Journal•ISSN: 0272-2631
Studies in Second Language Acquisition
Cambridge University Press
About: Studies in Second Language Acquisition is an academic journal published by Cambridge University Press. The journal publishes majorly in the area(s): Second-language acquisition & Language acquisition. It has an ISSN identifier of 0272-2631. Over the lifetime, 1986 publications have been published receiving 110164 citations. The journal is also known as: SSLA.
Topics: Second-language acquisition, Language acquisition, Comprehension approach, Language transfer, First language
Papers published on a yearly basis
Papers
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TL;DR: In this article, the authors present a study of corrective feedback and learner uptake in four immersion classrooms at the primary level and find an overwhelming tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting student-generated repair.
Abstract: This article presents a study of corrective feedback and learner uptake (i.e., responses to
feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of
classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons
were analyzed using a model developed for the study and comprising the various moves in an
error treatment sequence. Results include the frequency and distribution of the six different
feedback types used by the four teachers, in addition to the frequency and distribution of different
types of learner uptake following each feedback type. The findings indicate an overwhelming
tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting
student-generated repair. Four other feedback types—elicitation, metalinguistic feedback,
clarification requests, and repetition—lead to student-generated repair more successfully
and are thus able to initiate what the authors characterize as the negotiation of form.
1,852 citations
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TL;DR: For instance, the authors shows how language processing is intimately tuned to input frequency and the implications of these effects for the representations and developmental sequence of SLA, and concludes by considering the history of frequency as an explanatory concept in theoretical and applied linguistics, its 40 years of exile, and its necessary reinstatement as a bridging variable that binds the different schools of language acquisition research.
Abstract: 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 acquisition of language is exemplar based. It is the piecemeal learning of many thousands of constructions and the frequency-biased abstraction of regularities within them. Determinants of pattern productivity include the power law of practice, cue competition and constraint satisfaction, connectionist learning, and effects of type and token frequency. The regularities of language emerge from experience as categories and prototypical patterns. The typical route of emergence of constructions is from formula, through low-scope pattern, to construction. Frequency plays a large part in explaining sociolinguistic variation and language change. Learners' sensitivity to frequency in all these domains has implications for theories of implicit and explicit learning and their interactions. The review concludes by considering the history of frequency as an explanatory concept in theoretical and applied linguistics, its 40 years of exile, and its necessary reinstatement as a bridging variable that binds the different schools of language acquisition research.
1,545 citations
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TL;DR: This article found that very few adult immigrants scored within the range of child arrivals on a grammaticality judgment test, and that the few who did had high levels of verbal analytical ability; this ability was not a significant predictor for childhood second language acquisition.
Abstract: This study was designed to test the Fundamental Difference Hypothesis (Bley-Vroman,
1988), which states that, whereas children are known to learn language almost completely
through (implicit) domain-specific mechanisms, adults have largely lost the ability to learn a
language without reflecting on its structure and have to use alternative mechanisms, drawing
especially on their problem-solving capacities, to learn a second language. The hypothesis
implies that only adults with a high level of verbal analytical ability will reach near-native
competence in their second language, but that this ability will not be a significant predictor of
success for childhood second language acquisition. A study with 57 adult Hungarian-speaking
immigrants confirmed the hypothesis in the sense that very few adult immigrants scored within
the range of child arrivals on a grammaticality judgment test, and that the few who did had high
levels of verbal analytical ability; this ability was not a significant predictor for childhood
arrivals. This study replicates the findings of Johnson and Newport (1989) and provides an
explanation for the apparent exceptions in their study. These findings lead to a
reconceptualization of the Critical Period Hypothesis: If the scope of this hypothesis is limited to
implicit learning mechanisms, then it appears that there may be no exceptions to the age effects
that the hypothesis seeks to explain.
1,213 citations
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TL;DR: The study reports strong effects of planning on fluency and clear effects also on complexity, with a linear relationship between degree of planning and degree of complexity, However, a more complex relationship was discovered between planning and accuracy, and interactions were found between task type and planning conditions.
Abstract: This study focuses on the impact of different variables on the nature of language performance in the context of task-based instruction. Characteristics of tasks are discussed, and then a framework is offered that can organize the nature of task-based instruction and relevant research. The framework is used to generate predictions regarding the effects of three different tasks (Personal Information Exchange, Narrative, and Decision-Making) and three different implementation conditions for each task (unplanned, planned but without detail, detailed planning) on the variables of fluency, complexity, and accuracy. The study reports strong effects of planning on fluency and clear effects also on complexity, with a linear relationship between degree of planning and degree of complexity. However, a more complex relationship was discovered between planning and accuracy, with the most accurate performance produced by the less detailed planners. In addition, interactions were found between task type and planning conditions, such that the effects of planning were greater with the Narrative and Decision-Making tasks than with the Personal Information Exchange task. The results are discussed in terms of an attentional model of learning and performance and highlight the importance of tradeoff effects between the goals of complexity and accuracy in the context of the use of limited capacity attentional resources. The study contributes to the development of cognitive models of second language performance and addresses a number of pedagogic issues.
986 citations
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TL;DR: This article reviewed the second language research on age-related differences, as well as first language work needed to disambiguate some of the findings, concluding that both the initial rate of acquisition and the ultimate level of attainment depend in part on the age at which learning begins.
Abstract: This article reviews the second language research on age-related differences, as well as first language work needed to disambiguate some of the findings. Five conclusions are drawn, (a) Both the initial rate of acquisition and the ultimate level of attainment depend in part on the age at which learning begins. (b) There are sensitive periods governing language development, first or second, during which the acquisition of different linguistic abilities is successful and after which it is irregular and incomplete. (c) The age-related loss in ability is cumulative (not a catastrophic one-time event), affecting first one linguistic domain and then another, and is not limited to phonology, (d) The deterioration in some individuals begins as early as age 6—not at puberty as is often claimed. (e) Affective, input, and current cognitive explanations for the reduced ability are inadequate. The capacity for language development is maturationally constrained, and its decline probably reflects a progressive loss of neural plasticity, itself possibly associated with increasing myelination.
942 citations