John Hedgcock
Dados Biográficos
| ID | 1692533 |
|---|---|
| NOME | John Hedgcock |
| PRENOMES | John |
| SOBRENOME | Hedgcock |
| ASSINATURA | HEDGCOCK J |
| AFILIAÇÕES | University of Houston |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 12 |
| OBRAS COMO AUTOR | 5 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1991 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 1996 |
| ÍNDICE H | 3 |
Negative Feedback Incorporation Among High-Proficiency and Low-Proficiency Chinese-Speaking Learners of Spanish
Recent investigations of metalinguistic input have focused on processes in which learners incorporate native speaker-generated feedback; evidence of the influence of metalinguistic feedback, however, remains inconclusive. This study, based on conversational data, analyzes the incorporation patterns of 4 well-educated but low-proficiency Chinese immigrants to Spain and 4 high-proficiency Chinese university students with extensive formal training i…
Well-formed vs. ill-formed strings in L2 metalingual tasks
The use of metalingual tasks in L2 acquisition research has recently been challenged by a number of critics on the grounds that they may constitute only an indirect and unreliable reflection of learner competence. Recent research involving metalingual judgements tests has revealed that learners' reactions to well-formed and ill-formed strings emerge largely as a result of the cognitive processes brought about by the particular characteristics of …
Differing Reading-Writing Relationships in L1 and L2 Literacy Development
0 The complex nature of L2 literacy has recently become an area of special concern to applied linguists and second language acquisition researchers. Carson, Carrell, Silberstein, Kroll, and Kuehn (1990), for example, studying reading and writing relationships for ESL students from two different L1 backgrounds, found that although measures of reading and writing proficiency were significantly related for their Japanese subjects in Japanese, a simi…
Tuning in on ‘Prime Time’
Formerly held distinctions which opposed “conscious” to “unconscious” learning, “controlled” to “automatic” processing, and “learning” to “acquisition“have eroded as tenable models of L2 learning processes. Recent formulations of L2 development instead favor an approach which integrates linguistic theory with the information‐processing models advanced in cognitive psychology. Rather than relying on binary distinctions, processing‐oriented, task‐c…
Foreign Language Retention and Attrition
This article discusses current perspectives on foreign language loss and offers a reinterpretation of regressionist theories of attrition in which last‐presented FL material is predicted to deteriorate first. Before reporting the results of a small‐scale study of the retention and loss of Spanish among college undergraduates, the author describes a processing model of FL maintenance which holds that FL material having cognitive associations is mo…
Negative Feedback Incorporation Among High-Proficiency and Low-Proficiency Chinese-Speaking Learners of Spanish
Recent investigations of metalinguistic input have focused on processes in which learners incorporate native speaker-generated feedback; evidence of the influence of metalinguistic feedback, however, remains inconclusive. This study, based on conversational data, analyzes the incorporation patterns of 4 well-educated but low-proficiency Chinese immigrants to Spain and 4 high-proficiency Chinese university students with extensive formal training i…
Well-formed vs. ill-formed strings in L2 metalingual tasks
The use of metalingual tasks in L2 acquisition research has recently been challenged by a number of critics on the grounds that they may constitute only an indirect and unreliable reflection of learner competence. Recent research involving metalingual judgements tests has revealed that learners' reactions to well-formed and ill-formed strings emerge largely as a result of the cognitive processes brought about by the particular characteristics of …
Differing Reading-Writing Relationships in L1 and L2 Literacy Development
0 The complex nature of L2 literacy has recently become an area of special concern to applied linguists and second language acquisition researchers. Carson, Carrell, Silberstein, Kroll, and Kuehn (1990), for example, studying reading and writing relationships for ESL students from two different L1 backgrounds, found that although measures of reading and writing proficiency were significantly related for their Japanese subjects in Japanese, a simi…
Tuning in on ‘Prime Time’
Formerly held distinctions which opposed “conscious” to “unconscious” learning, “controlled” to “automatic” processing, and “learning” to “acquisition“have eroded as tenable models of L2 learning processes. Recent formulations of L2 development instead favor an approach which integrates linguistic theory with the information‐processing models advanced in cognitive psychology. Rather than relying on binary distinctions, processing‐oriented, task‐c…
Foreign Language Retention and Attrition
This article discusses current perspectives on foreign language loss and offers a reinterpretation of regressionist theories of attrition in which last‐presented FL material is predicted to deteriorate first. Before reporting the results of a small‐scale study of the retention and loss of Spanish among college undergraduates, the author describes a processing model of FL maintenance which holds that FL material having cognitive associations is mo…
Well-formed vs. ill-formed strings in L2 metalingual tasks
The use of metalingual tasks in L2 acquisition research has recently been challenged by a number of critics on the grounds that they may constitute only an indirect and unreliable reflection of learner competence. Recent research involving metalingual judgements tests has revealed that learners' reactions to well-formed and ill-formed strings emerge largely as a result of the cognitive processes brought about by the particular characteristics of …
Differing Reading-Writing Relationships in L1 and L2 Literacy Development
0 The complex nature of L2 literacy has recently become an area of special concern to applied linguists and second language acquisition researchers. Carson, Carrell, Silberstein, Kroll, and Kuehn (1990), for example, studying reading and writing relationships for ESL students from two different L1 backgrounds, found that although measures of reading and writing proficiency were significantly related for their Japanese subjects in Japanese, a simi…
Tuning in on ‘Prime Time’
Formerly held distinctions which opposed “conscious” to “unconscious” learning, “controlled” to “automatic” processing, and “learning” to “acquisition“have eroded as tenable models of L2 learning processes. Recent formulations of L2 development instead favor an approach which integrates linguistic theory with the information‐processing models advanced in cognitive psychology. Rather than relying on binary distinctions, processing‐oriented, task‐c…
Negative Feedback Incorporation Among High-Proficiency and Low-Proficiency Chinese-Speaking Learners of Spanish
Recent investigations of metalinguistic input have focused on processes in which learners incorporate native speaker-generated feedback; evidence of the influence of metalinguistic feedback, however, remains inconclusive. This study, based on conversational data, analyzes the incorporation patterns of 4 well-educated but low-proficiency Chinese immigrants to Spain and 4 high-proficiency Chinese university students with extensive formal training i…
EFL/ESL Teaching and Learning (5 obras) · Linguistics (5 obras) · Psychology (5 obras) · Cognition (3 obras) · Cognitive psychology (3 obras) · Second-language acquisition (3 obras) · Computer Science (2 obras) · Grammar (2 obras) · Grammaticality (2 obras) · Mathematics education (2 obras)