology of Language and Bilingualism (11 works) · Cognition (10 works) · Second Language Acquisition and Learning (10 works) · Cognitive psychology (8 works) · EFL/ESL Teaching and Learning (8 works)