Catherine J Doughty
Datos Biográficos
| ID | 1692525 |
|---|---|
| NOMBRE | Catherine J Doughty |
| NOMBRES | Catherine J |
| APELLIDO | Doughty |
| FIRMA | DOUGHTY C J |
| AFILIACIONES | California University of Pennsylvania |
| ORCID | 0000-0001-8225-0561 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 102 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 2 |
| PRIMER AÑO DE PUBLICACIÓN | 1986 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2019 |
| ÍNDICE H | 4 |
Cognitive Language Aptitude
After discussing key issues in the aptitude literature and presenting an updated, multicomponential model of cognitive language aptitude, we consider two analyses from a longitudinal investigation using aptitude to predict success in language learning. Aptitude is conceptualized as a special talent for learning languages and a ceiling on success. In other words, for any given person, when motivation is high, personality facets are aligned, and th…
Hi-Lab
Few adult second language (L2) learners successfully attain high-level proficiency. Although decades of research on beginning to intermediate stages of L2 learning have identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting very high levels of L2 proficiency. The current study, conducted in the United States, was designed to examine potential cognitive predictors of successful lea…
The Handbook of Second Language Acquisition
List of Contributors. Part I: Overview:1. The Scope of Inquiry and Goals of SLA: Catherine J. Doughty and Michael H. Long (University of Hawai'i). Part II: Capacity and Representation:2. On the Nature of Interlanguage Representation: Universal Grammar in the Second Language: Lydia White (McGill University). 3. The Radical Middle: Nativism without Universal Grammar: William O'Grady (University of Hawai'i). 4. Constructions, Chunking, and Connectio…
The Handbook of Second Language Acquisition
Cognitive underpinnings of focus on form
Introduction The purpose of this chapter is to examine focus on form in cognitive processing terms by postulating plausible, psychologically real, cognitive correlates for a range of L2 learning processes that have become prevalent in the instructed second language acquisition (SLA) literature. Progress in adult SLA is thought often to depend crucially upon cognitive processes such as paying attention to features of target input, noticing interlo…
Second Language Instruction Does Make a Difference
A number of studies on second language (SL) instruction point to the hypothesis that instruction is effective, but determining the effect experimentally has been problematic. Overall, three difficulties with previous attempts to demonstrate a causal relationship between SL instruction and second language acquisition can be identified: (a) inappropriate or inadequate research design, (b) failure to operationalize or even to describe the instructio…
The Impact of Interaction on Comprehension
The study reported in this article compared the comprehension of 16 nonnative speakers (NNSs) of English on directions to a task presented by a native speaker (NS) under two input conditions: premodified input, in the form of a NS baseline lecturette modified by decreased complexity and increased quantity and redundancy, and interactionally modified input, consisting of the NS baseline lecturette without linguistic premodification, but with oppor…
Making Input Comprehensible
In view of the evidence that comprehensible input is necessary for language acquisition (Krashen 1980, 1982, Long 1981, 1983, 1985), this study compared the listening comprehension of NNSs' of English on directions to an assembly task given by a NS under two input conditions : (1) Syntactically and semantically premodified input without interaction and (2) Unmodified input with interaction. Two hypotheses were tested in the study. First, it was p…
"Information Gap" Tasks
This article reports the findings of the latest of a series of studies conducted to determine the effects of task type and participation pattern on language classroom interaction. The results of this study are compared to those of an earlier investigation (Pica & Doughty, 1985a) in regard to optional and required information exchange tasks across teacher-directed, small-group, and dyad interactional patterns. The evidence suggests that a task wit…
Hi-Lab
Few adult second language (L2) learners successfully attain high-level proficiency. Although decades of research on beginning to intermediate stages of L2 learning have identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting very high levels of L2 proficiency. The current study, conducted in the United States, was designed to examine potential cognitive predictors of successful lea…
The Impact of Interaction on Comprehension
The study reported in this article compared the comprehension of 16 nonnative speakers (NNSs) of English on directions to a task presented by a native speaker (NS) under two input conditions: premodified input, in the form of a NS baseline lecturette modified by decreased complexity and increased quantity and redundancy, and interactionally modified input, consisting of the NS baseline lecturette without linguistic premodification, but with oppor…
