Joseph Collentine
Dados Biográficos
| ID | 1126231 |
|---|---|
| NOME | Joseph Collentine |
| PRENOMES | Joseph |
| SOBRENOME | Collentine |
| ASSINATURA | COLLENTINE J |
| AFILIAÇÕES | Northern Arizona University |
| ORCID | 0000-0002-1815-3449 |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1995 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Artificial Intelligence and Corpus Linguistics
This entry examines the historical development of artificial intelligence (AI) and its transformative potential across various domains in linguistics. It highlights the emergence of generative AI, particularly large language models (LLMs), and their role in advancing tasks such as syntactic parsing and pattern recognition. The discussion addresses the mechanisms underlying AI models, including transformer and self‐attention architectures, as well…
Computer Programming for Applied Linguistics
Computer programming is now an integral part of applied linguistics. It assists corpus linguists in managing and analyzing large and complex corpora. Languages like Python, R, and JavaScript enable web scraping, data preprocessing, statistical analysis, cloud‐based corpora, and data visualization. Programming is also vital for natural language processing (NLP), facilitating logical and efficient solutions for machine translation, sentiment analys…
Language Teaching and Learning
Quantitative methods help researchers to determine objectively the comparative effectiveness of different approaches to language instruction. This entry delineates essential statistical techniques for comparing the effectiveness of two approaches to task‐based language teaching (TBLT) in a typical pretest–posttest study. Step‐by‐step procedures are outlined for conducting a repeated measures analysis in SPSS, including the presentation and interp…
Language learning in a study-abroad context
Isabelli-García, Bown, Plew & Dewey (forthcoming) presented the ‘state of the art’ in research on language learning abroad. Beginning with Carroll's (1967) claim that ‘time spent abroad is one of the most potent variables’ predicting second language (L2) abilities (p. 137), the scope of study-abroad research has grown multifold in guiding theoretical frameworks, empirical methods, and objects of examination. A half-century of work surveyed in Isa…
Language Learning and Teaching
Quantitative methods are frequently used in applied linguistics to assess the comparative quality of different approaches to language instruction.
A Multidimensional Analysis of a Written L2 Spanish Corpus
The present study adds to our understanding of how learners employ lexical and grammatical phenomena to communicate in writing in different types of interlanguage discourse. A multidimensional (factor) analysis of a corpus of L2 Spanish writing (202,241 words) generated by second- and third-year, university-level learners was performed. The analysis uncovered four significant clusters that can be considered distinct discourse types with two main …
The Effects of Learning Contexts on Morphosyntactic and Lexical Development
Context of learning, such as whether a learner studies a second language (L2) in a formal classroom—“at home” or abroad—may be a key factor in developing grammatical and lexical abilities. Yet, little empirical data is available comparing the effects of study abroad (SA) and formal instruction “at home” (AH) experiences on such development (Freed, 1995). The scant research that exists presents conflicting results (DeKeyser, 1986, 1991; Isabelli, …
Learning Context and Its Effects on Second Language Acquisition
Thirty years ago, Dell Hymes (1972) observed that knowing what goes on outside the school setting is necessary to understanding what goes on inside. He noted further that “the key to understanding language in context is to start not with language but with context ... [and then to] systematically relate the two” (pp. xix–lvii). Recently, the importance of learning context has stirred debate within SLA circles, and two coexisting lines of research …
Lingüística con corpus
On the Acquisition of the Subjunctive and Authentic Processing Instruction
Farley (2001) raises concerns about the validity and generalizability of Collentine's 1998 study examining the efficacy of processing instruction - an input-oriented psycholinguistic approach to grammar instruction (Lee 2000; VanPatten 1996, 1997, 2000) - with the Spanish subjunctive. In response, Farley (2001) presents the results of his own experiment, claiming to provide Spanish educators with an example of authentic subjunctive processing ins…
Processing Instruction and the Subjunctive
Research is uncovering developmental factors (e.g., interactions between syntactic and morphological development) that account for the fact that foreign-language learners of Spanish completing the intermediate level seem to benefit little from subjunctive instruction (cf. Leow 1993, 1995; Terrell et al. 1987; Collentine 1995, 1997a, 1997b). Yet, little is known about how different methodological approaches to grammar instruction affect subjunctiv…
The Development of Complex Syntax and Mood-Selection Abilities by Intermediate-Level Learners of Spanish
Foreign language learners of Spanish seemingly cannot master mood selection-the indicative/ subjunctive distinction-by the end of the intermediate level of instruction (within four semesters). Yet their courses ordinarily reserve a considerable amount of time for the study of mood selection. An analysis of two oral-production tasks suggests that, by the end of the intermediate level, learners are not likely to reach a stage at which they have the…
Processing Instruction and the Subjunctive
Research is uncovering developmental factors (e.g., interactions between syntactic and morphological development) that account for the fact that foreign-language learners of Spanish completing the intermediate level seem to benefit little from subjunctive instruction (cf. Leow 1993, 1995; Terrell et al. 1987; Collentine 1995, 1997a, 1997b). Yet, little is known about how different methodological approaches to grammar instruction affect subjunctiv…
The Development of Complex Syntax and Mood-Selection Abilities by Intermediate-Level Learners of Spanish