"Information Gap" Tasks
This article reports the findings of the latest of a series of studies conducted to determine the effects of task type and participation pattern on language classroom interaction. The results of this study are compared to those of an earlier investigation (Pica & Doughty, 1985a) in regard to optional and required information exchange tasks across teacher-directed, small-group, and dyad interactional patterns. The evidence suggests that a task wit…
Cognitive Language Aptitude
After discussing key issues in the aptitude literature and presenting an updated, multicomponential model of cognitive language aptitude, we consider two analyses from a longitudinal investigation using aptitude to predict success in language learning. Aptitude is conceptualized as a special talent for learning languages and a ceiling on success. In other words, for any given person, when motivation is high, personality facets are aligned, and th…
Making Input Comprehensible
In view of the evidence that comprehensible input is necessary for language acquisition (Krashen 1980, 1982, Long 1981, 1983, 1985), this study compared the listening comprehension of NNSs' of English on directions to an assembly task given by a NS under two input conditions : (1) Syntactically and semantically premodified input without interaction and (2) Unmodified input with interaction. Two hypotheses were tested in the study. First, it was p…
"Information Gap" Tasks
This article reports the findings of the latest of a series of studies conducted to determine the effects of task type and participation pattern on language classroom interaction. The results of this study are compared to those of an earlier investigation (Pica & Doughty, 1985a) in regard to optional and required information exchange tasks across teacher-directed, small-group, and dyad interactional patterns. The evidence suggests that a task wit…
The Impact of Interaction on Comprehension
The study reported in this article compared the comprehension of 16 nonnative speakers (NNSs) of English on directions to a task presented by a native speaker (NS) under two input conditions: premodified input, in the form of a NS baseline lecturette modified by decreased complexity and increased quantity and redundancy, and interactionally modified input, consisting of the NS baseline lecturette without linguistic premodification, but with oppor…
Second Language Instruction Does Make a Difference
A number of studies on second language (SL) instruction point to the hypothesis that instruction is effective, but determining the effect experimentally has been problematic. Overall, three difficulties with previous attempts to demonstrate a causal relationship between SL instruction and second language acquisition can be identified: (a) inappropriate or inadequate research design, (b) failure to operationalize or even to describe the instructio…
Cognitive underpinnings of focus on form
Introduction The purpose of this chapter is to examine focus on form in cognitive processing terms by postulating plausible, psychologically real, cognitive correlates for a range of L2 learning processes that have become prevalent in the instructed second language acquisition (SLA) literature. Progress in adult SLA is thought often to depend crucially upon cognitive processes such as paying attention to features of target input, noticing interlo…
The Handbook of Second Language Acquisition
The Handbook of Second Language Acquisition
List of Contributors. Part I: Overview:1. The Scope of Inquiry and Goals of SLA: Catherine J. Doughty and Michael H. Long (University of Hawai'i). Part II: Capacity and Representation:2. On the Nature of Interlanguage Representation: Universal Grammar in the Second Language: Lydia White (McGill University). 3. The Radical Middle: Nativism without Universal Grammar: William O'Grady (University of Hawai'i). 4. Constructions, Chunking, and Connectio…
Hi-Lab
Few adult second language (L2) learners successfully attain high-level proficiency. Although decades of research on beginning to intermediate stages of L2 learning have identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting very high levels of L2 proficiency. The current study, conducted in the United States, was designed to examine potential cognitive predictors of successful lea…
Cognitive Language Aptitude
After discussing key issues in the aptitude literature and presenting an updated, multicomponential model of cognitive language aptitude, we consider two analyses from a longitudinal investigation using aptitude to predict success in language learning. Aptitude is conceptualized as a special talent for learning languages and a ceiling on success. In other words, for any given person, when motivation is high, personality facets are aligned, and th…
Computer Science (8 obras) · EFL/ESL Teaching and Learning (8 obras) · Psychology (8 obras) · Linguistics (7 obras) · Cognitive psychology (4 obras) · Second Language Learning and Teaching (4 obras) · Cognition (3 obras) · Comprehension (3 obras) · Mathematics education (3 obras) · Multilingual Education and Policy (3 obras)