Foreign language learners of Spanish seemingly cannot master mood selection-the indicative/ subjunctive distinction-by the end of the intermediate level of instruction (within four semesters). Yet their courses ordinarily reserve a considerable amount of time for the study of mood selection. An analysis of two oral-production tasks suggests that, by the end of the intermediate level, learners are not likely to reach a stage at which they have the…
Language learning in a study-abroad context
Isabelli-García, Bown, Plew & Dewey (forthcoming) presented the ‘state of the art’ in research on language learning abroad. Beginning with Carroll's (1967) claim that ‘time spent abroad is one of the most potent variables’ predicting second language (L2) abilities (p. 137), the scope of study-abroad research has grown multifold in guiding theoretical frameworks, empirical methods, and objects of examination. A half-century of work surveyed in Isa…
The Development of Complex Syntax and Mood-Selection Abilities by Intermediate-Level Learners of Spanish
Foreign language learners of Spanish seemingly cannot master mood selection-the indicative/ subjunctive distinction-by the end of the intermediate level of instruction (within four semesters). Yet their courses ordinarily reserve a considerable amount of time for the study of mood selection. An analysis of two oral-production tasks suggests that, by the end of the intermediate level, learners are not likely to reach a stage at which they have the…
Processing Instruction and the Subjunctive
Research is uncovering developmental factors (e.g., interactions between syntactic and morphological development) that account for the fact that foreign-language learners of Spanish completing the intermediate level seem to benefit little from subjunctive instruction (cf. Leow 1993, 1995; Terrell et al. 1987; Collentine 1995, 1997a, 1997b). Yet, little is known about how different methodological approaches to grammar instruction affect subjunctiv…
On the Acquisition of the Subjunctive and Authentic Processing Instruction
Farley (2001) raises concerns about the validity and generalizability of Collentine's 1998 study examining the efficacy of processing instruction - an input-oriented psycholinguistic approach to grammar instruction (Lee 2000; VanPatten 1996, 1997, 2000) - with the Spanish subjunctive. In response, Farley (2001) presents the results of his own experiment, claiming to provide Spanish educators with an example of authentic subjunctive processing ins…
Lingüística con corpus
The Effects of Learning Contexts on Morphosyntactic and Lexical Development
Context of learning, such as whether a learner studies a second language (L2) in a formal classroom—“at home” or abroad—may be a key factor in developing grammatical and lexical abilities. Yet, little empirical data is available comparing the effects of study abroad (SA) and formal instruction “at home” (AH) experiences on such development (Freed, 1995). The scant research that exists presents conflicting results (DeKeyser, 1986, 1991; Isabelli, …
Learning Context and Its Effects on Second Language Acquisition
Thirty years ago, Dell Hymes (1972) observed that knowing what goes on outside the school setting is necessary to understanding what goes on inside. He noted further that “the key to understanding language in context is to start not with language but with context ... [and then to] systematically relate the two” (pp. xix–lvii). Recently, the importance of learning context has stirred debate within SLA circles, and two coexisting lines of research …
A Multidimensional Analysis of a Written L2 Spanish Corpus
The present study adds to our understanding of how learners employ lexical and grammatical phenomena to communicate in writing in different types of interlanguage discourse. A multidimensional (factor) analysis of a corpus of L2 Spanish writing (202,241 words) generated by second- and third-year, university-level learners was performed. The analysis uncovered four significant clusters that can be considered distinct discourse types with two main …
Language Learning and Teaching
Quantitative methods are frequently used in applied linguistics to assess the comparative quality of different approaches to language instruction.
Language learning in a study-abroad context
Isabelli-García, Bown, Plew & Dewey (forthcoming) presented the ‘state of the art’ in research on language learning abroad. Beginning with Carroll's (1967) claim that ‘time spent abroad is one of the most potent variables’ predicting second language (L2) abilities (p. 137), the scope of study-abroad research has grown multifold in guiding theoretical frameworks, empirical methods, and objects of examination. A half-century of work surveyed in Isa…
Language Teaching and Learning
Quantitative methods help researchers to determine objectively the comparative effectiveness of different approaches to language instruction. This entry delineates essential statistical techniques for comparing the effectiveness of two approaches to task‐based language teaching (TBLT) in a typical pretest–posttest study. Step‐by‐step procedures are outlined for conducting a repeated measures analysis in SPSS, including the presentation and interp…
Computer Programming for Applied Linguistics
Computer programming is now an integral part of applied linguistics. It assists corpus linguists in managing and analyzing large and complex corpora. Languages like Python, R, and JavaScript enable web scraping, data preprocessing, statistical analysis, cloud‐based corpora, and data visualization. Programming is also vital for natural language processing (NLP), facilitating logical and efficient solutions for machine translation, sentiment analys…
Artificial Intelligence and Corpus Linguistics
This entry examines the historical development of artificial intelligence (AI) and its transformative potential across various domains in linguistics. It highlights the emergence of generative AI, particularly large language models (LLMs), and their role in advancing tasks such as syntactic parsing and pattern recognition. The discussion addresses the mechanisms underlying AI models, including transformer and self‐attention architectures, as well…
EFL/ESL Teaching and Learning (9 obras) · Linguistics (8 obras) · Psychology (8 obras) · Computer Science (7 obras) · Philosophy (6 obras) · Second Language Acquisition and Learning (6 obras) · Mathematics education (5 obras) · Second Language Learning and Teaching (5 obras) · History (4 obras) · Artificial Intelligence (3 obras)